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- Björklund, Mattias, et al.
(författare)
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Vad är vatten värt? En studie om ekonomiundervisning i grundskolans olika stadier
- 2018
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Ingår i: Lärarnas forskningskonferens 30 oktober 2018. ; , s. 41-41
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Sedan 2011 ingår ekonomi som en del i SO-undervisningen i svensk skola (Skolverket 2017) där en bärande del av kunnandet är att eleverna ska utveckla kunskaper om begreppen pris och värde. Forskning har visat att undervisning i ekonomi är avgörande för om unga utvecklar en ekonomisk förståelse, då allmän undervisning eller mognad inte verkar bibringa detta (Davies & Lundholm, 2012). Även elever i lågstadieåldern verkar kunna utveckla förståelse för ekonomi, även om didaktiska utmaningar finns när det gäller att möjliggöra en disciplinär förståelse. Däremot verkar möjligheterna till en mer utvecklad förståelse av ekonomi öka med stigande ålder (Thompson & Siegler, 2000).Denna studie syftar till att undersöka hur elever i årskurs 1, 4, 5 och 8 erfar och förstår pris och värde, ställt i relation till olika typer av undervisning, både i termer av innehåll och undervisningsmetoder. Studien utgår från en learning study vars utfallsrum och kritiska aspekter legat till grund för två olika undervisningscykler om pris och värde där varan vatten har använts som utgångspunkt.Tentativa resultat visar att elever i samtliga årskurser, innan de fått någon undervisning, ofta förstår pris och värde utifrån en varas inneboende kvalitet samt varans nytta, som i sig inte är ekonomiska begrepp. Undervisning som rör ekonomiska idéer tycks underlätta elevers förståelse av ämnesinnehållet, men hur dessa idéer struktureras och relateras till varandra tycks avgörande för att utveckla elevernas ekonomiska kunnande. Elever i alla undersökta åldrar tycks dock kunna utveckla en mer kvalificerad förståelse av pris och värde.
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- Björklund, Mattias, et al.
(författare)
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What’s the value of water? : Developing the ability to analyse economic issues in social studies.
- 2019
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Ingår i: Thinking Tomorrow’s Education.
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Konferensbidrag (refereegranskat)abstract
- The study addresses the questions of how different teaching designs relate to how students in year 1, 4, 5 and 8 (compulsory education) understand and learnthe concept of economic value. Economics has been a growing area within the Swedish Social Studies subject, creating new challenges for teachers whenintegrating this content area as citizenship education. This study investigates how a teaching design makes different economic and financial matters visible tolearners in different age groups and was carried out through a learning study. Data consisted of recorded group discussions among students, as well as writtenstudent answers to open response pre- and post-test questions, which were analysed using phenomenography (Marton, 2015). Results show three structuralaspects necessary for students to discern in learning about economic value; that economic value (1) is constructed rather than essential, (2) emerges in relationto a lack of resources, and (3) is a relation in a system of different kinds of resources. Age does not seem to be a pivotal factor for learning or understandingprice and value. By shifting focus from supply to demand with the instructional examples, learners’ life world came closer to the desired learning object - thatvalue and price are constructed and emerge as a relationship between supply and demand in a wide system of resources.
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| 4. |
- Björklund, Mattias, et al.
(författare)
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What’s the value of water? Teaching for development of the ability to analyse economic and financial issues in Social Studies :
- 2019
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Konferensbidrag (refereegranskat)abstract
- The study addresses the questions of how different teaching designs relate to how students in year 1, 4, 5 and 8 (compulsory school) understand and learn the concept of economic value. Economics has been a growing focus areas within the Swedish Social Studies subject, creating new challenges for teachers when integrating this content area as citizenship education. This study investigates how a teaching design makes different economic and financial matters visible to learners in different age groups and was carried out through a learning study. Data consisted of recorded group discussions among students, as well as written student answers to open response pre-and post-test questions, which were analysed using phenomenography (Marton, 2015). Results show three structural aspects necessary for students to discern in learning about economic value; that economic value (1) is constructed rather than essential, (2) emerges in relation to a lack of resources, and (3) is a relation in a system of different kinds of resources. Age does not seem to be a pivotal factor for learning or understanding price and value. By shifting focus from supply to demand with the instructional examples, learners’ life world came closer to the desired learning object -that value and price are constructed and emerge as a relationship between supply and demand in a wide system of resources.
