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- Anderegg, William R L, et al.
(författare)
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A climate risk analysis of Earth's forests in the 21st century
- 2022
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Ingår i: Science (New York, N.Y.). - : American Association for the Advancement of Science (AAAS). - 1095-9203 .- 0036-8075. ; 377:6610, s. 1099-1103
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Tidskriftsartikel (refereegranskat)abstract
- Earth's forests harbor extensive biodiversity and are currently a major carbon sink. Forest conservation and restoration can help mitigate climate change; however, climate change could fundamentally imperil forests in many regions and undermine their ability to provide such mitigation. The extent of climate risks facing forests has not been synthesized globally nor have different approaches to quantifying forest climate risks been systematically compared. We combine outputs from multiple mechanistic and empirical approaches to modeling carbon, biodiversity, and disturbance risks to conduct a synthetic climate risk analysis for Earth's forests in the 21st century. Despite large uncertainty in most regions we find that some forests are consistently at higher risk, including southern boreal forests and those in western North America and parts of the Amazon.
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- Anderhag, Per, 1971-
(författare)
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Informella lärmiljöers effekter på elevers lärande och intresse för naturvetenskap : En översikt
- 2020
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Ingår i: ATENA Didaktik. - : Linkoping University Electronic Press. - 2003-3486. ; 3:1
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Informella lärmiljöer såsom museer, djurparker och science centers kännetecknas av att de är öppna för allmänheten och att de inte behöver ha en formell koppling till skolväsendet. Denna artikel syftar till att ge en översiktlig beskrivning av forskning om informella lärmiljöers effekter på elevers lärande och intresse för naturvetenskap. Forskningen visar att informella lärmiljöer kan påverka elevers lärande och intresse positivt. Samtidigt är kunskapen begränsad om hur detta går till och vilken betydelse besök har för ett mer beständigt intresse. Studierna lyfter särskilt (1) det sociala sammanhang som miljöerna erbjuder, (2) möjligheten till alternativa ingångar till naturvetenskap, samt (3) kopplingen till den reguljära skolverksamheten som viktiga aspekter för informella lärmiljöers möjlighet att påverka elevernas lärande och intresse. Utifrån detta diskuterar artikeln möjliga sätt som informella lärmiljöer kan kopplas till skolans formella undervisning i naturvetenskap.
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- Anderhag, Per, et al.
(författare)
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Kod som teknisk lösning : en studie om grundskoleeleversuppfattningar av ändamålsenlighet i derasspontana programspråk
- 2021
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Ingår i: NorDiNa. - : University of Oslo Library. - 1504-4556 .- 1894-1257. ; 17:1, s. 113-129
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Tidskriftsartikel (refereegranskat)abstract
- This study examines primary school students’ perception of functionality in their spontaneous programminglanguage for controlling a simple robot. Classroom activities were designed in order to create opportunitiesfor the students (year 1 and year 4) to discuss and develop together with their teachers a sharedprogramming language for controlling a simple robot. The students spontaneously used (a) natural language,(b) images or (c) symbols when they created their programming language. The findings show thatthe students primarily perceived a code’s functionality as a question of readability, rather than how wellit fit the purpose of controlling the robot. Possible consequences of the findings for teaching in technologyeducation are discussed.
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- Anderhag, Per, et al.
(författare)
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Konsekvenser av humor och skämtande för elevers lärande i naturvetenskap
- 2021
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Naturvetenskap beskrivs vanligtvis som en rationell och faktaorienterad verksamhet med liten koppling till estetik, normer och värden. I våra respektive datainsamlingar, som inte har haft humor som fokus, har vi oberoende av varandra dock sett inslag av humor när grundskolelever respektive universitetsstudenter lär sig fysik. Även om detta också har uppmärksammats av tidigare forskning är kunskapen begränsad om vilken roll skämtande kan ha för elevernas lärande i naturvetenskap. Transkriberat ljud-och videomaterial har analyserats med Praktisk Epistemologisk Analys. De inledande analyserna, som är grundade i en pragmatisk och handlingsorienterad teoribildning, visar att elever och lärare använder humor för att klargöra hur resonemang och handlingar är i linje med vad de förväntas göra och uppnå i klassrummet. I seminariet vill vi pröva huruvida sådana och andra humoristiska situationer påverkar elevernas möjlighet att mer självständigt och målinriktat agera mot lärandesituationens naturvetenskapliga syften och innehåll.
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- Anderhag, Per, 1971-, et al.
(författare)
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Students' choice of post-compulsory science : In search of schools that compensate for the socio-economic background of their students
- 2013
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Ingår i: International Journal of Science Education. - : Informa UK Limited. - 0950-0693 .- 1464-5289. ; 35:18, s. 3141-3160
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Tidskriftsartikel (refereegranskat)abstract
- It is commonly argued that socio-economic inequalities can explain many of the differences in achievement and participation in science education that have been reported among countries and among schools within a country. We addressed this issue by examining (a) the relationship between variables associated with socio-economic background and application frequencies to the Swedish Natural Science Programme (NSP) in upper secondary school and (b) whether there are lower secondary schools in Sweden that seem to compensate for these variables. Data from Statistics Sweden (SCB) covering the whole population of 106,483 ninth-grade students were used to calculate the probability for each student to apply to the NSP. Our results indicate that the variables, such as parental educational level and grades, have explanatory power, but with varying effect for different subpopulations of students. For example, grades in mathematics have a greater impact than grades in science for females’ choice of the NSP. The opposite holds for male students. Out of 1,342 schools, 158 deviated significantly from predicted, that is, the students in these schools applied to the NSP in greater or lesser extent than expected. The number of deviating schools is greater than predicted by pure random variation. This suggests that variables of socio-economic background are only a partial explanation of the application frequencies, and that the deviation needs to be investigated further. Our findings suggest that in order to understand why schools deviate positively and so compensate for the socio-economic background of their students, we need to study their practices more closely
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- Anderhag, Per, et al.
(författare)
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Syften och tillfälligheter i högstadie- och gymnasielaborationen : en studie om hur elever handlar i relation till aktivitetens mål
- 2014
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Ingår i: NorDiNa. - : University of Oslo Library. - 1504-4556 .- 1894-1257. ; 10:1, s. 63-76
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Tidskriftsartikel (refereegranskat)abstract
- Purposes and contingencies in the lower and upper secondary school labStudies have shown that students’ awareness of the goals and purposes of the laboratory activity is important for their possibility to participate in and learn from the activity. While practical activities often have been considered to be a central part of science education, relatively few studies have examined laboratory work in situ. In this paper we addressed these issues by examining (a) what purposes are distinguished when students’ work with a laboratory assignment and (b) how these purposes are made continuous with the teacher’s aim with the assignment. The data was based on classroom observations from two ordinary laboratory settings, one from a chemistry class in lower secondary school and one from a physics class in the natural science programme in upper secondary school. Although both student groups acknowledged their teacher’s intentions with the practical and could act towards the more student centered purposes of the activity, e.g. describe what happens with the copper and measure the speed of a small vessel respectively, there were differences regarding the possibilities the students had to act toward the activity’s final aim. The results showed that these factors can be referred to the amount of purposes introduced by the teacher as well as those that arose because of contingences, and the connection of these purposes to students’ prior experiences.
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