| 1. |
- Hansson, Lena, 1975-, et al.
(författare)
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Curriculum emphases, mathematics and teaching practices : Swedish upper-secondary physics teachers’ views
- 2021
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Ingår i: International Journal of Science and Mathematics Education. - 1571-0068 .- 1573-1774. ; 19, s. 499-515
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Tidskriftsartikel (refereegranskat)abstract
- This article addresses physics teachers’ views about physics teaching in upper-secondary school. Their views have been investigated nationwide through a web-based questionnaire. The questionnaire has been developed based on several published instruments and is part of an ongoing project on the role of mathematics in physics teaching at upper-secondary school. The selected part of the results from the analysis of the questionnaire reported on here cross-correlate physics teachers’ views about aims of physics teaching with their view of physics classroom activities, and perceived hindrances in the teaching of physics. 379 teachers responded to the questionnaire (45% response rate). The result indicates that teachers with a high agreement with a Fundamental Physics curriculum emphasis regarded mathematics as a problem for physics teaching, whereas teachers with high agreement with the curriculum emphases Physics, Technology and Societyor Knowledge Development in Physics did not do so. This means that teachers with a main focus on fundamental theories and concepts believe that mathematics is a problem to a higher extent than teachers with main focus on the role of physics in society and applied aspects or physics knowledge development do. Consequences for teaching and further research are discussed.
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| 2. |
- Hansson, Lena, et al.
(författare)
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Curriculum emphases, mathematics and teaching practices : Swedish upper-secondary physics teachers’ views
- 2021
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Ingår i: International Journal of Science and Mathematics Education. - : Springer Netherlands. - 1571-0068 .- 1573-1774. ; 19, s. 499-515
-
Tidskriftsartikel (refereegranskat)abstract
- This article addresses physics teachers’ views about physics teaching in upper-secondary school. Their views have been investigated nationwide through a web-based questionnaire. The questionnaire has been developed based on several published instruments and is part of an ongoing project on the role of mathematics in physics teaching at upper-secondary school. The selected part of the results from the analysis of the questionnaire reported on here cross-correlate physics teachers’ views about aims of physics teaching with their view of physics classroom activities, and perceived hindrances in the teaching of physics. Three hundred seventy-nine teachers responded to the questionnaire (45% response rate). The result indicates that teachers with a high agreement with a Fundamental Physics curriculum emphasis regarded mathematics as a problem for physics teaching, whereas teachers with high agreement with the curriculum emphases Physics, Technology and Society or Knowledge Development in Physics did not do so. This means that teachers with a main focus on fundamental theories and concepts believe that mathematics is a problem to a higher extent than teachers with main focus on the role of physics in society and applied aspects or physics knowledge development do. Consequences for teaching and further research are discussed.
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| 3. |
- Cucci, L. M., et al.
(författare)
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Gold Nanoparticles Functionalized with Angiogenin for Wound Care Application
- 2021
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Ingår i: Nanomaterials. - : MDPI AG. - 2079-4991. ; 11:1
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Tidskriftsartikel (refereegranskat)abstract
- In this work, we aimed to develop a hybrid theranostic nano-formulation based on gold nanoparticles (AuNP)-having a known anti-angiogenic character-and the angiogenin (ANG), in order to tune the angiogenesis-related phases involved in the multifaceted process of the wound healing. To this purpose, spherical were surface "decorated" with three variants of the protein, namely, the recombinant (rANG), the wild-type, physiologically present in the human plasma (wtANG) and a new mutant with a cysteine substitution of the serine at the residue 28 (S28CANG). The hybrid biointerface between AuNP and ANG was scrutinized by a multi-technique approach based on dynamic light scattering, spectroscopic (UV-visible, circular dichroism) and microscopic (atomic force and laser scanning confocal) techniques. The analyses of optical features of plasmonic gold nanoparticles allowed for discrimination of different adsorption modes-i.e.; predominant physisorption and/or chemisorption-triggered by the ANG primary sequence. Biophysical experiments with supported lipid bilayers (SLB), an artificial model of cell membrane, were performed by means of quartz crystal microbalance with dissipation monitoring acoustic sensing technique. Cellular experiments on human umbilical vein endothelial cells (HUVEC), in the absence or presence of copper-another co-player of angiogenesis-were carried out to assay the nanotoxicity of the hybrid protein-gold nanoassemblies as well as their effect on cell migration and tubulogenesis. Results pointed to the promising potential of these nanoplatforms, especially the new hybrid Au-S28CANG obtained with the covalent grafting of the mutant on the gold surface, for the modulation of angiogenesis processes in wound care.
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| 4. |
- Dahlström, Örjan, 1973-, et al.
