| 1. |
- Börjesson, Git, et al.
(författare)
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Att undersöka möjligheter till ämnesdidaktisk progression
- 2019
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Ingår i: Vetenskaplighet i högre utbildning - Erfarenheter från lärarutbildningen. Franck, Olof (red.). - Lund : Studentlitteratur. - 9789144130637 ; , s. 157-178
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I lärarutbildningen finns sedan lång tid tillbaka ett speciellt intresse för vilka professionella kunskaper en lärare bör ha för att undervisa inom ett ämnesområde, det vill säga vilken ämnesdidaktisk kompetens som krävs för att bedriva undervisning. Det finns i lärarutbildningen också, på samma sätt som i andra utbildningar , ett intresse för progression av lärandet. Progression kan beskrivas som det sätt som lärandet tar sig uttryck, det vill säga ett bevis för resultatet av lärandet hos individer. Det finns forskning när det gäller progression i relation till så väl individens lärande som vad ämnesdidaktisk kunskap och lärande är, och hur det kan tolkas och iscensättas i olika utbildningssammanhang. Trots det så saknas det forskning som kombinerar dessa båda delar, ämnesdidaktiska kunskaper och ämnesdidaktisk progression inom lärarutbildningens kurser. Vi har genom att använda kollegiala samtal försökt synliggöra vad, varför och hur ämnesdidaktik framträder i lärarprogrammets kurser i narurvetenskap och teknik och om, och i så fall hur, ämnesdidaktisk progression kommer till uttryck. Arbetet har inneburit att vi som lärarutbildare och forskare har utvecklat en större förståelse för det ämnesdidaktiska innehållet samt synliggjort möjligheter för kursutveckling relativt en tanke om ämnesdidaktisk progression.
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| 2. |
- Svensson, Maria, 1969, et al.
(författare)
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Opportunities for progression in subject-matter didactics
- 2019
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Ingår i: Konferenspresentation på NOFA 7, Stockholms universitet, 13-15 maj, 2019.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The professional skills that teachers need when teaching a specific subject has for a long time been of interest and relevance for teacher education. In the teacher education at the University of Gothenburg, this is referred to as subject-matter didactics inspired by both the European tradition and US-inspired Pedagogical Content Knowledge. Another important issue in teacher education, as well as in other educational contexts, is the interest in progression of learning. Progression can be described in different ways, one a matter of individual learning, another, a matter of the extent to which various aspects of the curriculum connect. Research about progression exists, and so does research on what subject-matter didactics knowledge is, and how it can be interpreted and integrated in different educational contexts. However, research investigating the progression of subject-matter didactics knowledge in teacher education is rare. To address this gap, the following research question was formulated: How can progression in subject-matter didactics of science and technology be described in teacher education courses? In an exploratory phase we approached both issues inductively by analysing theories that reflect different perspectives on subject didactic in line with our research question. The study departs in an investigation of our own teaching in the teacher education to thus gather empirical evidence of what, why and how subject-matter didactics appears in courses in the programme, and if and how progression is expressed. The empirical material consists of several observations of lessons and course document analyses directed toward student teachers in primary school teacher programmes inspired and supported by tools previously developed by other researchers in various educational contexts. The results show indications of progression in subject-matter didactics in the courses that links to certain tasks in the courses where students plan, implement and analyse teaching, as well as analyse pupils’ learning. The result also point to tasks with no clear or implicit progression that nevertheless can be interpreted as opportunities to strengthen progression in and between courses and tasks. Examples of such implicit opportunities that were identified are tasks that aim to develop systems-thinking in the subject areas and tasks that engage students in conceptual understanding. The question is whether the teaching we currently have in teacher education, explicitly emphasis subject-matter didactics or if it is something that we take for granted as teacher educators, invisible to students but assumed implied by our teaching.
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| 3. |
- Åström, Maria, 1965, et al.
(författare)
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OPPORTUNITIES FOR PROGRESSION IN SUBJECT-MATTER DIDACTICS
- 2019
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Ingår i: Conference proceedings ESERA 2019 13 th ConferenCe | 26th-30th August 2019.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Teacher education research has a special interest in which professional knowledge teachers should have in order to teach a subject area, that is, which is the subject didactic competence required to conduct teaching. The science education part is short and comprised in the Swedish teacher education program for primary schools, which is challenging. This has also an impact on the students’ progression of learning. Progression can be described as the way in which learning is expressed, that is, evidence of the outcome of learning in individuals. This study concerns research on progression in relation to learning and in terms of subject didactic knowledge, how it is interpreted and staged in primary science context. We have found no research that combines these two parts subject didactic knowledge and progression in teacher education. By using peer conversations as a basis, together with text analysis (course documents) and collaborate classroom observations we have tried to make visible what, why and how subject didactics appears in the teacher program courses in science and technology and if and how, progression is expressed. The work has meant that we, as teacher educators and researchers, have developed a greater understanding of the subject didactic content and visualized course development opportunities relative to a thought about progression.
