liu.seSearch for publications in DiVA
Change search
Link to record
Permanent link

Direct link
BETA
Alternative names
Publications (10 of 38) Show all publications
Bohlin, G., Göransson, A. C., Höst, G. & Tibell, L. (2018). Insights from introducing natural selection to novices using animations of antibiotic resistance. Journal of Biological Education, 52(3), 314-330
Open this publication in new window or tab >>Insights from introducing natural selection to novices using animations of antibiotic resistance
2018 (English)In: Journal of Biological Education, ISSN 0021-9266, E-ISSN 2157-6009, Vol. 52, no 3, p. 314-330Article in journal (Refereed) Published
Abstract [en]

Antibiotic resistance is typically used to justify education about evolution, as evolutionary reasoning improves our understanding of causes of resistance and possible countermeasures. It has also been promoted as a useful context for teaching natural selection, because its potency as a selection factor, in combination with the very short generation times of bacteria, allows observation of rapid selection. It is also amenable to animations, which have potential for promoting conceptual inferences. Thus, we have explored the potential benefits of introducing antibiotic resistance as a first example of natural selection, in animations, to novice pupils (aged 13–14 years). We created a series of animations that pupils interacted with in groups of 3–5 (total n = 32). Data were collected at individual (pre-/post- test) and group (collaborative group questions) levels. In addition, the exercise was video-recorded and the full transcripts were analysed inductively. The results show that most of the pupils successfully applied basic evolutionary reasoning to predict antibiotic resistance development in tasks during and after the exercise, suggesting that this may be an effective approach. Pedagogical contributions include the identification of certain characteristics of the bacterial context for evolution teaching, including common misunderstandings, and factors to consider when designing animations.

Place, publisher, year, edition, pages
Taylor & Francis, 2018
Keywords
natural selection, antibiotic resistance, animation, mutations, lower secondary education
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-140024 (URN)10.1080/00219266.2017.1368687 (DOI)000438131600009 ()2-s2.0-85028536269 (Scopus ID)
Projects
EvoVis
Funder
Swedish Research Council, 2012-5344
Note

Funding agencies: Swedish Research Council (Vetenskapsradet) [2012-5344]

Available from: 2017-08-28 Created: 2017-08-28 Last updated: 2018-07-27Bibliographically approved
Stolpe, K., Höst, G. & Hallström, J. (2018). Teknikdidaktisk forskning för lärare: Bidrag från en forskningsmiljö. Linköping: Linköping University Electronic Press
Open this publication in new window or tab >>Teknikdidaktisk forskning för lärare: Bidrag från en forskningsmiljö
2018 (Swedish)Book (Other academic)
Abstract [sv]

Denna bok är en antologi om forskning kring teknikdidaktik, utgiven i samarbete mellan Nationellt centrum för naturvetenskapernas och teknikens didaktik (NATDID), forskningsmiljön Teknik, naturvetenskap och didaktik (TekNaD), och Centrum för tekniken i skolan (CETIS), vid Linköpings universitet. Syftet med boken är att lärare och andra som är intresserade av teknikdidaktik ska kunna ta del av exempel på forskning som görs inom detta område. Texterna kan användas på flera olika sätt, till exempel som inspiration för undervisning, som ett sätt att vidga vyerna inom något område och få nya perspektiv, samt naturligtvis som källa till konkreta idéer och tips om undervisning. Därigenom bidrar den här boken till möjligheter att bygga undervisning på vetenskaplig grund.

Boken är sammansatt av olika forskares texter. Som ni kommer att märka finns det en bred variation i texternas karaktärer. Dels beror det på att det är många olika inriktningar av forskning med bland bidragen, från analyser av be-rättelser i barnböcker till undersökningar av lärares och elevers attityder. Dels beror det på att forskningen bakom bidragen har kommit olika långt, där vissa texter sammanfattar projekt som pågått under många år medan andra representerar doktoranders inledande kartläggning av området för kommande avhandlingsarbete.

