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Strömdahl, Helge
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Publications (10 of 41) Show all publications
Strömdahl, H. (2016). Stöd för kunskapsbildning i naturvetenskap. In: Thomas Hansson (Ed.), Pedagogik för högskolelärare: (pp. 356-374). Möklinta: Gidlunds förlag
Open this publication in new window or tab >>Stöd för kunskapsbildning i naturvetenskap
2016 (Swedish)In: Pedagogik för högskolelärare / [ed] Thomas Hansson, Möklinta: Gidlunds förlag, 2016, p. 356-374Chapter in book (Other academic)
Place, publisher, year, edition, pages
Möklinta: Gidlunds förlag, 2016
Keywords
Naturvetenskap, Didaktik, Pedagogik, Undervisning, Högskolan
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-124263 (URN)9789178449378 (ISBN)
Available from: 2016-01-25 Created: 2016-01-25 Last updated: 2016-01-25Bibliographically approved
Jeppsson, F., Haglund, J., Amin, T. & Strömdahl, H. (2013). Exploring the Use of Conceptual Metaphors in Solving Problems on Entropy. The Journal of the learning sciences, 22(1), 70-120
Open this publication in new window or tab >>Exploring the Use of Conceptual Metaphors in Solving Problems on Entropy
2013 (English)In: The Journal of the learning sciences, ISSN 1050-8406, E-ISSN 1532-7809, Vol. 22, no 1, p. 70-120Article in journal (Refereed) Published
Abstract [en]

A growing body of research has examined the experiential grounding of scientific thought and the role of experiential intuitive knowledge in science learning. Meanwhile, research in cognitive linguistics has identified many conceptual metaphors (CMs), metaphorical mappings between abstract concepts and experiential source domains, implicit in everyday and scientific language. However, the contributions of CMs to scientific understanding and reasoning are still not clear. This study explores the roles that CMs play in scientific problem-solving through a detailed analysis of two physical chemistry PhD students solving problems on entropy. We report evidence in support of three claims: a range of CMs are used in problem-solving enabling flexible, experiential construals of abstract scientific concepts; CMs are coordinated with one another and other resources supporting the alignment of qualitative and quantitative reasoning; use of CMs grounds abstract reasoning in a “narrative” discourse incorporating conceptions of paths, agents, and movement. We conclude that CMs should be added to the set of intuitive resources others have suggested contribute to expertise in science. This proposal is consistent with two assumptions: that cognition is embodiment and that internal cognitive structures and processes interact with semiotic systems. The implications of the findings for learning and instruction are discussed.

Place, publisher, year, edition, pages
Routledge, 2013
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-79910 (URN)10.1080/10508406.2012.691926 (DOI)000312584600005 ()
Available from: 2012-08-15 Created: 2012-08-15 Last updated: 2017-12-07
Strömdahl, H. (2013). Osmol, osmolalitet och osmolaritet - anomalier i ISQ och SI. Kemivärlden Biotech med Kemisk Tidskrift (1-2), 26-27
Open this publication in new window or tab >>Osmol, osmolalitet och osmolaritet - anomalier i ISQ och SI
2013 (Swedish)In: Kemivärlden Biotech med Kemisk Tidskrift, ISSN 1650-0725, no 1-2, p. 26-27Article in journal, Editorial material (Other academic) Published
Abstract [sv]

Svenska Kemistsamfundets nomenklaturutskott har blivit uppmärksammade på användningen av begreppen osmol, osmolalitet och osmolaitet och ställer sig frågande till att dessa SI och ISQ-främmande enheter och storheter används i vetenskapliga och kliniska sammanhang.

I International Vocabulary of Metrology (VIM) Basic and General Concepts and Associated Terms (ISO-guide 99, 2007) saknas dessa termer. Inte heller i IUPAC’s Quantities, Units and Symbols in Physical Chemistry (Cohen et al., 2007, p. 59) rekommenderas användningen av osmol. I beskrivningen av den osmotiska koefficienten på molal grund anges i fotnot 24:”Their [molecules, ions, etc.] amount is sometimes expressed in osmoles (meaning a mole of osmotically active entities), but this use is discouraged”. I medicinska tidskrifter som exempelvis Clinical Chemistry och Clinical Biochemistry är användningen av termerna legio och stundtals förekommer artiklar som söker klargöra termernas användning (t.ex. Caon, 2008; Khajuria A.,& Krahn, 2005).

