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HumaNetten Nr 48, våren 2022 : Educational Linguistics
- 2022
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Editorial collection (peer-reviewed)abstract
- Under pågående pandemi och uppseendeväckande världshändelser fortsätter HumaNetten sin mission som spridare av humaniora i ordets bredare bemärkelse. Linnéuniversitetet har turen att ha en kader av driftiga språkforskare som tagit initiativet till flera artiklar och temanummer genom åren. I detta vårnummer har vi glädjen att se Daniel Ocic Ihrmark, Sergej Ivanov och Christian Waldmann som gästredaktörer för ett tema om Educational Linguistics, vilket kan översättas som utbildningsinriktad språkvetenskap. Det handlar om relationen mellan språk, tanke, kommunikation och kunskapsutveckling inom olika skol- och utbildnings-nivåer. Det är med andra ord en högst samhällsrelevant inriktning som förstärker bilden av humanioras roll i det moderna samhället. Den forskningsmiljö som utvecklats vid Linnéuniversitetet sammanför språkvetare och språkdidaktiker inom de olika språk som undervisas om vid universitetet. I det här temanumret presenteras tio studier med nya perspektiv på Educational Linguistics. Vi ska inte ge en detaljerad översikt över innehållet på denna plats eftersom gästredaktörerna ger en närmare presentation av temat i sin separata introduktion. Utanför huvudtemat publicerar Sara Snoder, doktorand i språkdidaktik, sin studie ”Utrymmen för flerspråkighet – funktionella aspekter av flerspråkiga låg- och mellanstadie-lärares språkliga praktiker”, där hon med en etnografisk ansats söker vinna ny kunskap om flerspråkig användning i skolundervisning.För redaktionens räkningHans Hägerdal
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- Ivanov, Alexander G, et al.
(author)
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Iron deficiency in cyanobacteria causes monomerization of photosystem I trimers and reduces the capacity for state transitions and the effective absorption cross section of photosystem I in vivo.
- 2006
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In: Plant Physiology. - : Oxford University Press (OUP). - 0032-0889 .- 1532-2548. ; 141:4, s. 1436-45
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Journal article (peer-reviewed)abstract
- The induction of the isiA (CP43') protein in iron-stressed cyanobacteria is accompanied by the formation of a ring of 18 CP43' proteins around the photosystem I (PSI) trimer and is thought to increase the absorption cross section of PSI within the CP43'-PSI supercomplex. In contrast to these in vitro studies, our in vivo measurements failed to demonstrate any increase of the PSI absorption cross section in two strains (Synechococcus sp. PCC 7942 and Synechocystis sp. PCC 6803) of iron-stressed cells. We report that iron-stressed cells exhibited a reduced capacity for state transitions and limited dark reduction of the plastoquinone pool, which accounts for the increase in PSII-related 685 nm chlorophyll fluorescence under iron deficiency. This was accompanied by lower abundance of the NADP-dehydrogenase complex and the PSI-associated subunit PsaL, as well as a reduced amount of phosphatidylglycerol. Nondenaturating polyacrylamide gel electrophoresis separation of the chlorophyll-protein complexes indicated that the monomeric form of PSI is favored over the trimeric form of PSI under iron stress. Thus, we demonstrate that the induction of CP43' does not increase the PSI functional absorption cross section of whole cells in vivo, but rather, induces monomerization of PSI trimers and reduces the capacity for state transitions. We discuss the role of CP43' as an effective energy quencher to photoprotect PSII and PSI under unfavorable environmental conditions in cyanobacteria in vivo.
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- Ivanov, Sergej, 1983-
(author)
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A Transnational Study of Criticality in the History Learning Environment
- 2016
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Doctoral thesis (other academic/artistic)abstract
- This study examines conceptions of criticality and its instruction in the History learning environ- ment in Sweden, Russia, and Australia as evidenced in one sample upper secondary class in each country. To achieve this, data were collected at macro, micro and meso levels. At the macro level, elements of curriculum theory were used to analyse the policy framework provided to develop students’ criticality in the upper secondary History classroom and to identify the conceptions of criticality as manifested in the policy documents. At the micro level, a content-based, thematic analysis was used to examine how the teachers and student focus groups conceptualise criticality and the ways of its teaching and learning. At the meso level, the conceptions of criticality and its instruction modes identified in the policy documents and interviews were used to analyse the class- room data collected in the selected classes.The combined findings from the three levels of analysis provide a transnational account of criticality and its instruction. They suggest that criticality is conceptualised as a generic skill of questioning at the overarching curriculum level, whereas it is reconceptualised as a discipline- specific skill at the subject level. Discipline-specific conceptions include criticality as source criti- cism, as meaning making from historical evidence, as questioning historical narratives, and as educating for citizenship. The findings indicate that the visionary criticality objectives of the curricula might be obstructed at other policy levels and by the interviewees’ conceptions of criticality as well as the classroom practicalities.Based on the transnational findings, it is proposed that harmonisation between the curriculum contents and time allocation might contribute to the promotion of narrative diversity. As argued in the study, narrative diversity is a prerequisite for criticality as questioning historical narratives. To nurture this form of criticality, the policy makers might consider a shift of attention towards the lower stages of schooling that could equip upper secondary students with necessary background knowledge. Further, harmonisation between the teaching objectives and learning outcomes of basic History courses might help avoid excluding certain groups of students from receiving criticality instruction on unclear grounds. This might ensure the equity of education with regard to criticality instruction for all upper secondary students, as required in the national curricula in Sweden, Russia and Australia.