Texterna har gemensamt att de är skrivna specifikt för lärare1. Vid NATDID kallar vi detta för professionsvetenskapliga texter och strävar efter att det ska vara en medelväg mellan vetenskapligt och populärvetenskapligt skrivande. Det innebär å ena sidan att texterna ska vara lätta att läsa för personer utanför akademin, och å andra sidan att de ska använda de termer och begrepp som ingår i lärares professionsspråk.  

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2018. p. 91
Series
Naturvetenskapernas och teknikens didaktik ; 2018:2
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-145685 (URN)9789176853269 (ISBN)
Available from: 2018-03-15 Created: 2018-03-15 Last updated: 2018-03-15Bibliographically approved
Bohlin, G., Göransson, A. C., Höst, G. & Tibell, L. (2017). A conceptual characterization of online videos explaining natural selection. Science & Education, 26(7-9), 975-999
Open this publication in new window or tab >>A conceptual characterization of online videos explaining natural selection
2017 (English)In: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 26, no 7-9, p. 975-999Article in journal (Refereed) Published
Abstract [en]

Educational videos on the Internet comprise a vast and highly diverse source of information. Online search engines facilitate access to numerous videos claiming to explain natural selection, but little is known about the degree to which the video content match key evolutionary content identified as important in evolution education research. In this study, we therefore analyzed the content of 60 videos accessed through the Internet, using a criteria catalog with 38 operationalized variables derived from research literature. The variables were sorted into four categories: (a) key concepts (e.g. limited resources and inherited variation), (b) threshold concepts (abstract concepts with a transforming and integrative function), (c) misconceptions (e.g. that evolution is driven by need), and (d) organismal context (e.g. animal or plant). The results indicate that some concepts are frequently communicated, and certain taxa are commonly used to illustrate concepts, while others are seldom included. In addition, evolutionary phenomena at small temporal and spatial scales, such as subcellular processes, are rarely covered. Rather, the focus is on population-level events over time scales spanning years or longer. This is consistent with an observed lack of explanations regarding how randomly occurring mutations provide the basis for variation (and thus natural selection). The findings imply, among other things, that some components of natural selection warrant far more attention in biology teaching and science education research.

Place, publisher, year, edition, pages
Springer Netherlands, 2017
Keywords
natural selection, evolution, threshold concepts, visualizations, misconceptions, content analysis, videos, key concepts
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-143411 (URN)10.1007/s11191-017-9938-7 (DOI)000418390100011 ()
Projects
EvoVis
Funder
Swedish Research Council, 2012-5344
Available from: 2017-12-05 Created: 2017-12-05 Last updated: 2018-01-08Bibliographically approved
Strömfors, L., Wilhelmsson, S., Falk, L. & Höst, G. E. (2017). Experiences among children and adolescents of living with spina bifida and their visions of the future. Disability and Rehabilitation, 39(3), 261-271
Open this publication in new window or tab >>Experiences among children and adolescents of living with spina bifida and their visions of the future
2017 (English)In: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 39, no 3, p. 261-271Article in journal (Refereed) Published
Abstract [en]

Purpose: Transitioning to independence may be problematic for persons with spina bifida (SB). Experiences of young persons with SB may provide insights into this group's needs for support. Therefore, the aim of this study was to investigate children'€™s and adolescents' experiences of living with SB, their social and emotional adjustment, and their thoughts about becoming independent adults. Method: Semi-structured interviews were conducted with young persons with SB (N = 8, age range 10 - 17 years). Social and emotional problems were assessed using Beck Youth Inventories. The interview transcripts were analyzed using qualitative content analysis. Results: Three main themes were found: being a person with SB; everyday living as a person with SB; and preparing for life as an adult with SB. Indications of emotional and social problems were most prominent among participants with milder physical disability. Conclusions: The findings indicate that young persons with SB may overestimate their independence. Other potentially problematic areas were lack of motivation, planning and preparedness for becoming independent. Research on transition to independence in this group should consider assistance at an early age in planning and executing strategies for independence. In addition, the potentially difficult situation for young persons with mild SB should be investigated further.