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- Jansen, Willemijn J, et al.
(författare)
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Prevalence Estimates of Amyloid Abnormality Across the Alzheimer Disease Clinical Spectrum.
- 2022
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Ingår i: JAMA neurology. - : American Medical Association (AMA). - 2168-6157 .- 2168-6149. ; 79:3, s. 228-243
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Tidskriftsartikel (refereegranskat)abstract
- One characteristic histopathological event in Alzheimer disease (AD) is cerebral amyloid aggregation, which can be detected by biomarkers in cerebrospinal fluid (CSF) and on positron emission tomography (PET) scans. Prevalence estimates of amyloid pathology are important for health care planning and clinical trial design.To estimate the prevalence of amyloid abnormality in persons with normal cognition, subjective cognitive decline, mild cognitive impairment, or clinical AD dementia and to examine the potential implications of cutoff methods, biomarker modality (CSF or PET), age, sex, APOE genotype, educational level, geographical region, and dementia severity for these estimates.This cross-sectional, individual-participant pooled study included participants from 85 Amyloid Biomarker Study cohorts. Data collection was performed from January 1, 2013, to December 31, 2020. Participants had normal cognition, subjective cognitive decline, mild cognitive impairment, or clinical AD dementia. Normal cognition and subjective cognitive decline were defined by normal scores on cognitive tests, with the presence of cognitive complaints defining subjective cognitive decline. Mild cognitive impairment and clinical AD dementia were diagnosed according to published criteria.Alzheimer disease biomarkers detected on PET or in CSF.Amyloid measurements were dichotomized as normal or abnormal using cohort-provided cutoffs for CSF or PET or by visual reading for PET. Adjusted data-driven cutoffs for abnormal amyloid were calculated using gaussian mixture modeling. Prevalence of amyloid abnormality was estimated according to age, sex, cognitive status, biomarker modality, APOE carrier status, educational level, geographical location, and dementia severity using generalized estimating equations.Among the 19097 participants (mean [SD] age, 69.1 [9.8] years; 10148 women [53.1%]) included, 10139 (53.1%) underwent an amyloid PET scan and 8958 (46.9%) had an amyloid CSF measurement. Using cohort-provided cutoffs, amyloid abnormality prevalences were similar to 2015 estimates for individuals without dementia and were similar across PET- and CSF-based estimates (24%; 95% CI, 21%-28%) in participants with normal cognition, 27% (95% CI, 21%-33%) in participants with subjective cognitive decline, and 51% (95% CI, 46%-56%) in participants with mild cognitive impairment, whereas for clinical AD dementia the estimates were higher for PET than CSF (87% vs 79%; mean difference, 8%; 95% CI, 0%-16%; P=.04). Gaussian mixture modeling-based cutoffs for amyloid measures on PET scans were similar to cohort-provided cutoffs and were not adjusted. Adjusted CSF cutoffs resulted in a 10% higher amyloid abnormality prevalence than PET-based estimates in persons with normal cognition (mean difference, 9%; 95% CI, 3%-15%; P=.004), subjective cognitive decline (9%; 95% CI, 3%-15%; P=.005), and mild cognitive impairment (10%; 95% CI, 3%-17%; P=.004), whereas the estimates were comparable in persons with clinical AD dementia (mean difference, 4%; 95% CI, -2% to 9%; P=.18).This study found that CSF-based estimates using adjusted data-driven cutoffs were up to 10% higher than PET-based estimates in people without dementia, whereas the results were similar among people with dementia. This finding suggests that preclinical and prodromal AD may be more prevalent than previously estimated, which has important implications for clinical trial recruitment strategies and health care planning policies.
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