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  • 1.
    Bivall Persson, Petter
    et al.
    Linköping University, Department of Science and Technology, Visual Information Technology and Applications (VITA). Linköping University, The Institute of Technology.
    Höst, Gunnar E.
    Linköping University, Department of Science and Technology, Visual Information Technology and Applications (VITA). Linköping University, The Institute of Technology.
    Cooper, Matthew D.
    Linköping University, Department of Science and Technology, Visual Information Technology and Applications (VITA). Linköping University, The Institute of Technology.
    Tibell, Lena A. E.
    Linköping University, Department of Clinical and Experimental Medicine. Linköping University, Faculty of Health Sciences.
    Ynnerman, Anders
    Linköping University, Department of Science and Technology, Visual Information Technology and Applications (VITA). Linköping University, The Institute of Technology.
    Improved Feature Detection over Large Force Ranges Using History Dependent Transfer Functions2009In: Third Joint Eurohaptics Conference and Symposium on Haptic Interfaces for Virtual Environments and Teleoperator Systems, WorldHaptics 2009, IEEE , 2009, p. 476-481Conference paper (Refereed)
    Abstract [en]

    In this paper we present a history dependent transfer function (HDTF) as a possible approach to enable improved haptic feature detection in high dynamic range (HDR) volume data. The HDTF is a multi-dimensional transfer function that uses the recent force history as a selection criterion to switch between transfer functions, thereby adapting to the explored force range. The HDTF has been evaluated using artificial test data and in a realistic application example, with the HDTF applied to haptic protein-ligand docking. Biochemistry experts performed docking tests, and expressed that the HDTF delivers the expected feedback across a large force magnitude range, conveying both weak attractive and strong repulsive protein-ligand interaction forces. Feature detection tests have been performed with positive results, indicating that the HDTF improves the ability of feature detection in HDR volume data as compared to a static transfer function covering the same range.

  • 2.
    Bohlin, Gustav
    et al.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Göransson, Andreas C.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Höst, Gunnar E.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Tibell, Lena A. E.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Evolving germs – Introducing novice pupils to the evolution of bacterial resistance to antibiotics2017Conference paper (Other academic)
    Abstract [en]

    There is a dual relationship between antibiotic resistance and biological evolution. Antibiotic resistance is typically used as a motivation for why we need an efficient evolution education given that evolutionary reasoning improves our understanding of causes and suggested countermeasures. On the other hand, antibiotic resistance has also been suggested as a useful context in which evolution can be taught, based primarily but not solely on the quick generation times of bacteria. In the present study, we explore the potential benefits with using antibiotic resistance as an example when introducing evolution to novice pupils (aged 13-14). We created a series of animations that pupils interacted with in groups of 3-5 (total n=32). Data was collected on both individual (pre-posttest) and group (collaborative group questions) level. In addition, the exercise was video-taped and the full transcripts were analyzed inductively. The results show that a majority of the pupils succeeded in applying basic evolutionary reasoning to make predictions on antibiotic resistance during and after the exercise, suggesting that this may be a successful approach. Cautions to be aware of include pupils’ use of teleological and antropomorphic reasoning, especially in discussions on submicroscopical phenomena such as genetic processes. Implications for teaching include both lessons from the design of animations as well as the identification of common misunderstandings. The analysis also identifies and points toward several possible future research endeavours.

  • 3.
    Bohlin, Gustav
    et al.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.
    Göransson, Andreas C.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.
    Höst, Gunnar
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.
    Tibell, Lena
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.
    A conceptual characterization of online videos explaining natural selection2017In: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 26, no 7-9, p. 975-999Article in journal (Refereed)
    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.

  • 4.
    Bohlin, Gustav
    et al.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Göransson, Andreas C.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Höst, Gunnar
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Tibell, Lena
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Insights from introducing natural selection to novices using animations of antibiotic resistance2017In: Journal of Biological Education, ISSN 0021-9266, E-ISSN 2157-6009, p. 1-17Article in journal (Refereed)
    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.

    The full text will be freely available from 2019-02-22 09:49
  • 5.
    Bohlin, Gustav
    et al.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Höst, Gunnar E.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Evolutionary Explanations for Antibiotic Resistance in Daily Press, Online Websites and Biology Textbooks in Sweden2015In: 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)
    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. 

  • 6.
    Bohlin, Gustav
    et al.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Höst, Gunnar E.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Is it my responsibility or theirs? Risk communication about antibiotic resistance in the Swedish daily press2014In: JCOM - Journal of Science Communication, ISSN 1824-2049, E-ISSN 1824-2049, Vol. 13, no 3:A02Article in journal (Refereed)
    Abstract [en]

    Antibiotic resistance is an increasing global threat involving many actors, including the general public. We present findings from a content analysis of the coverage of antibiotic resistance in the Swedish print media with respect to the risk communication factors cause, magnitude and countermeasures. The most commonly reported cause of development and spread of resistance was unnecessary prescription of antibiotics. Risk magnitudes were mostly reported qualitatively rather than using quantitative figures. Risk-reduction measures were analyzed using a framework that distinguishes between personal and societal efficacy. Measures at the societal level were more commonly reported compared to the individual level.

