| 1. |
- Ekberg, Ewacarin, et al.
(författare)
-
Can MRI Observations Predict Treatment Outcome of Lavage in Patients with Painful TMJ Disc Displacement without Reduction?
- 2015
-
Ingår i: Journal of Oral & Maxillofacial Research. - : Kaunas University of Medicine. - 2029-283X. ; 30:1
-
Tidskriftsartikel (refereegranskat)abstract
- OBJECTIVES: The purpose of this study was to examine magnetic resonance imaging findings in patients with painful disc displacement without reduction of the temporomandibular joint to determine whether the findings were able to predict treatment outcome of lavage and a control group treated with local anaesthesia without lavage in a short-term: 3-month perspective. MATERIAL AND METHODS: Bilateral magnetic resonance images were taken of 37 patients with the clinical diagnosis of painful disc displacement without reduction. Twenty-three patients received unilateral extra-articular local anaesthetics and 14 unilateral lavage and extra-articular local anaesthetics. The primary treatment outcome defining success was reduction in pain intensity of at least 30% during jaw movement at the 3-month follow-up. RESULTS: Bilateral disc displacement was found in 30 patients. In 31 patients the disc on the treated side was deformed, and bilaterally in 19 patients. Osteoarthritis was observed in 28 patients, and 13 patients had bilateral changes. Thirty patients responded to treatment and 7 did not, with no difference between the two treated groups. In neither the treated nor the contralateral temporomandibular joint did treatment outcome depend on disc diagnosis, disc shape, joint effusion, or osseous diagnoses. Magnetic resonance imaging findings of disc position, disc shape, joint effusion or osseous diagnosis on the treated or contralateral side did not give information of treatment outcome. CONCLUSIONS: Magnetic resonance imaging findings could not predict treatment outcome in patients treated with either local anaesthetics or local anaesthetics and lavage.
|
|
| 2. |
- Hansson, Lena, et al.
(författare)
-
Att arbeta med naturvetenskapens karaktär i NO-undervisningen
- 2014
-
Ingår i: LMNT-nytt. - : Riksföreningen för lärarna i matematik, naturvetenskap och teknik. - 1402-0041. ; :2, s. 2-6
-
Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Vad är naturvetenskap? Hur kommer naturvetenskaplig kunskap till? Hur säker är kunskapen? Vad är en naturvetenskaplig lag? Varför gör man experiment? Påverkas den nya kunskapen av samhället forskarna befinner sig i? Kan naturvetenskapen besvara alla frågor? Det här är frågor som kan sägas ha med naturvetenskapens karaktär att göra. Naturvetenskapens karaktär handlar alltså om vad naturvetenskap är, hur kunskapsprocessen ser ut och vad man kan säga om den naturvetenskapliga kunskapens status (hur säker den är, i vilken utsträckning den är eller kan vara objektiv etc.).