(författare)
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Efficacy of pre-participation cardiac evaluation recommendations among athletes participating in World Athletics Championships
- 2020
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Ingår i: European Journal of Preventive Cardiology. - : Sage Publications. - 2047-4873 .- 2047-4881. ; 27:14, s. 1480-1490
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Tidskriftsartikel (refereegranskat)abstract
- Background Athletes competing in athletics (track and field) at international level may be participating with underlying undiagnosed life-threatening cardiovascular conditions. Our objective was to analyse variations in pre-participation cardiac evaluation prevalence among athletes participating in two International Association of Athletics Federations (IAAF) World Athletics Championships, with regard to the human developmental level and global region of their home countries, as well as athletes’ age category, gender, event group and medical insurance type.Design Cross-sectional web-based survey.MethodsA total of 1785 athletes competing in the IAAF World Under 18 Championships Nairobi 2017 and World Championships London 2017 were invited to complete a pre-participation health questionnaire investigating the experience of a pre-participation cardiac examination.Results A total of 704 (39%) of the athletes participated. Among these, 59% (60% of women; 58% of men) reported that they had been provided at least one type of pre-participation cardiac evaluation. Athletes from very high income countries, Europe and Asia, showed a higher prevalence of at least one pre-participation cardiac evaluation.Conclusions The prevalence of pre-participation cardiac evaluation in low to middle income countries, and the African continent in particular, needs urgent attention. Furthermore, increases in evaluation prevalence should be accompanied by the development of cost-effective methods that can be adopted in all global regions.
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| 5. |
- Hansson, Örjan, et al.
(författare)
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Mathematics in physics classrooms : A case study on mathematical reasoning in relation to the notion of specific heat capacity
- 2022
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Konferensbidrag (refereegranskat)abstract
- This study is part of a larger study of mathematics in physics teaching at upper secondary school. In this paper we focus on the use of mathematics in relation to the teaching of specific heat capacity of water. We report from two physics lessons with first-year students (lecture, problem solving, and labwork). One observation is the frequent technical use of mathematics during the lessons, which is consistent with the teachers view on the role of mathematics in physics teaching. Another observation is how mathematical notions are misrepresented when theoretical frameworks become dominant in the interpretation of data, e.g. notions as “points on a line”, “the equation of a line” or “function” with implied consequences for the students’ understanding of mathematics and physics. One conclusion is that more emphasis should be made on a structural use of mathematics, i.e., the meaning of concepts and models, in physics teaching.
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| 6. |
- Hansson, Örjan, et al.
(författare)
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On Mathematics and Physics Teaching in Upper-Secondary School
- 2023
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Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 13:6, s. 1-17
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Tidskriftsartikel (refereegranskat)abstract
- This article reports on physics teaching in upper-secondary school with a focus on communication and relations made between mathematics, theoretical models in physics, and reality. Video data from four physics classrooms in three different teaching contexts, i.e., lessons, problem solving, and lab work, have been analysed by combining two theoretical frameworks: the Ternary Framework and Joint Action Theory in Didactics. Four physics teachers were selected from among a range of teachers who had responded to a web-based questionnaire, representing different teacher profiles from the questionnaire. The results indicate that the teacher profiles, including information on curriculum emphasis and views of mathematics, physics, and physics teaching, were good predictors for communication in the classrooms. The teacher profiles were found to influence teaching and the communication more than the teaching contexts. The benefits of formally correct mathematical treatment during physics teaching are discussed based on the results.
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| 7. |
- Jacobsson, Jenny, 1962-, et al.
(författare)
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Universal prevention through a digital health platform reduces injury incidence in youth athletics (track and field): a cluster randomised controlled trial
- 2023
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Ingår i: British Journal of Sports Medicine. - : BMJ PUBLISHING GROUP. - 0306-3674 .- 1473-0480. ; 57:6, s. 364-371
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Tidskriftsartikel (refereegranskat)abstract
- Objectives To examine whether universal prevention via a digital health platform can reduce the injury incidence in athletics athletes aged 12-15 years and if club size had an influence on the effect of the intervention. Methods This was a cluster randomised trial where young athletics athletes were randomised through their club following stratification by club size into intervention (11 clubs; 56 athletes) and control (10 clubs; 79 athletes) groups. The primary endpoint was time from baseline to the first self-reported injury. Intervention group parents and coaches were given access to a website with health information adapted to adolescent athletes and were encouraged to log in and explore its content during 16 weeks. The control group continued training as normal. Training exposure and injury data were self-reported by youths/parents every second week, that is, eight times. The primary endpoint data were analysed using the log-rank test. Cox proportional hazards regression was used to analyse the second study aim with intervention status and club size included in the explanatory models. Results The proportion of completed training reports was 85% (n=382) in the intervention group and 86% (n=545) in the control group. The injury incidence was significantly lower (HR=0.62; chi(2)=3.865; p=0.049) in the intervention group. The median time to first injury was 16 weeks in the intervention group and 8 weeks in the control group. An interaction effect between the intervention and stratification factor was observed with a difference in injury risk between athletes in the large clubs in the intervention group versus their peers in the control group (HR 0.491 (95% CI 0.242 to 0.998); p=0.049). Conclusions A protective effect against injury through universal access to health information adapted for adolescent athletes was observed in youth athletics athletes. The efficacy of the intervention was stronger in large clubs.
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| 9. |
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| 10. |
- Juter, Kristina, et al.
(författare)
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Mathematics and physics at upper secondary school : an analysis of two lectures
- 2021
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Ingår i: Sustainable mathematics education in a digitalized world. - Göteborg : Nationellt centrum för matematikutbildning (NCM). ; , s. 264-264
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Bokkapitel (populärvet., debatt m.m.)abstract
- A physics lecture and a mathematics lecture, by the same teacher and partly the same students, were studied at upper secondary school. Both lectures covered ordinary differential equations. The main aim of the present paper was to investigate the teacher’s different and similar ways to handle related mathematical content in the two school subjects. The findings show a structural use of mathematics with an analytical approach in mathematics and an applied approach in relation to formulas in physics. This study is part of a larger study about mathematics in physics education funded by the Swedish research council.
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