| 1. |
- Ergun, R. E., et al.
(author)
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The Axial Double Probe and Fields Signal Processing for the MMS Mission
- 2016
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In: Space Science Reviews. - : Springer Netherlands. - 0038-6308 .- 1572-9672. ; 199:1-4, s. 167-188
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Research review (peer-reviewed)abstract
- The Axial Double Probe (ADP) instrument measures the DC to similar to 100 kHz electric field along the spin axis of the Magnetospheric Multiscale (MMS) spacecraft (Burch et al., Space Sci. Rev., 2014, this issue), completing the vector electric field when combined with the spin plane double probes (SDP) (Torbert et al., Space Sci. Rev., 2014, this issue, Lindqvist et al., Space Sci. Rev., 2014, this issue). Two cylindrical sensors are separated by over 30 m tip-to-tip, the longest baseline on an axial DC electric field ever attempted in space. The ADP on each of the spacecraft consists of two identical, 12.67 m graphite coilable booms with second, smaller 2.25 m booms mounted on their ends. A significant effort was carried out to assure that the potential field of the MMS spacecraft acts equally on the two sensors and that photo- and secondary electron currents do not vary over the spacecraft spin. The ADP on MMS is expected to measure DC electric field with a precision of similar to 1 mV/m, a resolution of similar to 25 mu V/m, and a range of similar to 1 V/m in most of the plasma environments MMS will encounter. The Digital Signal Processing (DSP) units on the MMS spacecraft are designed to perform analog conditioning, analog-to-digital (A/D) conversion, and digital processing on the ADP, SDP, and search coil magnetometer (SCM) (Le Contel et al., Space Sci. Rev., 2014, this issue) signals. The DSP units include digital filters, spectral processing, a high-speed burst memory, a solitary structure detector, and data compression. The DSP uses precision analog processing with, in most cases, > 100 dB in dynamic range, better that -80 dB common mode rejection in electric field (E) signal processing, and better that -80 dB cross talk between the E and SCM (B) signals. The A/D conversion is at 16 bits with similar to 1/4 LSB accuracy and similar to 1 LSB noise. The digital signal processing is powerful and highly flexible allowing for maximum scientific return under a limited telemetry volume. The ADP and DSP are described in this article.
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| 2. |
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| 3. |
- Fredriksson, Ulf, 1954-, et al.
(author)
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PISA - och sedan?
- 2018
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In: PISA under 15 år – resultat och trender. - Stockholm : Natur och kultur. - 9789127819818 ; , s. 199-205
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Book chapter (other academic/artistic)
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| 4. |
- Fredriksson, Ulf, 1954-, et al.
(author)
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Svenska resultat i internationell jämförelse
- 2018
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In: PISA under 15 år – resultat och trender. - Stockholm : Natur och kultur. - 9789127819818 ; , s. 161-169
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Book chapter (other academic/artistic)
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| 5. |
- Fredriksson, Ulf, 1954-, et al.
(author)
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Vad kan vi lära av PISA?
- 2018
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In: PISA under 15 år – resultat och trender. - Stockholm : Natur och kultur. - 9789127819818 ; , s. 170-177
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Book chapter (other academic/artistic)
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| 6. |
- Justice, A. E., et al.
(author)
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Genome-wide meta-analysis of 241,258 adults accounting for smoking behaviour identifies novel loci for obesity traits
- 2017
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In: Nature Communications. - : Springer Science and Business Media LLC. - 2041-1723. ; 8
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Journal article (peer-reviewed)abstract
- Few genome-wide association studies (GWAS) account for environmental exposures, like smoking, potentially impacting the overall trait variance when investigating the genetic contribution to obesity-related traits. Here, we use GWAS data from 51,080 current smokers and 190,178 nonsmokers (87% European descent) to identify loci influencing BMI and central adiposity, measured as waist circumference and waist-to-hip ratio both adjusted for BMI. We identify 23 novel genetic loci, and 9 loci with convincing evidence of gene-smoking interaction (GxSMK) on obesity-related traits. We show consistent direction of effect for all identified loci and significance for 18 novel and for 5 interaction loci in an independent study sample. These loci highlight novel biological functions, including response to oxidative stress, addictive behaviour, and regulatory functions emphasizing the importance of accounting for environment in genetic analyses. Our results suggest that tobacco smoking may alter the genetic susceptibility to overall adiposity and body fat distribution.
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| 7. |
- Karlsson, Göran, 1954-, et al.
(author)
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A Web-Based Guiding Framework for Student Teachers' Self-Reflective Practice
- 2019
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In: International Journal of Web-Based Learning and Teaching Technologies. - Hershey, PA : IGI Global. - 1548-1093 .- 1548-1107. ; 14:3, s. 39-54
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Journal article (peer-reviewed)abstract
- Self-reflection based on video analysis of one’s own teaching performance has proven to be a powerful method for developing student teachers´ professional knowledge. The aim of this study was to investigate how a web-based guiding framework involving the use of a pedagogical tool for planning and reflection in conjunction with annotated video recorded lessons, written reflections and a teacher educator’s feedback, might provide a beneficial method for student teachers’ self-reflection. The study included 56 student teachers performing their in-service training in science teaching. The student teachers completed a questionnaire where they had to respond to statements about their experiences of the framework. The results indicate that a guiding framework that includes analysis of video-recorded teaching is essential for a self-reflective process to become effective. Further development of the framework is to enable student teachers to participate in synchronous discussions with peers and teacher educators about their video-recorded lesson.
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| 8. |
- Karlsson, Göran, 1954-, et al.
