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- Abrahamson, Dor, et al.
(author)
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Moving Forward: In Search of Synergy Across Diverse Views on the Role of Physical Movement in Design for STEM Education
- 2018
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In: Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. - : International Society of the Learning Sciences.. - 1573-4552. - 9781732467217
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Conference paper (peer-reviewed)abstract
- Inspired by the current embodiment turn in the cognitive sciences, researchers of STEM teaching and learning have been evaluating implications of this turn for educational theory and practice. But whereas design researchers have been developing domain-specific theories that implicate the role of physical movement in conceptual learning, the field has yet to agree on a conceptually coherent and empirically validated framework for leveraging and shaping students’ capacity for physical movement as a socio–cognitive educational resource. This symposium thus convenes to ask, “What is movement in relation to concepts such that we can design for learning?” To stimulate discussion, we highlight an emerging tension across a set of innovative technological designs with respect to the framing question of whether students should discover an activity’s targeted movement forms themselves or that these forms should be cued directly. Our content domains span mathematics (proportions, geometry), physics, chemistry, and ecological system dynamics (predator–prey, bees).
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| 2. |
- Ashar, Foram N., et al.
(author)
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A comprehensive evaluation of the genetic architecture of sudden cardiac arrest
- 2018
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In: European Heart Journal. - : Oxford University Press. - 0195-668X .- 1522-9645. ; 39:44, s. 3961-
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Journal article (peer-reviewed)abstract
- Aims: Sudden cardiac arrest (SCA) accounts for 10% of adult mortality in Western populations. We aim to identify potential loci associated with SCA and to identify risk factors causally associated with SCA.Methods and results: We carried out a large genome-wide association study (GWAS) for SCA (n = 3939 cases, 25 989 non-cases) to examine common variation genome-wide and in candidate arrhythmia genes. We also exploited Mendelian randomization (MR) methods using cross-trait multi-variant genetic risk score associations (GRSA) to assess causal relationships of 18 risk factors with SCA. No variants were associated with SCA at genome-wide significance, nor were common variants in candidate arrhythmia genes associated with SCA at nominal significance. Using cross-trait GRSA, we established genetic correlation between SCA and (i) coronary artery disease (CAD) and traditional CAD risk factors (blood pressure, lipids, and diabetes), (ii) height and BMI, and (iii) electrical instability traits (QT and atrial fibrillation), suggesting aetiologic roles for these traits in SCA risk.Conclusions: Our findings show that a comprehensive approach to the genetic architecture of SCA can shed light on the determinants of a complex life-threatening condition with multiple influencing factors in the general population. The results of this genetic analysis, both positive and negative findings, have implications for evaluating the genetic architecture of patients with a family history of SCA, and for efforts to prevent SCA in high-risk populations and the general community.
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| 3. |
- Nilsson, Per, 1967-, et al.
(author)
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The nature and use of theories in statistics education
- 2018
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In: International Handbook of Research in Statistics Education. - Cham : Springer. - 9783319661933 - 9783319661957 ; , s. 359-386
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Book chapter (other academic/artistic)abstract
- This chapter presents a literature review of theories used to frame and underpin Statistics Education Research. The aim is to describe, characterize and arrange the nature and use of theories in SER and hint at some potential trends and required directions for further theorizing the SER discipline. The review includes empirical research papers, published from 2004 to 2015, and focuses on students’ learning of statistics or probability at the primary and secondary school level. The number of papers that fulfilled our inclusion criteria was 35.We distinguish five types of theories used in SER: Statistical Product Theories, Statistical Process Theories, Theories with a Didactical Focus, Theories in Mathematics/Science Education and Theories with a Broader Range on Epistemological Aspects. For further theoretical elaboration, we argue that SER pay attention to the relationship between personal and formal views of statistics, to the dynamics between categories or levels in student thinking and to the role of technology and context in the learning of statistics and probability. We end the chapter by thinking through potential benefits of a semantic theory, inferentialism, that has been proposed as underpinning research on statistical inference.
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