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- Andrée, Maria, 1974-
(författare)
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Bodily formation of students in the school science laboratory
- 2007
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Konferensbidrag (refereegranskat)abstract
- Work in the school science laboratory has been criticized for being pseudo-experimental, resulting only in a reproduction of already well-known facts and theories. The point of departure in this paper is rather what students actually have the possibility to learn. What we learn must be understood as an aspect of the activities we engage in. In this article the formation of students in the school science laboratory is analyzed within a cultural historical tradition. The research approach is ethnographic. Two science classes, grade six and seven, were studied in a Swedish midsized compulsory school during one school-year. A conclusion is that both students’ laboratory skills and their abilities to discern, classify, and represent nature and the physical reality is developed.
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| 2. |
- Andrée, Maria, 1974-
(författare)
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Den levda läroplanen : en studie av naturorienterande undervisningspraktiker i grundskolan
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to develop knowledge about what students actually learn in lower secondary school science, regardless of intentions and policies. This is conceptualized as a study of the lived curriculum. During the last decades, new ways of organizing classroom work have evolved in Sweden. Students are to an increasing extent expected to take responsibility for what, when, and how they study. The aim of this thesis is therefore delimited to the study of which lived curriculum is constituted in such an individually organized science classroom practice.The theoretical foundation is a cultural-historical activity-theoretical perspective on human learning and development. The point of departure is that what we learn must be understood as an aspect of the activities we engage in. The research approach is ethnographic; field studies were conducted in two science classes, grades six and seven (ages 12 to 14 years old), in a Swedish midsized compulsory school during one school-year.The first result is that two different practices are discerned in the studied science classroom. One classroom practice is a criteria-based practice, where students work individually with local school criteria determining what students must be able to do in order to get a pass or a pass with distinction in the natural science subjects. The other classroom practice is a laboratory practice, where students do laboratory experiments and write laboratory reports. The second result is that students, in both practices, participate in different actions; either production and reproduction of correct answers or development of conceptual relations. These actions correspond in varying degrees to different motives; as a consequence, different scientific formation is made possible in the two different actions. A third result is that classroom practice supports student participation in the action of reproducing correct answers; while participation in the development of conceptual relations is a more risky and uncertain endeavour. However, there is evidence that students’ ways of participating can change, to a more qualified, as conditions for work change.A conclusion is that work in science classroom practice cannot, as suggested in previous research, be comprehended in terms of cultural border-crossings, between a culture of science and student cultures. Rather, work in science classroom practice must be conceptualized in terms of schooling.
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| 3. |
- Andrée, Maria, 1974-
(författare)
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Formation of students’ investigative expertise in the school science laboratory – a study of practical work in lower secondary school
- 2007
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Konferensbidrag (refereegranskat)abstract
- Work in the school science laboratory has been criticized for being pseudo-experimental, resulting only in a reproduction of already well-known facts and theories. The point of departure in this paper is rather what students actually have the possibility to learn. What we learn must be understood as an aspect of the activities we engage in. In this article the formation of students in the school science laboratory is analyzed within a cultural historical tradition. The research approach is ethnographic. Two science classes, grade six and seven, were studied in a Swedish midsized compulsory school during one school-year. A conclusion is that both students’ laboratory skills and their abilities to discern, classify, and represent nature and the physical reality is developed.
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| 4. |
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| 5. |
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| 6. |
- Andrée, Maria, 1974-
(författare)
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Några nya avhandlingar
- 2009
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Ingår i: LMNT-nytt. - Stockholm : Riksföreningen för lärarna i matematik, naturvetenskap och teknik. - 1402-0041. ; :1, s. 34-35
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 7. |
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| 8. |
- Andrée, Maria, 1974-
(författare)
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Ways of using "everyday-life" in the science classroom
- 2005
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Ingår i: Research and the quality of science education. - Dordrecht : Springer. - 1402036728 ; , s. 107-116
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Connecting science to students’ everyday-life experiences is an important theme in science education discourse. The aim of this article is to explore in what ways ‘everyday-life’ is used in the science classroom and what problems are solved through the use of ‘everyday-life’. The research approach is ethnographic. Data was gathered through participant observation during one semester in two Swedish science classes. Results show that ‘everyday-life’ is brought into the classroom and made into school tasks within different types of activities; enculturation into science, education of scientifically literate citizens and making science interesting. The results underscore the importance of understanding the use of ‘everyday-life’ in science classrooms as embedded in science classroom practice.
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| 9. |
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| 10. |
- Bramsen, Jesper B., et al.
(författare)
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A large-scale chemical modification screen identifies design rules to generate siRNAs with high activity, high stability and low toxicity
- 2009
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Ingår i: Nucleic Acids Research. - : Oxford University Press. - 0305-1048 .- 1362-4962. ; 37:9, s. 2867-2881
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Tidskriftsartikel (refereegranskat)abstract
- The use of chemically synthesized short interfering RNAs (siRNAs) is currently the method of choice to manipulate gene expression in mammalian cell culture, yet improvements of siRNA design is expectably required for successful application in vivo. Several studies have aimed at improving siRNA performance through the introduction of chemical modifications but a direct comparison of these results is difficult. We have directly compared the effect of 21 types of chemical modifications on siRNA activity and toxicity in a total of 2160 siRNA duplexes. We demonstrate that siRNA activity is primarily enhanced by favouring the incorporation of the intended antisense strand during RNA-induced silencing complex (RISC) loading by modulation of siRNA thermodynamic asymmetry and engineering of siRNA 3'-overhangs. Collectively, our results provide unique insights into the tolerance for chemical modifications and provide a simple guide to successful chemical modification of siRNAs with improved activity, stability and low toxicity.
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