|
|
| 3. |
- Leden, Lotta
(författare)
-
Black & white or shades of grey : teachers perspectives on the role of nature of science in compulsory school science teaching
- 2017
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Avhandlingen utforskar lärares perspektiv och förhandlingar gällande vilken roll “naturvetenskapens karaktär” (engelska ”nature of science”, NOS) kan spela i grundskolans NO-undervisning. Tidigare forskning har visat att NO-undervisning ofta har ett starkt fokus på naturvetenskapliga begrepp och strukturerade laborationer med ett implicit fokus på ”korrekta svar”. I den sortens undervisning ges sällan en bild av de människor och kontexter som är av betydelse för naturvetenskaplig kunskapsproduktion. I avhandlingen diskuteras den här beskrivningen av naturvetenskap och NO-undervisning som “svart-vit”. Inom ramen för forskning om naturvetenskapernas didaktik har förslag lagts fram som handlar om att bredda bilden av naturvetenskap. En sådan breddning skulle kunna medföra att fler elever kan identifiera sig med naturvetenskap och att mål som handlar om naturvetenskaplig literacitet (scientific literacy) lättare skulle kunna nås. I linje med dessa mål, har forskningen föreslagit att NOS inkluderas i NO-undervisningen. Att inkludera NOS i NO-undervisningen innebär att det skapas spänningar i förhållande till rådande undervisningstraditioner. Här blir lärare en viktig faktor eftersom de befinner sig i gränslandet mellan naturvetenskap och undervisning om densamma. I detta gränsland får policy, styrdokument och traditioner betydelse för vilken undervisningspraktik som blir möjlig. Avhandlingens metoder för att utforska lärarnas perspektiv är: enkäter, intervjuer och fokusgruppdiskussioner. Fokusgruppdiskussionerna, som var återkommande under tre år, är särskilt viktiga för att belysa olika perspektiv och spänningar. Ett teoretiskt ramverk som består av fem övergripande NOS-teman utvecklades och användes som en guide för fokusgrupperna och delar av analysen. Avhandlingen inkluderar fyra artiklar, med egna syften och specifika forskningsfrågor. Huvudresultaten från dessa artiklar sammanfattas och diskuteras i relation till policy och traditioner som omger NO-undervisning. Resultaten visar att den NOS-praktik som konstrueras genom lärarnas förhandlingar: a) syftar till en bred snarare än djup NOS-förståelse (d.v.s. inkluderar många NOS-områden, men undviker filosofiskt djup), b) är kontextualiserad och integrerad i laborations- eller kommunikationspraktiker, och c) syftar till att utveckla elevers intresse och engagemang samt att nå kunskapsmål som går utöver lärandet av naturvetenskapliga begrepp. Den här konstruktionen av NOS-praktik resulterar i starka spänningar i relation till traditionell NO-undervisning (t.ex. undervisning av begrepp och modeller), vilket i sin tur innebär att lärar- och elevroller utmanas. Däremot, blir NOS ett medel i arbetet med att utvidga laborationspraktiken och en katalysator i formandet av en kommunikationspraktik (t.ex. att reflektera kring naturvetenskap och dess relation till samhället både från ett inom- och utomvetenskapligt perspektiv). Motståndet mellan undervisningen av NOS och naturvetenskapliga begrepp medför att dessa inte integreras utan blir delar i formandet av parallella praktiker. Som En följd av denna uppdelning får eleverna möta olika bilder av naturvetenskap som sällan jämförs eller förhandlas. Ett förslag för framtida forskning och lärarutbildning är att skapa strukturer för att sammanfoga parallella praktiker som ett led i att minska spänningar och utvidga den begrepps-fokuserade traditionen.
|
|
| 4. |
- Leden, Lotta, et al.
(författare)
-
Context-rich vs. context-stripped approach to NOS teaching : teachers’ reflections
- 2015
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The inclusion of nature of science (NOS) in science education, has for a long time been regarded a crucial component in the teaching for scientific literacy. Much has been written about teachers’ views of NOS and how NOS is taught in the science classroom, but less is known about the teachers’ views of the teaching of NOS. To be able to better understand how NOS becomes (or does not become) a part of science education, teachers’ views of the teaching of NOS needs to be investigated. Therefore, in this project, we aim to shed light on teachers’ ways of coping with two different approaches to NOS teaching – contextualized and decontextualized. We explore how the teaching of NOS is planned for, and communicated in the science classroom, as well as what difficulties and gains the teachers experience with the different approaches. The participants are Swedish in-service science teachers (n=6) in grades 3-9. During the project the teachers meet in focus groups, guided by a researcher, and discuss NOS and the teaching of NOS. Sources of data are audio recorded focus-group discussions and classroom observations. The results indicate that both approaches have benefits. A larger amount and more complex NOS aspects are addressed in the context-rich approach. However, the teachers in this study find the decontextualized task easier to fit within the traditional science-teaching frame.
|
|
| 5. |
- Leden, Lotta, et al.