Place, publisher, year, edition, pages
Taylor & Francis, 2017
Keywords
spina bifida, independence, qualitative content analysis, children, adolescents, adjustment
National Category
Social Work Occupational Therapy
Identifiers
urn:nbn:se:liu:diva-125792 (URN)10.3109/09638288.2016.1146355 (DOI)000392480400006 ()26939640 (PubMedID)
Note

Funding agencies: Swedish Inheritance Fund, County Council of Ostergotland; Research Fund of the Linkoping University Hospital

Available from: 2016-03-04 Created: 2016-03-04 Last updated: 2018-04-18Bibliographically approved
Schönborn, K., Höst, G., Lundin Palmerius, K. & Flint, J. (2016). Development of an interactive immersion environment for engendering understanding about nanotechnology: concept, construction, and implementation. In: M. Khosrow-Pour (Ed.), Web Design and Development: Concepts, Methodologies, Tools, and Applications: (pp. 519-536). Hershey, PA: IGI Global
Open this publication in new window or tab >>Development of an interactive immersion environment for engendering understanding about nanotechnology: concept, construction, and implementation
2016 (English)In: Web Design and Development: Concepts, Methodologies, Tools, and Applications / [ed] M. Khosrow-Pour, Hershey, PA: IGI Global, 2016, p. 519-536Chapter in book (Refereed)
Abstract [en]

The advent of nanoscientific applications in modern life is swiftly in progress. Nanoscale innovation comes with the pressing need to provide citizens and learners with scientific knowledge for judging the societal impact of nanotechnology. In rising to the challenge, this paper reports the developmental phase of a research agenda concerned with building and investigating a virtual environment for communicating nano-ideas. Methods involved elucidating core nano-principles through two purposefully contrasting nano “risk” and “benefit” scenarios for incorporation into an immersive system. The authors implemented the resulting 3D virtual architecture through an exploration of citizens' and school students' interaction with the virtual nanoworld. Findings suggest that users' interactive experiences of conducting the two tasks based on gestural interaction with the system serve as a cognitive gateway for engendering nano-related understanding underpinning perceived hopes and fears and as a stimulating pedagogical basis from which to teach complex science concepts.

Place, publisher, year, edition, pages
Hershey, PA: IGI Global, 2016
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-139466 (URN)10.4018/978-1-4666-8619-9.ch024 (DOI)2-s2.0-84958936302 (Scopus ID)9781466686199 (ISBN)1466686197 (ISBN)9781466686205 (ISBN)
Funder
Swedish Research Council, Dnr 2011–5569 (2011-37694-88055-31)
Available from: 2017-07-26 Created: 2017-07-26 Last updated: 2018-03-28Bibliographically approved
Schönborn, K., Höst, G. & Lundin Palmerius, K. (2016). Interactive Visualization for Learning and Teaching Nanoscience and Nanotechnology. In: Kurt Winkelmann, Bharat Bhushan (Ed.), Global Perspectives of Nanoscience and Engineering Education, Part II: (pp. 195-222). Basel: Springer
Open this publication in new window or tab >>Interactive Visualization for Learning and Teaching Nanoscience and Nanotechnology
2016 (English)In: Global Perspectives of Nanoscience and Engineering Education, Part II / [ed] Kurt Winkelmann, Bharat Bhushan, Basel: Springer, 2016, p. 195-222Chapter in book (Refereed)
Abstract [en]

Nano education involves tackling the difficult task of conceptualizing imperceptibly small objects and processes. Interactive visualization serves as one potential solution for providing access to the nanoworld through active exploration of nanoscale concepts and principles. This chapter exposes and describes a selection of interactive visualizations in the literature, and reviews research findings related to their educational, perceptual and cognitive influence. In closing, we offer implications of interactive visualization for learning and teaching nano.