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- Ivanov, Sergej, 1983-
(author)
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Criticality in policy, attitudes and practices : Evidence from upper secondary History classrooms in Sweden, Russia and Australia
- 2017
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In: Criticality in Education (Research): Definitions, Discourses and Controversies. - : University of Helsinki.
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Conference paper (peer-reviewed)abstract
- This paper examines conceptions of criticality in the History learning environment in Sweden, Russia, and Australia as evidenced in one sample upper secondary school in each country. The combined findings of the analysis of policy, interview and classroom data provide a transnational account of criticality and its instruction and reveal some inconsistencies in the articulated value of criticality for different groups of students. Based on the transnational findings, some harmonisation measures are proposed to ensure the equity of education with regard to criticality instruction for all upper secondary students, as required in the national curricula in Sweden, Russia and Australia.
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- Ivanov, Sergej, FD, 1983-
(author)
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Criticality instruction for 6-year-olds in the Nordic educational context: A nexus of practice
- 2024. - 31
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In: ASLAs skriftserie. - 1100-5629. ; 31, s. 2-25
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Journal article (peer-reviewed)abstract
- Criticality is one of the UNESCO key competencies (Rieckmann, 2018) and itsinstruction to children is encouraged from a young age (e.g. Lai, 2011) as by theage of 4 they have necessary cognitive capacities (Schleihauf et al., 2022). Viewinginstruction as a nexus of practice (Scollon & Scollon, 2004), the aim of this articleis to trace how reported instances of criticality instruction for 6-year-olds arediscursively connected to the national policy of each Nordic country in the nexusof practice. In doing so, the article maps how the higher and lower scales(Blommaert, 2007) of criticality instruction intersect in the chosen nexus ofpractice (cf. Hult, 2010) by examining criticality (instruction) conceptions in thenational educational policy in each Nordic country and by identifying incidentsof scale jumping in regard to criticality (instruction) in the Nordic publishedempirical research. The collected data include the policy documents and peer-reviewed empirical studies from the Nordic early education context. The lownumber of empirical studies of criticality instruction for 6-year-olds has made itpossible to trace discursive connections across the scales in each national contextand shed light on criticality instruction as a nexus of practice.
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- Ivanov, Sergej, FD, 1983-, et al.
(author)
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Digital källhantering i framställning av ett examensarbete
- 2023
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In: Språk i praktiken – i en föränderlig värld. Rapport från ASLA-symposiet. Stockholms universitet, 7–8, april 2022. [Language in practice – in a changing world. Papers from the ASLA symposium. Stockholm University, 7–8 April, 2022]. - Stockholm. - 9789187884306 ; , s. 269-289
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Conference paper (peer-reviewed)abstract
- Syftet med föreliggande studie är att analysera digital källhantering i process och produkt i framställningen av en grundlärarstudents examensarbete (15 hp) på avancerad nivå. Materialet har samlats in med hjälp av ett tangentloggningsprogram som har spelat in hela skrivprocessen i Word samt användandet av webbsidor, andra dokument och program på studentens dator. Materialet består av 62 loggade skrivsessioner under loppet av 9 veckor, totalt 258 timmars skrivande, och det färdiga examensarbetet. En kombination av kvantitativa och kvalitativa analyser har nyttjats för att få en bild av vilka källtyper som används i det färdiga examensarbetet, vilka källtyper som konsulteras under skrivprocessen samt hur ofta och när olika källtyper konsulteras under skrivprocessen. Studiens resultat belyser vikten av att undersöka skrivprocessen för att till fullo förstå studenters källhantering; exempelvis återfinns mindre än en fjärdedel av alla konsulterade vetenskapliga artiklar i arbetets källförteckning. Vidare tyder resultaten på att olika källtyper konsulteras i skilda syften: (1) för att generera och utveckla idéer och forma textens konceptuella innehåll, (2) för att utvärdera och revidera den skrivna texten, och (3) för att övervaka och reglera den egna skrivprocessen och få en välbehövlig paus. Det finns även starka indikationer på att källanvändningen i viss mån styrs av kursupplägget, vilket understryker vikten av adekvat didaktiskt stöd i framställningen av ett examensarbete.
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