| 1. |
- Blösch, Günter, et al.
(författare)
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Twenty-three unsolved problems in hydrology (UPH) - a community perspective
- 2019
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Ingår i: Hydrological Sciences Journal. - : Informa UK Limited. - 0262-6667 .- 2150-3435. ; 64:10, s. 1141-1158
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Tidskriftsartikel (refereegranskat)abstract
- This paper is the outcome of a community initiative to identify major unsolved scientific problems in hydrology motivated by a need for stronger harmonisation of research efforts. The procedure involved a public consultation through online media, followed by two workshops through which a large number of potential science questions were collated, prioritised, and synthesised. In spite of the diversity of the participants (230 scientists in total), the process revealed much about community priorities and the state of our science: a preference for continuity in research questions rather than radical departures or redirections from past and current work. Questions remain focused on the process-based understanding of hydrological variability and causality at all space and time scales. Increased attention to environmental change drives a new emphasis on understanding how change propagates across interfaces within the hydrological system and across disciplinary boundaries. In particular, the expansion of the human footprint raises a new set of questions related to human interactions with nature and water cycle feedbacks in the context of complex water management problems. We hope that this reflection and synthesis of the 23 unsolved problems in hydrology will help guide research efforts for some years to come.
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| 2. |
- Viirman, Olov, 1971-, et al.
(författare)
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Negotiating different disciplinary discourses : Biology students’ ritualized and exploratory participation in mathematical modelling activities
- 2019
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Ingår i: Educational Studies in Mathematics. - : Springer Science and Business Media LLC. - 0013-1954 .- 1573-0816. ; 101:2, s. 233-252
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Tidskriftsartikel (refereegranskat)abstract
- Non-mathematics specialists’ competence and confidence in mathematics in their disciplines have been highlighted as in need of improvement. We report from a collaborative, developmental research project which explores the conjecture that greater integration of mathematics and biology in biology study programs, for example through engaging students with Mathematical Modeling (MM) activities, is one way to achieve this improvement. We examine the evolution of 12 first-semester biology students’ mathematical discourse as they engage with such activities in four sessions which ran concurrently with their mandatory mathematics course and were taught by a mathematician with extensive experience with MM. The sessions involved brief introductions to different aspects of MM, followed by small-group work on tasks set in biological contexts. Our analyses use the theory of commognition to investigate the tensions between ritualized and exploratory participation in the students’ MM activity. We focus particularly on a quintessential routine in MM, assumption building: we trace attempts which start from ritualized engagement in the shape of “guesswork” and evolve into more productively exploratory formulations. We also identify signs of persistent commognitive conflict in the students’ activity, both intra-mathematical (concerning what is meant by a “math task”) and extra-mathematical (concerning what constitutes a plausible solution to the tasks in a biological sense). Our analyses show evidence of the fluid interplay between ritualized and exploratory engagement in the students’ discursive activity and contribute towards what we see as a much needed distancing from operationalization of the commognitive constructs of ritual and exploration as an unhelpfully dichotomous binary.
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