Place, publisher, year, edition, pages
Basel: Springer, 2016
Series
Science Policy Reports, ISSN 2213-1965
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-130561 (URN)10.1007/978-3-319-31833-2_7 (DOI)9783319318325 (ISBN)9783319318332 (ISBN)
Funder
Swedish Research Council, 2011–5569
Available from: 2016-08-16 Created: 2016-08-16 Last updated: 2016-09-01Bibliographically approved
Schönborn, K., Höst, G. & Lundin Palmerius, K. (2016). Nano education with interactive visualization. Nano Today, 11(5), 543-546
Open this publication in new window or tab >>Nano education with interactive visualization
2016 (English)In: Nano Today, ISSN 1748-0132, E-ISSN 1878-044X, Vol. 11, no 5, p. 543-546Article in journal (Refereed) Published
Abstract [en]

Future societal and economic impacts of nanoscience and nanotechnology raise the demand for a nano-literate public as well as a nano-competent workforce. This translates into the urgent need for nano education interventions in schools and informal learning contexts. In seeking to meet this mandate, we have developed and investigated a virtual reality environment that induces immersive presence (feeling as being ‘in’ the virtual world) and exploits bodily movements (e.g. hand gestures to control virtual objects) for students and citizens to learn nano concepts. In this article, we argue that such scientifically-informed immersive and interactive visualizations have a unique potential in communicating nanoscale ideas to students as well as the general public.

Place, publisher, year, edition, pages
Elsevier, 2016
Keywords
Nano education, Public understanding, Science education, Nano literacy, Interactive visualization, Virtual reality
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-130483 (URN)10.1016/j.nantod.2015.10.006 (DOI)000389109000006 ()
Projects
Swedish Research Council (Vetenskapsrådet, grant 2011-5569)
Funder
Swedish Research Council, 2011-5569
Note

Funding agencies: Swedish Research Council (Vetenskapsradet) [2011-5569]

Available from: 2016-08-09 Created: 2016-08-09 Last updated: 2017-11-28Bibliographically approved
Nordlöf, C., Höst, G. E., Klasander, C. & Hallström, J. (2015). An explorative study of the Swedish Technology subject from the teacher’s perspective. In: Marjolaine Chatoney (Ed.), PATT 29 Plurality and Complementarity of Approaches in Design & Technology Education, Marseille, France, April 2015: . Paper presented at PATT 29. Marseille: Presses Universitaires de Provence
Open this publication in new window or tab >>An explorative study of the Swedish Technology subject from the teacher’s perspective
2015 (English)In: PATT 29 Plurality and Complementarity of Approaches in Design & Technology Education, Marseille, France, April 2015 / [ed] Marjolaine Chatoney, Marseille: Presses Universitaires de Provence , 2015Conference paper, Published paper (Refereed)
Abstract [en]

In this study Swedish teachers’ views of the technology subject and technology teaching are examined. Investigations made the last few years show that there are deficiencies in the technology teaching in Swedish schools - e.g. lack of time in the timetable, low status, non-certified teachers and lack of materials. The subject is young, compared to other subjects, and the teachers have different backgrounds and different technological knowledge. Educational research in general tells us that the teacher has a great impact on the pupils and their learning situation. Therefore, the aim is to examine how Swedish Technology teachers experience and view the subject and its teaching.

The study is quantitative and based on a web based inquiry. 1153 teachers participated. The participants teach, or taught, technology in Swedish compulsory schools.  The data was analysed with the Statistical Package for Social Science (SPSS) software. In order to examine the teacher’s experience consisting of different underlying factors, an exploratory factor analysis was performed on 18 statements from the inquiry. The result of the analysis shows that there are four underlying factors; 1 Technology education is important, 2 Good conditions for technology education, 3 Syllabus is in focus for technology education and 4 Confidence, interest and technology education of the teacher. “Technology education is important” has the highest mean, which indicates that most of the teachers do find Technology important. The lowest mean is found in “Good conditions for technology education”, it shows that the respondents were not satisfied with the circumstances in their school. The factors are a help for a wider understanding of the teachers experience. Further investigations of the factors and the statistical material will follow, with ambitions to find out if there are some preconditions that explain why teachers have different views of the factors found in this first part.