Man skulle kunna hävda att användningen av ’osmol’,’osmolaritet’ och ’osmolalitet’ fyller en praktisk, klinisk funktion för att direkt koppla en specifik koncentrations- (aktivitets-) angivelse till ett specifikt fenomen, osmos, med biologiska eller medicinska implikationer. Då bör dock termerna inte användas som enhet respektive storheter utan snarare som beteckningar för mätning av fenomenet som sådant. I ett korrekt språkbruk kan man i de sammanhang där en lösnings kolligativa egenskaper är av betydelse, till exempel i fallet osmos, tala om ’kolligativ koncentration’ med storheter och enhet enligt ISQ och SI.

 

Place, publisher, year, edition, pages
Stockholm: Mentor Communications AB, 2013
Keywords
physical quantities, units, amount of substance, mole, osmole, fysikaliska storheter, enheter, substansmängd, mol, osmol
National Category
Physical Chemistry
Identifiers
urn:nbn:se:liu:diva-92589 (URN)
Available from: 2013-05-14 Created: 2013-05-14 Last updated: 2013-05-29Bibliographically approved
Amin, T., Jeppsson, F., Haglund, J. & Strömdahl, H. (2012). Arrow of time: Metaphorical construals of entropy and the second law of thermodynamics. Science Education, 5(96), 818-848
Open this publication in new window or tab >>Arrow of time: Metaphorical construals of entropy and the second law of thermodynamics
2012 (English)In: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, ISSN 1098-237X, Vol. 5, no 96, p. 818-848Article in journal (Refereed) Published
Abstract [en]

Various features of scientific discourse have been characterized in the science education literature, and challenges students face in appropriating these features have been explored. Using the framework of conceptual metaphor, this paper sought to identify explicit and implicit metaphors in pedagogical texts dealing with the concept of entropy and the second law of thermodynamics, an abstract and challenging domain for learners. Three university-level textbooks were analyzed from a conceptual metaphor perspective, and a range of explicit and implicit metaphors were identified. Explicit metaphors identified include entropy as disorder, thermodynamics processes as movements along a path, and energetic exchange as financial transactions among others. Implicit metaphors include application and elaboration of the generic Location Event Structure metaphor, application of the Object Event Structure metaphor, and others. The similarities and differences between explicit and implicit metaphors found in the textbooks are also described. Two key pedagogical implications are discussed: that the selection of explicit instructional metaphors can be guided by consistency with implicit metaphors; and that the range of implicit metaphors found in pedagogical texts implies that a multiple instructional metaphor strategy is warranted. The depth of the phenomenon of conceptual metaphor and its implications for future research are also discussed

Place, publisher, year, edition, pages
John Wiley & Sons, 2012
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-79912 (URN)10.1002/sce.21015 (DOI)000307392600005 ()
Available from: 2012-08-15 Created: 2012-08-15 Last updated: 2017-12-07
Strömdahl, H. R. (2012). On Discerning Critical Elements, Relationships and Shifts in Attaining Scientific Terms: The Challenge of Polysemy/Homonymy and Reference. Science & Education, 21(1), 55-85
Open this publication in new window or tab >>On Discerning Critical Elements, Relationships and Shifts in Attaining Scientific Terms: The Challenge of Polysemy/Homonymy and Reference
2012 (English)In: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 21, no 1, p. 55-85Article in journal (Refereed) Published
Abstract [en]

Words with well-known meaning in colloquial language often make up an educational challenge when introduced as terms with formal scientific meaning. New connections must be established between the word, already constrained by existing meaning and reference, and the intended formal scientific meaning and reference. A two-dimensional semantic/semiotic analysing schema (acronym 2-D SAS) has been developed to clarify a given word/term in a structured mode both according to non-formal senses and referents and formal scientific meaning and referents. The schema is constructed on ideas from semantics, semiotics and history and philosophy of science. The approach is supposed to be a contribution to make a fine-gained analysis of the structure and dynamics of conceptual change. The role of referents and referent change in conceptual change is highlighted by analysing the character of the recurrent mix-up of the terms heat and temperature among students at different educational levels.