(författare)
-
From black and white to shades of grey : a longitudinal study of teachers’ perspectives on teaching sociocultural and subjective aspects of science
- 2017
-
Ingår i: Science and Education. - : SPRINGER. - 1573-1901 .- 0926-7220. ; 26:5, s. 483-511
-
Tidskriftsartikel (refereegranskat)abstract
- Traditional school science has been described as focused on indisputable facts where scientific processes and factors affecting these processes become obscured or left undiscussed. In this article, we report on teachers’ perspectives on the teaching of sociocultural and subjective aspects of the nature of science (NOS) as a way to accomplish a more nuanced science teaching in Swedish compulsory school. The teachers (N = 6) took part in a longitudinal study on NOS and NOS teaching that spanned 3 years. The data consists of recorded and transcribed focus group discussions from all 3 years. In the analysis, the transcripts were searched for teachers’ suggestions of issues, relevant for teaching in compulsory school, as well as opportunities and challenges connected to the teaching of these issues. The results of the analysis show that (a) the number of suggested issues increased over the years, (b) teachers’ ways of contextualizing the issues changed from general and unprecise to more tightly connected to socio-scientific or scientific contexts, and (c) the number of both opportunities and challenges related to NOS teaching increased over the years. The most evident changes occurred from the beginning of year 2 when the focus group discussions became more closely directed towards concrete teaching activities. Tensions between the opportunities and challenges are discussed as well as how these can be met, and made use of, in science teacher education.
|
|
| 6. |
- Leden, Lotta, et al.
(författare)
-
From black and white to shades of grey : a longitudinal study of teachers’ perspectives on teaching sociocultural and subjective aspects of science
- 2017
-
Ingår i: Science and Education. - : Springer Science and Business Media LLC. - 1573-1901 .- 0926-7220. ; 26:5, s. 483-511
-
Tidskriftsartikel (refereegranskat)abstract
- Traditional school science has been described as focused on indisputable facts where scientific processes and factors affecting these processes become obscured or left undiscussed. In this article, we report on teachers’ perspectives on the teaching of sociocultural and subjective aspects of the nature of science (NOS) as a way to accomplish a more nuanced science teaching in Swedish compulsory school. The teachers (N = 6) took part in a longitudinal study on NOS and NOS teaching that spanned 3 years. The data consists of recorded and transcribed focus group discussions from all 3 years. In the analysis, the transcripts were searched for teachers’ suggestions of issues, relevant for teaching in compulsory school, as well as opportunities and challenges connected to the teaching of these issues. The results of the analysis show that (a) the number of suggested issues increased over the years, (b) teachers’ ways of contextualizing the issues changed from general and unprecise to more tightly connected to socio-scientific or scientific contexts, and (c) the number of both opportunities and challenges related to NOS teaching increased over the years. The most evident changes occurred from the beginning of year 2 when the focus group discussions became more closely directed towards concrete teaching activities. Tensions between the opportunities and challenges are discussed as well as how these can be met, and made use of, in science teacher education.
|
|
| 7. |
- Leden, Lotta, et al.
(författare)
-
Nature of science progression in school year 1-9 : an analysis of the Swedish curriculum and teachers’ suggestions
- 2015
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Science education research on nature of science (NOS) has mostly focused students’ and teachers’ views of NOS, while less attention has been paid to the appropriateness of various NOS aspects at different levels in the educational system. Even more scarce is research focusing teachers’ perspectives on these matters. The aim of this study is to: 1) analyze NOS progression in the Swedish national curriculum, and 2) investigate science teachers’ perspectives on a NOS progression for year 1-9. Participants in the study are Swedish in-service science teachers (grades 1-9) who took part in a three-year research-project focusing NOS teaching. Throughout the project the teachers met in focus-group discussions. They also planned and implemented NOS lessons in their classrooms. Sources of data are: 1) curriculum material, and 2) two focus groups meetings about NOS progression (recorded and transcribed). The results show that many NOS aspects are, at least implicitly, part of the Swedish curriculum, but no specific progression is described. The teachers’ suggestions for NOS progression are based on arguments concerning the level of abstractness. Theoretical approaches and unfamiliar contexts are considered abstract, while hands-on activities, everyday contexts, and historical cases are considered concrete approaches to NOS.
|
|
| 8. |
- Leden, Lotta, et al.