Place, publisher, year, edition, pages
Marseille: Presses Universitaires de Provence, 2015
Keywords
Technology education, technology teachers, teachers’ attitude, factor analysis
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-117514 (URN)
Conference
PATT 29
Available from: 2015-04-30 Created: 2015-04-30 Last updated: 2015-11-09
Höst, G. E. & Bohlin, G. (2015). Engines of creationism? Intelligent design, machine metaphors and visual rhetoric. Leonardo: Journal of the International Society for the Arts, Sciences and Technology, 48(1), 80-81
Open this publication in new window or tab >>Engines of creationism? Intelligent design, machine metaphors and visual rhetoric
2015 (English)In: Leonardo: Journal of the International Society for the Arts, Sciences and Technology, ISSN 0024-094X, E-ISSN 1530-9282, Vol. 48, no 1, p. 80-81Article in journal (Refereed) Published
Abstract [en]

Machine metaphors are ubiquitous in the molecular sciences. In addition to their use by scientists, educators and popularizers of science, they have been promoted intensively by the Intelligent Design (ID) movement in arguments for the necessity of a god-like designer to account for the complexities of life at the molecular level. The authors have investigated the visual rhetoric employed in a movie by ID proponents, with particular emphasis on machine metaphors. The authors provide examples and argue that science communicators could reduce the persuasive impact of ID visual rhetoric based on machine metaphors by emphasizing that self-assembly is fundamental to molecular complexes.

Place, publisher, year, edition, pages
MIT Press, 2015
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-113512 (URN)10.1162/LEON_a_00905 (DOI)000349103100019 ()
Projects
NanoSim
Funder
Swedish Research Council, 2011-5569Swedish Research Council, 2012-5344
Available from: 2015-01-20 Created: 2015-01-20 Last updated: 2017-12-05Bibliographically approved
Bohlin, G. & Höst, G. E. (2015). Evolutionary Explanations for Antibiotic Resistance in Daily Press, Online Websites and Biology Textbooks in Sweden. International Journal of Science Education, Part B Communication and Public Engagement, 5(4), 319-338
Open this publication in new window or tab >>Evolutionary Explanations for Antibiotic Resistance in Daily Press, Online Websites and Biology Textbooks in Sweden
2015 (English)In: International Journal of Science Education, Part B Communication and Public Engagement, ISSN 2154-8455, E-ISSN 2154-8463, Vol. 5, no 4, p. 319-338Article in journal (Refereed) Published
Abstract [en]

The present study explores the extent and precision of evolutionary explanations for antibiotic resistance in communication directed toward the Swedish public. Bacterial resistance develops through evolutionary mechanisms and knowledge of these helps to explain causes underlying the growing prevalence of resistant strains, as well as important countermeasures to address the problem. A content analysis based on key evolutionary concepts underpinning resistance development was conducted on three different data sources: print newspapers, online websites and biology textbooks. The results revealed that evolutionary mechanisms are seldom included in accounts of antibiotic resistance provided by these sources. One of the included textbooks (n = 6) but none of the newspaper articles (n = 221) or websites (n = 19) covered all six concepts considered in the analysis. A cluster of four concepts regarded as most important for understanding the evolution of resistance development was only included in one news article, one textbook and two websites. Moreover, explanations were seldom supported visually and only two accompanying illustrations were found during the analysis. The results indicated that a large proportion of the Swedish public might never encounter an explanation of antibiotic resistance in evolutionary terms. This could be problematic since increased public awareness and understanding is crucial to counter the issue of bacterial resistance. 

Place, publisher, year, edition, pages
Routledge, 2015
Keywords
Antibiotic resistance, Evolution, Textbook analysis, Content analysis, News media
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-111959 (URN)10.1080/21548455.2014.978411 (DOI)
Projects
EvoVis
Funder
Swedish Research Council, 2012-5344
Available from: 2014-11-11 Created: 2014-11-11 Last updated: 2017-12-05Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-1032-2145

Search in DiVA

Show all publications