Place, publisher, year, edition, pages
Springer Verlag (Germany), 2012
National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:liu:diva-74857 (URN)10.1007/s11191-010-9335-y (DOI)000299005900003 ()
Available from: 2012-02-10 Created: 2012-02-10 Last updated: 2017-12-07
Haglund, J. & Strömdahl, H. (2012). Perspective on models in theoretical and practical traditions of knowledge: The example of Otto engine animations. International journal of technology and design education, 22(3), 311-327
Open this publication in new window or tab >>Perspective on models in theoretical and practical traditions of knowledge: The example of Otto engine animations
2012 (English)In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 22, no 3, p. 311-327Article in journal (Refereed) Published
Abstract [en]

Nineteen informants (n = 19) were asked to study and comment two computer animations of the Otto combustion engine. One animation was non-interactive and realistic in the sense of depicting a physical engine. The other animation was more idealised, interactive and synchronised with a dynamic PV-graph. The informants represented practical and theoretical traditions of knowledge: science students and teachers at upper secondary school level; vocational students and teachers in vehicle mechanics at upper secondary school level, and; MSc and PhD students in vehicle system engineering. The aim was to explore how they interpreted the animations against the background of their different traditions of knowledge and their experience of physical engines and models of engines. A key finding was that the PhD students saw the interactive animation as a familiar and useful model of engines, whereas the vehicle mechanics teachers saw it as a poor representation of reality. A general conclusion was that there is a variety of competent ways to interpret a model, depending on the tradition of knowledge.

Place, publisher, year, edition, pages
Springer, 2012
Keywords
Traditions of knowledge – Modelling – Computer animation – Thermodynamics – Combustion engine
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-79922 (URN)10.1007/s10798-010-9146-0 (DOI)000307271800004 ()
Available from: 2012-08-15 Created: 2012-08-15 Last updated: 2017-12-07
Strömdahl, H. & Tibell, L. (Eds.). (2012). Skola och naturvetenskap: politik, praktik, problematik i belysning av ämnesdidaktisk forskning (1ed.). Lund: Studentlitteratur
Open this publication in new window or tab >>Skola och naturvetenskap: politik, praktik, problematik i belysning av ämnesdidaktisk forskning
2012 (Swedish)Collection (editor) (Other academic)
Abstract [sv]

Redaktörer för antologin är Helge Strömdahl och Lena Tibell , båda verksamma vid Linköpings universitet och FontD. Helge Strömdahl är professor emeritus i naturvetenskapernas didaktik och tidigare FontD:s föreståndare och vetenskaplige ledare. Lena Tibell är professor i visuellt lärande och kommunikation, biokemi och livsvetenskapernas didaktik samt ordförande i styrelsen och nuvarande vetenskaplig ledare för FontD. Presentationer av antologins samtliga författare finns i bokens inledning.

Vad är relationen mellan religion och naturvetenskap? Hur lär man sig att ”läsa” naturen? Är naturvetenskaplig kunskap vacker? Vad lär man sig på vetenskaps- och teknikcentra? Vilken betydelse har språk, bilder och animationer i naturvetenskapligt lärande? Vad är förhållandet mellan vetenskaplig disciplin och skolämne? Ovanstående är exempel på frågor som utreds och diskuteras på vetenskaplig grund i denna antologi. Ur olika forskningsperspektiv och ordnade under fem teman, presenterar 17 yngre forskare, som disputerat vid Nationella forskarskolan i naturvetenskapernas och teknikens didaktik (FontD), skolans naturvetenskap utifrån samhällets krav, skolans praktik och dess dilemman.

Antologin vänder sig till blivande och verksamma lärare, lärarutbildare, läromedelsförfattare, skolledare, skoladministratörer, rekryterare till högskolan och politiska beslutsfattare samt andra intresserade av naturvetenskaplig utbildning och undervisning.

Place, publisher, year, edition, pages
Lund: Studentlitteratur, 2012. p. 335 Edition: 1
Keywords
Naturvetenskapernas didaktik
National Category
Natural Sciences
Identifiers
urn:nbn:se:liu:diva-92591 (URN)978-91-44-08165-6 (ISBN)
Available from: 2013-05-14 Created: 2013-05-14 Last updated: 2016-05-04Bibliographically approved
Strömdahl, H. & Tibell, L. (2012). Tecken i tiden: utmaningar och inriktningar (1ed.). In: Helge Strömdahl & Lena Tibell (Ed.), Skola och naturvetenskap: politik, praktik, problematik i ämnesdidaktisk belysning (pp. 327-331). Lund: Studentlitteratur
Open this publication in new window or tab >>Tecken i tiden: utmaningar och inriktningar
2012 (Swedish)In: Skola och naturvetenskap: politik, praktik, problematik i ämnesdidaktisk belysning / [ed] Helge Strömdahl & Lena Tibell, Lund: Studentlitteratur , 2012, 1, p. 327-331Chapter in book (Other academic)
Abstract [sv]