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| 4. |
- Armstrong, Ben, et al.
(författare)
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The Role of Humidity in Associations of High Temperature with Mortality : A Multicountry, Multicity Study
- 2019
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Ingår i: Journal of Environmental Health Perspectives. - : The National Institute of Environmental Health Sciences. - 0091-6765 .- 1552-9924. ; 127:9
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Tidskriftsartikel (refereegranskat)abstract
- Background: There is strong experimental evidence that physiologic stress from high temperatures is greater if humidity is higher. However, heat indices developed to allow for this have not consistently predicted mortality better than dry-bulb temperature.Objectives: We aimed to clarify the potential contribution of humidity an addition to temperature in predicting daily mortality in summer by using a large multicountry dataset.Methods: In 445 cities in 24 countries, we fit a time-series regression model for summer mortality with a distributed lag nonlinear model (DLNM) for temperature (up to lag 3) and supplemented this with a range of terms for relative humidity (RH) and its interaction with temperature. City-specific associations were summarized using meta-analytic techniques.Results: Adding a linear term for RH to the temperature term improved fit slightly, with an increase of 23% in RH (the 99th percentile anomaly) associated with a 1.1% [95% confidence interval (CI): 0.8, 1.3] decrease in mortality. Allowing curvature in the RH term or adding terms for interaction of RH with temperature did not improve the model fit. The humidity-related decreased risk was made up of a positive coefficient at lag 0 outweighed by negative coefficients at lags of 1–3 d. Key results were broadly robust to small model changes and replacing RH with absolute measures of humidity. Replacing temperature with apparent temperature, a metric combining humidity and temperature, reduced goodness of fit slightly.Discussion:The absence of a positive association of humidity with mortality in summer in this large multinational study is counter to expectations from physiologic studies, though consistent with previous epidemiologic studies finding little evidence for improved prediction by heat indices. The result that there was a small negative average association of humidity with mortality should be interpreted cautiously; the lag structure has unclear interpretation and suggests the need for future work to clarify.
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| 7. |
- Bergfelt, Emma, et al.
(författare)
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Satisfactory outcome after intensive chemotherapy with pragmatic use of minimal residual disease (MRD) monitoring in older patients with Philadelphia-negative B cell precursor acute lymphoblastic leukaemia : a Swedish registry-based study
- 2015
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Ingår i: Medical Oncology. - : Springer Science and Business Media LLC. - 1357-0560 .- 1559-131X. ; 32:4
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Tidskriftsartikel (refereegranskat)abstract
- The introduction of minimal residual disease (MRD) monitoring, in the Swedish national guidelines for acute lymphoblastic leukaemia, was evaluated in 35 patients aged 46-79 years (median 61), who were diagnosed from 2007 to 2011 and treated with high-intensity, block-based chemotherapy (ABCDV/VABA induction). Both a high complete remission rate (91 %) and acceptable overall survival (OS) rate (47 %) at 5 years were achieved. MRD by flow cytometry was measured in 73 % of the patients reaching complete remission after the first course, but was omitted by the clinicians for eight patients who were either over 70 years of age or already met conventional high-risk criteria. Factors negatively influencing OS were age over 65 years and WHO status >= 2. MRD < 0.1 % after induction had positive impact on continuous complete remission but not on OS. Only five patients were allocated to allogeneic haematopoietic stem cell transplantation in first remission, mainly due to conventional high risk factors. Thus, use of intensive remission induction therapy is effective in a selection of older patients. In a population for whom the possibilities of treatment escalation are limited, the optimal role of MRD monitoring remains to be determined.
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| 8. |
- Björklund, Lars, 1956, et al.
(författare)
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Examinatorns erfarenhet avgör bedömningen
- 2016
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Ingår i: Vetenskapsrådets resultatdialog 2016. - 9789173073363 ; , s. 36-44
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 9. |
- Carelli, Maria Grazia, et al.
(författare)
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Broadening the TP Profile : Future Negative Time Perspective
- 2015. - 1
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Ingår i: Time Perspective Theory; Review, Research and Application. - New York : Springer-Verlag New York. - 9783319073675 ; , s. 87-97
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Bokkapitel (refereegranskat)abstract
- The importance of the future as an arena for planning, self-regulation and achievement has been of considerable interest in past research. The majority of this research suggests that future-oriented thinking has considerable benefits for psychological adjustment and wellbeing. The future is nevertheless not only a temporal space for goal-setting and positive expectations, it may also be associated with fear, uncertainty and anxiety, which may ultimately have detrimental effects on both mental and physical health. Here we present the outline for the Swedish ZTPI (S-ZTPI) which extends the original ZTPI by separating the Future dimension into two sub-factors: The Future Positive scale and the Future Negative scale. We argue that separating the future into two separate dimensions thus comprehending both a positive and a negative valence of the future, adds important information regarding association between future time perspective and subjective well-being.
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