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- Lindahl, Britt, et al.
(author)
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Socio-scientific Issues : A Way to Improve Students’ Interest and Learning?
- 2011
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In: US-China Education Review B. - New York : David Publishing Company. - 2161-6248 .- 1548-6613 .- 1930-1529. ; 8:9, s. 342-347
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Journal article (peer-reviewed)abstract
- According to many documents, there is a strong need to renew science education. One way could be to work with SSI (socio-scientific issues). This paper reports on both students' and teachers' experiences and learning when working with socio-scientific issues in science education in secondary school (aged from 13 to 16). The approach is multidimensional, as factors that influence cognition as well as motivation and the forming of attitudes are complex. Results suggest that SSI work forms are more important than personal factors for explaining outcomes. Relevant issues, autonomy and functioning group work seem to be important aspects of successful SSI work together with structure provided by the teacher, and information that challenges previous knowledge. In general, SSI seems to be most efficient for students, who believe that they learn from presenting and discussing their knowledge, focus on "the large picture", acknowledge own responsibility for learning, find school science personally relevant and are self-efficacious. It seems that the outcomes from SSI work are much in the hands of the teacher. This paper is a short summary of the first year and quantitative part of the project. Further results from the project will later be found in our homepage (http://www.sisc.se).
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| 5. |
- Lindahl, Britt, et al.
(author)
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Socio-scientific issues - a way to improve students´interest and learning?
- 2010
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Conference paper (peer-reviewed)abstract
- According to many documents there is a strong need to renew science education. One way could be to work with socio scientific issues (SSI). This paper reports about both students and teachers' experiences and learning when working with socioscientific issues in science education at senior level (age 13-16). The approach is multidimensional as factors that influence cognition as well as motivation and the forming of attitudes are complex. Results suggest SSI work forms are more important than personal factors for explaining outcomes. Relevant issues, autonomy and functioning group work seem to be important aspects of successful SSI work together with structure provided by the teacher, and information that challenges previous knowledge. In general, SSI seems to be most efficient for students, who believe they learn from presenting and discussing their knowledge, focus on ‘the large picture’, acknowledges own responsibility for learning, finds school science personally relevant and are self-efficacious. It seems that the outcomes from SSI work are much in the hands of the teacher. Thus, working with SSI could be considered as an appropriate activity for all students. However, educators should continue to look for ways to promote development of students’ attitudes and epistemological beliefs.
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| 6. |
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| 7. |
- Lindahl, Britt, et al.
(author)
-
Socio-scientific issues - a way to improve students´interest and learning?
- 2010
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Conference paper (other academic/artistic)abstract
- According to many documents there is a strong need to renew science education. One way could be to work with socio scientific issues (SSI). This paper reports about both students and teachers' experiences and learning when working with socioscientific issues in science education at senior level (age 13-16). The approach is multidimensional as factors that influence cognition as well as motivation and the forming of attitudes are complex. Results suggest SSI work forms are more important than personal factors for explaining outcomes. Relevant issues, autonomy and functioning group work seem to be important aspects of successful SSI work together with structure provided by the teacher, and information that challenges previous knowledge. In general, SSI seems to be most efficient for students, who believe they learn from presenting and discussing their knowledge, focus on ‘the large picture’, acknowledges own responsibility for learning, finds school science personally relevant and are self-efficacious. It seemsthat the outcomes from SSI work are much in the hands of the teacher. Thus, working with SSI could be considered as an appropriate activity for all students. However, educators should continue to look for ways to promote development of students’ attitudes and epistemological beliefs.
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| 8. |
- Rehn, Matilda, et al.
(author)
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Hypoxic induction of vascular endothelial growth factor regulates murine hematopoietic stem cell function in the low-oxygenic niche.
- 2011
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In: Blood. - : American Society of Hematology. - 1528-0020 .- 0006-4971. ; 118:6, s. 1534-1543
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Journal article (peer-reviewed)abstract
- Hypoxia is emerging as an important characteristic of the hematopoietic stem cell (HSC) niche, but the molecular mechanisms contributing to quiescence, self-renewal, and survival remain elusive. Vascular endothelial growth factor A (VEGFA) is a key regulator of angiogenesis and hematopoiesis. Its expression is commonly regulated by hypoxia-inducible factors (HIF) that are functionally induced in low-oxygen conditions and that activate transcription by binding to hypoxia-response elements (HRE). Vegfa is indispensable for HSC survival, mediated by a cell-intrinsic, autocrine mechanism. We hypothesized that a hypoxic HSC microenvironment is required for maintenance or upregulation of Vegfa expression in HSCs and therefore crucial for HSC survival. We have tested this hypothesis in the mouse model Vegfa(δ/δ), where the HRE in the Vegfa promoter is mutated, preventing HIF binding. Vegfa expression was reduced in highly purified HSCs from Vegfa(δ/δ) mice, showing that HSCs reside in hypoxic areas. Loss of hypoxia-regulated Vegfa expression increases the numbers of phenotypically defined hematopoietic stem and progenitor cells. However, HSC function was clearly impaired when assessed in competitive transplantation assays. Our data provide further evidence that HSCs reside in a hypoxic microenvironment and demonstrate a novel way in which the hypoxic niche affects HSC fate, via the hypoxia-Vegfa axis.
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