Didaktikforskning med inriktning mot naturvetenskap är ett forskningsfält som är under stark utveckling och tillväxt. Förutom dess förankring i de naturvetenskapliga disciplinerna är den ett multidisciplinärt område med inflöde från exempelvis vetenskapshistoria och filosofi, kognitiv psykologi, lingvistik, neurovetenskap och perceptionsforskning. Vi noterar dessutom ett ökat intresse för ämnesdidaktiksk forskning bland företrädare för de vetenskapliga disciplinerna och i lärarutbildningen. Direktiven för den nu aktuella nya lärarutbildningen och regeringens proposition, Bäst i klassen – en ny lärarutbildning (SOU 2009/10:89) talar ett tydligt språk i den riktningen genom att ämnesdidaktikens plats i ämnesstudierna poängteras. Förhoppningsvis innebär inflödet av forskningsbaserad didaktisk kunskap i lärarutbildningen att effektiv undervisning kommer till stånd i skola och högskola med åtföljande goda läranderesultat. I detta avslutande kapitel ger vi en kortfattad exposé över den forskning som speglas i antologins olika kapitel samt den naturvetenskapsdidaktiska forskning som är under framväxt. Syftet är att stimulera läsaren till att ta del av forskningsresultat, delta i forskningsprojekt eller att påbörja egen forskning.

Place, publisher, year, edition, pages
Lund: Studentlitteratur, 2012 Edition: 1
Keywords
naturvetenskapernas didaktik
National Category
Natural Sciences
Identifiers
urn:nbn:se:liu:diva-92592 (URN)978-91-44-08165-6 (ISBN)
Available from: 2013-05-14 Created: 2013-05-14 Last updated: 2016-05-04Bibliographically approved
Jeppsson, F., Haglund, J. & Strömdahl, H. (2011). Exploiting languages in teaching of entropy. Journal of Baltic Science Education, 10(1), 27-35
Open this publication in new window or tab >>Exploiting languages in teaching of entropy
2011 (English)In: Journal of Baltic Science Education, ISSN 1648-3898, E-ISSN 2538-7138, Vol. 10, no 1, p. 27-35Article in journal (Refereed) Published
Abstract [en]

The words disorder, information, freedom and spreading are used as metaphors and analogies in science teaching to capture the scientific qualitative sense of entropy. In addition, the identification of entropy with the everyday conception of heat has been proposed. While physical sciences are regarded as exact disciplines, in which terms have precise definitions, the words being used in the qualitative interpretation of entropy have many senses. This may provide an obstacle to achieving a scientific understanding of entropy. In this study, the metaphors for entropy and seeing entropy as heat were analysed by use of the different entries for the words in a dictionary. The present paper is a contribution to highlighting the importance of making any metaphors and analogies and their benefits and limitations explicit.

Place, publisher, year, edition, pages
Lithuania: Scientific Methodical Center ”Scientia Educologica”, 2011
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-68343 (URN)000289845300004 ()
Available from: 2011-05-20 Created: 2011-05-20 Last updated: 2017-12-11
Jeppsson, F. & Strömdahl, H. (2010). COMPREHENSION OF TEMPERATURE WHEN SOLVING A THERMODYNAMIC TASK. JOURNAL OF BALTIC SCIENCE EDUCATION, 9(3), 224-236
Open this publication in new window or tab >>COMPREHENSION OF TEMPERATURE WHEN SOLVING A THERMODYNAMIC TASK
2010 (English)In: JOURNAL OF BALTIC SCIENCE EDUCATION, ISSN 1648-3898, Vol. 9, no 3, p. 224-236Article in journal (Refereed) Published
Abstract [en]

The present study focus the presence and role of deep qualitative conceptual knowledge of temperature among a group of ten individuals (n=10), academic well-educated and experienced in science, when solving a task about changes in temperature of a given thermodynamic system. The aim is to find out the variation of comprehension of temperature in the task solving process. Data is gathered by interviews based on the thinking aloud method. The interviews were video-recorded and verbatim transcribed. Transcriptions were analysed by using a two dimensional semiotic/semantic analysing schema (acronym 2-D SAS). The results revealed a broad variation in the comprehension of the term temperature in the given context. The three informants who produced correct answers structured the task by identifying the scientifically appropriate referent and sense of the term temperature according to the given context.

Place, publisher, year, edition, pages
SCI METHODICAL CTR-SCI EDUCOLOGICA, DONELAICIO ST 29, SIAULIAI, LT-78115, LITHUANIA, 2010
Keywords
semantics, comprehension, temperature, referent, qualitative analysis
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-66878 (URN)000286852600007 ()
Available from: 2011-03-22 Created: 2011-03-21 Last updated: 2011-03-22
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