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- Hansson, Lena, et al.
(författare)
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Nature of science for social justice : why, what and how?
- 2020
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Ingår i: Nature of science for social justice. - Cham : Springer Publishing Company. ; , s. 1-21
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- “Nature of Science” (NOS) and “Social Justice” (SJ) are vivid areas in contemporary science education research. There are different conceptualizations of NOS and SJ, giving rise to divergent research agendas. NOS and SJ research areas have mostly been separate tracks, with only a few contributions across each other. The aim of this volume is to bring NOS and SJ research closer together, explore possibilities that might arise, and start a dialogue on the characteristics of NOS for SJ. In this chapter, we prioritize SJ as an overall aim of science education and shed light on how NOS teaching can contribute to that aim. We argue for the importance of three questions: Why should a school science aiming for SJ address NOS? What NOS-related content, skills and attitudes form the basis when aiming for SJ? How can school science address NOS for SJ? The goal of the dialogue around these three broad questions is to develop a research base for NOS teaching aimed towards SJ. In this chapter, we initiate this dialogue, which is then continued in the chapters that follow. We also provide an overview of the volume and identify some of the main arguments that the authors make as they embark upon this dialogue.
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| 2. |
- Hu, Bei, et al.
(författare)
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Timing of allogeneic hematopoietic cell transplantation (alloHCT) for chronic myeloid leukemia (CML) patients
- 2020
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Ingår i: Leukemia and Lymphoma. - : Informa UK Limited. - 1042-8194 .- 1029-2403. ; 61:12, s. 2811-2820
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Tidskriftsartikel (refereegranskat)abstract
- While TKI are the preferred first-line treatment for chronic phase (CP) CML, alloHCT remains an important consideration. The aim is to estimate residual life expectancy (RLE) for patients initially diagnosed with CP CML based on timing of alloHCT or continuation of TKI in various settings: CP1 CML, CP2 + [after transformation to accelerated phase (AP) or blast phase (BP)], AP, or BP. Non-transplant cohort included single-institution patients initiating TKI and switched TKI due to failure. CIBMTR transplant cohort included CML patients who underwent HLA sibling matched (MRD) or unrelated donor (MUD) alloHCT. AlloHCT appeared to shorten survival in CP1 CML with overall mortality hazard ratio (HR) for alloHCT of 2.4 (95% CI 1.2-4.9;p = .02). In BP CML, there was a trend toward higher survival with alloHCT; HR = 0.7 (0.5-1.1;p = .099). AlloHCT in CP2 + [HR = 2.0 (0.8-4.9),p = .13] and AP [HR = 1.1 (0.6-2.1);p = .80] is less clear and should be determined on a case-by-case basis.
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| 3. |
- Hansson, Lena, et al.
(författare)
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Images of scientists in textbooks aimed at students in need of supplemental support : an analysis of adjustments
- 2020
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Ingår i: Nature of science for social justice. - Cham : Springer. ; , s. 225-243
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Bokkapitel (populärvet., debatt m.m.)abstract
- The inclusion of Nature of Science (NOS) perspectives in science teaching (including broad and nuanced images of scientists) has been suggested as a way to emphasize citizen and social justice perspectives, and is therefore important for all students. However, so far there has been little research on how, and to what extent, NOS is communicated to students who are experiencing difficulties in the science classroom. This study focuses on how the images of scientists in science textbooks (school years 7–9) are altered in adjusted textbooks aimed at students in need of supplemental support. The adjustments between general textbooks and the adjusted books are analyzed and discussed in relation to a Social Justice perspective on science education. The results show that a number of different adjustments are made between general and adjusted versions of the books: (a) Remove an entire section, (b) Remove scientist from section, (c) Remove information about scientist (e.g., characteristics and/or activities), (d) Addscientist to section, and (e) Add or emphasize information about scientist (e.g., characteristics and/or activities). In different ways, these adjustments influence the images of scientists communicated to students in need of supplemental support. The consequences of these adjustments are discussed from a social justice perspective.
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| 4. |
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| 5. |
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Nature of science for social justice
- 2020
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Ingår i: Nature of science for social justice. - Cham : Springer Publishing Company. - 9783030472597 - 9783030472603 ; , s. 1-21
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- This edited volume brings closer two contemporary science education research areas: Nature of Science (NOS) and Social Justice (SJ). It starts a dialogue on the characteristics of NOS for SJ with the purpose of advancing the existing discussion and creating new avenues for research. Using a variety of approaches and perspectives, the authors of the different chapters engage in a dialogue on the construct of NOS for SJ, its characteristics, as well as ways of addressing it in science classrooms. Issues addressed are related to why a school science aiming at SJ should address NOS; what NOS-related content, skills and attitudes form the basis when aiming at SJ; and how school science can address NOS for SJ. Through a set of theoretical and empirical chapters, the authors suggest answers, but they also pose new questions on what NOS for SJ can mean, and what issues need to be taken into consideration in future research and practice.
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| 6. |
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Nature of science for social justice
- 2020
-
Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- This edited volume brings closer two contemporary science education research areas: Nature of Science (NOS) and Social Justice (SJ). It starts a dialogue on the characteristics of NOS for SJ with the purpose of advancing the existing discussion and creating new avenues for research. Using a variety of approaches and perspectives, the authors of the different chapters engage in a dialogue on the construct of NOS for SJ, its characteristics, as well as ways of addressing it in science classrooms. Issues addressed are related to why a school science aiming at SJ should address NOS; what NOS-related content, skills and attitudes form the basis when aiming at SJ; and how school science can address NOS for SJ. Through a set of theoretical and empirical chapters, the authors suggest answers, but they also pose new questions on what NOS for SJ can mean, and what issues need to be taken into consideration in future research and practice.
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