  • 7.
    Flint, Jennifer
    et al.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Schönborn, Konrad
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Höst, Gunnar
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Lundin Palmerius, Karljohan
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Investigating an Immersive Virtual Nanoscience Simulation for Learning: Students' Interaction, Understanding, Attitudes and System Usability2014In: AERA Online Paper Repository, 2014, 2014Conference paper (Refereed)
    Abstract [en]

    Rapid nanoscientific development in a myriad of applied fields compels educational structures to develop curricular nanoknowledge for a future citizenry capable of contributing skills to a nano-workforce and in acquiring a nano-literacy. This study investigated ten Swedish upper-secondary students' interactions with a virtual reality nanoworld and sought to illuminate: 1) how students link to and support their understanding of prior science knowledge, 2) students' attitudes towards the benefits and risks of nanotechnology, and 3) the usability of the system. Analyzed videotaped and written data elicited cognitive mechanisms underlying interaction with the virtual reality environment for promoting understanding, the influence of the interactive experience on students' attitudes to nanophenomena, and system features that could be applied in real science classrooms.

  • 8.
    Höst, Gunnar
    Linköping University, Department of Physics, Chemistry and Biology, Molecular Biotechnology . Linköping University, The Institute of Technology.
    Engineering carbonic anhydrase for highly selective ester hydrolysis2007Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The main part of this thesis describes results from protein engineering experiments, in which the catalytic activity of the enzyme human carbonic anhydrase II (HCAII) is engineered by mutagenesis. This enzyme, which catalyzes the interconversion between CO2 and HCO3- in the body, also has the ability to hydrolyze ester bonds. In one project, the specificity of HCAII towards a panel of para-nitrophenyl ester substrates, with acyl chain lengths ranging from one to five carbon atoms, was changed by enlarging the substrate binding hydrophobic pocket. A variant was identified that has highly increased specificity towards substrates with long acyl chains. The mutant V121A/V143A hydrolyzes pNPV, which has four carbon atoms in the acyl chain, with an efficiency that is increased by a factor of 3000 compared to HCAII. Further, transition state analogues (TSAs) were docked to HCAII and mutant variants, and the results were correlated to the results from kinetic measurements. This indicated that automated docking could be used to some extent to construct HCAII variants with a designed specificity. Using this approach, a HCAII mutant that can hydrolyze a model benzoate ester was created. Interestingly, the resulting variant V121A/V143A/T200A was found to be highly active with other ester substrates as well. For pNPA, a kcat/KM of 1*105 M-1s-1 was achieved, which is the highest efficiency for hydrolysis of carboxylic acid esters reported for any HCAII variant.

    In another project, the strong affinity between the active site zinc ion and sulfonamide was used to achieve binding of a designed substrate. Thus, the natural Zn-OH- site of HCAII was not used for catalysis, but for substrate binding. The substrate contains a benzenesulfonamide part in one end, with a para-nitrophenyl ester connected via a linker. The linker was chosen to ensure that the scissile bond is positioned close to His-64 and histidine residues introduced by mutagenesis in other positions. Using this approach, an enzyme was designed with a distinctly new two-histidine catalytic site for ester hydrolysis. The mutant, F131H/V135H, has a kcat/KM of approximately 14000 M-1s-1, which corresponds to a rate enhancement of 107 compared to a histidine mimic.

    Finally, results are reported on a project aimed at cloning and producing a putative carbonic anhydrase from the malaria parasite Plasmodium falciparum. The gene was cloned by PCR and the construct was overexpressed in E. coli. However, the resulting protein was not soluble, and initial attempts to refold it are also reported.

    List of papers
    1. Redesign of human carbonic anhydrase II for increased esterase activity and specificity towards esters with long acyl chains
    Open this publication in new window or tab >>Redesign of human carbonic anhydrase II for increased esterase activity and specificity towards esters with long acyl chains
    2006 (English)In: Biochimica et Biophysica Acta (BBA) - Proteins & Proteomics, ISSN 1570-9639, Vol. 1764, no 10, p. 1601-1606Article in journal (Refereed) Published
    Abstract [en]

    The effect of modulating the shape and the size of the hydrophobic pocket on the esterase activity and specificity of human carbonic anhydrase II (HCAII) for esters with different acyl chain lengths was investigated. Following an initial screen of 7 HCAII variants with alanine substitutions in positions 121, 143 and 198, detailed kinetic measurements were performed on HCAII and the variants V121A, V143A and V121A/V143A. For some variants, an increased size of the hydrophobic pocket resulted in increased activities and specificities for longer substrates. For V121A/V143A, the rate of hydrolysis for paranitrophenyl valerate was increased by a factor of approximately 3000. The specificities also changed dramatically, for example V121A/V143A is 6.3 times more efficient with paranitrophenyl valerate than paranitrophenyl acetate, while HCAII is > 500 times more efficient with paranitrophenyl acetate than paranitrophenyl valerate. An automated docking procedure was performed on these variants with transition state analogues (TSAs) for the hydrolysis reaction. It was possible to correlate the catalytic rate constants to the docking results, i.e. for each variant, efficient hydrolysis was generally correlated to successful TSA-docking. The observations in this paper show that the redesign increased the catalytic rates for substrates with long acyl chains by removal of steric hinders and addition of new favourable binding interactions.

