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- Jägerskog, Ann-Sofie, 1977-, et al.
(author)
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Visualising the complex and the changing : Identifying critical aspects of social science models
- 2022
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In: Earli SIG9 2022: Phenomenography and variation theory in practice. - Stockholm.
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Conference paper (peer-reviewed)abstract
- Extended summaryWe live in a world that is rapidly changing and what we believe to be true today may very well be overturned tomorrow. Many of the issues raised in social studies education are characterized by changeability and complexity, such as conflicts, sustainable development, issues of justice, as well as political, social and economic processes. One common way of helping students to grasp the complex relations and the changeability involved in social studies related issues is to use models. Examples of models often used in social studies teaching are models illustrating sustainable development or political processes, as well as illustrations of the socio-economic cycle and diagrams visualizing relations between different factors in society. However, teacher experience as well as earlier research indicate that students often find it difficult to understand and interpret models (see for instance Roberts & Brugar, 2017; Jägerskog, 2020; Sundler, Dudas & Anderhag, 2017). In addition, there is a risk that these seemingly fixed models do not offer an understanding of the changeability in societal issues. The aim of this presentation is to discuss how phenomenography and variation theory (with a focus on critical aspects) can increase our understanding of how models used in social studies teaching can help students understand the complexity and changeability in societal issues. The aim is also to discuss the possible transferability of critical aspects between different kinds models used in social studies teaching. The presentation is based on a project aiming at identifying students’ understanding of two kinds of models (flowcharts and plot diagrams) often used in social studies teaching, and what students need to discern in order to develop the ability reason in a qualified way about the content illustrated. The material analysed consists of 46 recorded and transcribed small group discussions where students in year 6 and 8 in compulsory school and year 1 in upper secondary school discuss a question that concerns either a flowchart illustrating the democracy system in Sweden, a flowchart of the socio-economic cycle, a plot diagram illustrating the relationship between different countries’ GDP and level of CO2 emissions, or a plot diagram illustrating the relationship between birthrate per woman in different countries and the amount of years girls in these countries attend to school. The transcribed material was analysed using phenomenographic methods and critical aspects were identified for the four different models investigated (Marton, 2015). Results show that the critical aspects identified in part can be understood as model and content specific, but in part as model generic. This means that although two flowcharts (or two plot diagrams) illustrate different content, the aspects identified as necessary for students to discern in order to reason about the content illustrated in a qualified way, are very similar. Although similarities are especially clear between models of the same kind (i.e between two different plot diagrams or two different flowcharts), similarities can also be found between the different kinds of models (i.e between flowcharts and diagrams).This raises questions concerning the transferability of critical aspects between different kinds of models and if aspects that reoccur in relation to different models, such as aspects of changeability and complexity, could be understood as especially characteristic for social studies models. ReferencesJägerskog, A., (2020). Making possible by making visible. Learning through visual representations in social science. (Doktorsavhandling). Stockholms universitet.Marton, F. (2015). Necessary conditions of learning. Routledge.Roberts, K. L., & Brugar, K. A. (2017). The view from here: Emergence of graphical literacy. Reading Psychology, 38(8), 733-777.Sundler, M., Dudas, C. & Anderhag, P. (2017). Från missförstånd till klarhet: hur kan undervisningen organiseras för att stötta elevers förståelse för växthuseffekten? Forskning om undervisning och lärande, 5(2), 6-29.
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| 2. |
- Lernfelt, Gustaf, et al.
(author)
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Atrial fibrillation in the elderly general population: a 30-year follow-up from 70 to 100 years of age
- 2020
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In: Scandinavian Cardiovascular Journal. - : Informa UK Limited. - 1401-7431 .- 1651-2006. ; 54:4, s. 232-8
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Journal article (peer-reviewed)abstract
- Objectives. There is limited knowledge of atrial fibrillation (AF) incidence among the very old. Data from longitudinal cohort studies may give us a better insight. The aim of the study was to investigate the incidence rate and prevalence of AF, as well as the impact of AF on mortality, in the general population, from 70 to 100 years of age. Design. This was a population-based prospective cohort study where three representative samples of 70-year-old men and women (n = 2,629) from the Gerontological and Geriatric Populations Studies in Gothenburg (H-70) were included between 1971 and 1982. The participants were examined at age 70 years and were re-examined repeatedly until 100 years of age. AF was diagnosed according to a 12-lead electrocardiogram (ECG) recording at baseline and follow-up examinations, from the Swedish National Patient Register (NPR), or from the Cause of Death Register. Results. The cumulative incidence of AF from 70 to 100 years of age was 65.6% for men and 52.8% for women. Mortality was significantly higher in participants with AF compared with those without, rate ratio (RR) 1.92 (95% CI 1.73-2.14). In a subgroup analysis comprising only participants with AF diagnosed by ECG at screening, the RR for death was 1.29 (95% C.I: 1.03-1.63). Conclusions. Among persons surviving to age 70, the cumulative incidence of AF was over 50% during follow-up. Mortality rate was twice as high in participants with AF compared to participants without AF. Among participants with AF first recorded at a screening examination, the increased risk was only 29%.
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