(author)
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Artefacts for Developing Student Teachers´ Professional Knowledge Through Self-Reflective Practice
- 2017
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In: ICERI2017 Proceedings. - Seville : IATED Academy. - 9788469769577 ; , s. 363-370
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Conference paper (peer-reviewed)abstract
- Digital technologies have afforded new ways of organizing teacher education and enable for extramural activities. By associating captured video episodes with related teaching concerns it might be possible to extend student teachers´ self-reflection and at the same time, allow for accurate supervision feedback without the constraints of time and location.The aim of this study was to investigate how a guiding framework consisting of a pedagogical tool, annotated video recorded lessons, reflective writing, combined with a tutors’ feedback, might provide an affordable method for student teachers´ self-reflection on their teaching.The study included 28 student teachers who practiced teaching science subjects in Swedish secondary schools. The participating student teachers set up a CoRe (Content Representation) for a chosen topic and video recorded a lessons. The video recorded lesson then had to be annotated; exposing critical incidents in relation to their CoRe and to be complemented with a written reflection. This was sent to their tutor who provided the student with a feedback that was in its turn to be commented on by the student. At the end of their assignment all participants completed a questionnaire where they had to respond to six questions about their experience of the guiding framework and grade them from one to five. They were also asked to give a written explanation for their choice and in groups, discussed how the framework could be developed. This provided both qualitative and quantitative data, which were analyzed statistically and thematically, respectively.From the results it was obvious that the student teachers had found the activity to be of great assistance for the development of their self-reflective practice. Comments on this were; the advantages of seeing themselves from a pupil’s perspective and direct their attention on specific learning concerns. The pedagogical tool CoRe was experienced as valuable for structuring and reflecting on their teaching, even if it was not seen as necessary per se for a video stimulated self-reflection. The annotations were perceived as facilitating as it made them examine their video thoroughly and concretize what happened in particular incidents. A written account was likewise seen as beneficial as it obliged them to put into words, and connect the process of planning, doing and reflecting. Some, however, remarked that it would have been valuable to discuss their lesson with e.g. colleagues or a more experienced teacher. Comments from a tutor were seen as valuable as it made them see additional aspects of their teaching and helped them reconsider their own inferences.It can be concluded that an integrated use of digital and other artefacts for a structured self-reflective process has the potential to develop student teachers’ professional knowledge and augment teacher education in several aspects. Each of the integrated artefacts in the framework filled an important role for a self-reflective practice and can be applied in distance education with the aid of digital technologies.The guiding framework was by the participants seen as advantageous although there might be other artefacts for video stimulated self-reflection which can be taken in consideration. There are also potentials for development of the framework in e.g. enabling synchronic discussions about the lesson with peers and tutors.© 2017, IATED
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| 9. |
- Karlsson, Göran, Universitetslektor, 1954-
(author)
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Capturing Student Teachers’ Technological, Pedagogical and Content Knowledge : Using a Pedagogical Tool Called Technology Content Representation and Video Reflection
- 2019
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In: ICERI2019. 12th International Conference of Education, Research and Innovation. - Seville : IATED Academy. - 9788409147557 ; , s. 6254-6263
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Conference paper (peer-reviewed)abstract
- In order to facilitate for student teachers to structure their teaching with digital tools and to study their technological pedagogical and content knowledge (TPACK), we used a pedagogical tool, titled technological content representation (T-CoRe). The T-CoRe is designed as a tool to enable student teachers to prepare for integration of digital technology in their teaching and to reflect on their use of this technology when teaching a specific subject matter. The T-CoRe asks explicit questions about which digital tools they are going to use, their reasons for using these tools and which opportunities the use of these digital tools can provide to facilitate the students’ understanding of a specific subject content. The aim of this study was to investigate how student teachers’ express their knowledge of use of digital technology in the TPACK framework when reflecting on their video-recorded teaching with use of the T-CoRe. The study included 27 secondary science student teachers following a two-year teacher education programme. The student teachers’ T-CoRes, their video clips and their written reflections were analysed with a qualitative content analysis. Most of the student teachers’ (18), exhibited an integrated knowledge of the technology dependent domains; TK, TPK and TCK, in the TPACK framework. For nine of the student teachers, only their TK and TPK could be observed. The results indicate that the T-CoRe might provide a fruitful framework for supporting student teachers’ in their work on planning and reflecting on their teaching with digital technology and capture their TPACK. Thus, our study proposes a structure for teacher education that might work to improve how student teachers’ are prepared for using digital technology in their teacher preparation program and, ultimately, in their future classrooms.
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| 10. |
- Karlsson, Göran, 1954-
(author)
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Students' Joint Reasoning about Gas Solubility in Water in Modified Versions of a Virtual Laboratory
- 2015
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In: International Journal of Online Pedagogy and Course Design. - Hershey, PA : IGI Global. - 2155-6873 .- 2155-6881. ; 5:4, s. 67-77
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Journal article (peer-reviewed)abstract
- Laboratory work in science education is essential for students’ conceptual understanding of natural phenomena. Computer-simulated laboratory experiments have been proposed to facilitate traditional laboratory work. A virtual laboratory was designed to enable students to collaboratively discover the concept of gas solubility in water at different physiological conditions. The virtual laboratory was developed through a design experiment involving three successive versions with different guiding structures. Analysis of 12 dyads’ reasoning about gas solubility in water revealed that the problem was not primarily for the students to realise how the volume of gas changed, but rather to understand the concept of solubility of gases. It was also observed how the guiding structures within the three different versions influenced the students’ reasoning about the concept. The analysis indicates that the affordances of virtual laboratories might, to a certain extent, enhance joint discovery of a scientific concept.
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