(författare)
-
Nature of Science Progression in School Year 1-9 : a Case Study of Teachers' Suggestions and Rationales
- 2019
-
Ingår i: Research in science education. - : Springer. - 0157-244X .- 1573-1898. ; 49:2, s. 591-611
-
Tidskriftsartikel (refereegranskat)abstract
- The inclusion of nature of science (NOS) in science education has for a long time been regarded as crucial. There is, however, a lack of research on appropriate NOS aspects for different educational levels. An even more neglected area of research is that focusing on teachers' perspectives on NOS teaching at different levels. The aim of this article is to examine NOS progression in the light of teachers' suggestions and rationales. In order to obtain teachers' informed perspectives, we chose to involve six teachers (teaching grades 1-9) in a 3-year research project. They took part in focus group discussions about NOS and NOS teaching as well as implemented jointly planned NOS teaching sessions. Data that this article builds on was collected at the end of the project. The teachers' suggestions for NOS progression often relied on adding more NOS issues at every stage, thereby creating the foundations of a broader but not necessarily deeper understanding of NOS. Five rationales, for if/when specific NOS issues are appropriate to introduce, emerged from the analysis of the teacher discussions. Some of these rationales, including practice makes perfect and increasing levels of depth can potentially accommodate room for many NOS issues in the science classroom, while maturity and experience instead has a restricting effect on NOS teaching. Also, choice of context and teaching approaches play an important role in teachers' rationales for whether specific NOS issues should be included or not at different stages. The article discusses the implications for teacher education and professional development.
|
|
| 9. |
- Leden, Lotta, et al.
(författare)
-
Nature of science progression in school year 1–9 : a case study of teachers’ suggestions and rationales
- 2019
-
Ingår i: Research in science education. - : Springer. - 0157-244X .- 1573-1898. ; 49:2, s. 591-611
-
Tidskriftsartikel (refereegranskat)abstract
- The inclusion of nature of science (NOS) in science education has for a long time been regarded as crucial. There is, however, a lack of research on appropriate NOS aspects for different educational levels. An even more neglected area of research is that focusing on teachers’ perspectives on NOS teaching at different levels. The aim of this article is to examine NOS progression in the light of teachers’ suggestions and rationales. In order to obtain teachers’ informed perspectives, we chose to involve six teachers (teaching grades 1–9) in a 3-year research project. They took part in focus group discussions about NOS and NOS teaching as well as implemented jointly planned NOS teaching sessions. Data that this article builds on was collected at the end of the project. The teachers’ suggestions for NOS progression often relied on adding more NOS issues at every stage, thereby creating the foundations of a broader but not necessarily deeper understanding of NOS. Five rationales, for if/when specific NOS issues are appropriate to introduce, emerged from the analysis of the teacher discussions. Some of these rationales, including practice makes perfect and increasing levels of depth can potentially accommodate room for many NOS issues in the science classroom, while maturity and experience instead has a restricting effect on NOS teaching. Also, choice of context and teaching approaches play an important role in teachers’ rationales for whether specific NOS issues should be included or not at different stages. The article discusses the implications for teacher education and professional development.
|
|
| 10. |
- Leden, Lotta, et al.
(författare)
-
Teachers discussing, planning and implementing NOS-aspects in their teaching
- 2014
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The inclusion of "nature of science" (NOS) in science education has for a long time been regarded as a crucial component in the teaching for scientific literacy. The aim of this study is to investigate how in-service science teachers plan, implement, and afterwards reflect on a NOS teaching session. The participants in the study are Swedish in-service science teachers (n=4) in grades 4-9. Sources of data are teacher-group discussions (before and after the NOS-session), classroom observations, and teachers’ reflective notes. The analytical framework used in this study is developed with a point of departure in the NOS tenets described by Lederman (2007). The preliminary results indicate that although the teachers in different ways explicitly address many different aspects of NOS during the teaching sessions, and they believe that their students are interested in the provided tasks, the teachers themselves are having a hard time coping with the clash between the implemented NOS-session and more traditional views of science teaching.
|
|