    Keyword
    Carbonic anhydrase, Hydrolysis, Specificity, Mutagenesis, Protein engineering, Rational design
    National Category
    Engineering and Technology
    Identifiers
    urn:nbn:se:liu:diva-12859 (URN)10.1016/j.bbapap.2006.07.010 (DOI)
    Note
    Original Publication: Gunnar Höst, Lars-Göran Mårtensson and Bengt-Harald Jonsson, Redesign of human carbonic anhydrase II for increased esterase activity and specificity towards esters with long acyl chains, 2006, Biochimica et Biophysica Acta (BBA) - Proteins & Proteomics, (1764), 10, 1601-1606. http://dx.doi.org/10.1016/j.bbapap.2006.07.010 Copyright: Elsevier http://www.elsevier.com/ Available from: 2008-01-09 Created: 2008-01-09 Last updated: 2013-10-04
    2. Converting human carbonic anhydrase II into a benzoate ester hydrolase through rational redesign
    Open this publication in new window or tab >>Converting human carbonic anhydrase II into a benzoate ester hydrolase through rational redesign
    2008 (English)In: Biochimica et Biophysica Acta, ISSN 0006-3002, E-ISSN 1878-2434, Vol. 1784, no 5, p. 811-815Article in journal (Refereed) Published
    Abstract [en]

    Enzymes capable of benzoate ester hydrolysis have several potential medical and industrial applications. A variant of human carbonic anhydrase II (HCAII) was constructed, by rational design, that is capable of hydrolysing para-nitrophenyl benzoate (pNPBenzo) with an efficiency comparable to some naturally occuring esterases. The design was based on a previously developed strategy,[1] in which docking of a transition state analogue (TSA) to the active site of HCAII was used to predict mutations that would allow the reaction. A triple mutant, V121A/V143A/T200A, was thus constructed and shown to hydrolyze pNPBenzo with kcat/KM = 625 (± 38) M-1s-1. It is highly active with other ester substrates as well, and hydrolyzes para-nitrophenyl acetate with kcat/KM = 101700 (± 4800) M-1s-1, which is the highest esterase efficiency so far for any CA variant. A parent mutant (V121A/V143A) has measurable KM values for para-nitrophenyl butyrate (pNPB) and valerate (pNPV),[1] but for V121A/V143A/T200A no KM could be determined, showing that the additional T200A mutation has caused a decreased substrate binding. However, kcat/KM is higher with both substrates for the triple mutant, indicating that binding energy has been diverted from substrate binding to transition state stabilization.

    Place, publisher, year, edition, pages
    Institutionen för fysik, kemi och biologi, 2008
    Keyword
    Carbonic anhydrase, Hydrolysis, Mutagenesis, Protein engineering, Rational design, Specificity
    National Category
    Natural Sciences
    Identifiers
    urn:nbn:se:liu:diva-11787 (URN)10.1016/j.bbapap.2008.02.007 (DOI)
    Note
    Original publication: Gunnar E. Höst and Bengt-Harald Jonsson, Converting human carbonic anhydrase II into a benzoate ester hydrolase through rational redesign, 2008, Biochimica et Biophysica Acta, (1784), 5, 811-815. http://dx.doi.org/10.1016/j.bbapap.2008.02.007. Copyright: Elsevier B.V., http://www.elsevier.com/Available from: 2008-05-13 Created: 2008-05-13 Last updated: 2017-12-13
    3. Combined Enzyme and Substrate Design: Grafting of a Cooperative Two-Histidine Catalytic Motif into a Protein Targeted at the Scissile Bond in a Designed Ester Substrate
    Open this publication in new window or tab >>Combined Enzyme and Substrate Design: Grafting of a Cooperative Two-Histidine Catalytic Motif into a Protein Targeted at the Scissile Bond in a Designed Ester Substrate
    2007 (English)In: ChemBioChem (Print), ISSN 1439-4227, E-ISSN 1439-7633, Vol. 8, no 13, p. 1570-1576Article in journal (Refereed) Published
    Abstract [en]

    A histidine-based, two-residue reactive site for the catalysis of hydrolysis of designed sulfonamide-containing para-nitrophenyl esters has been engineered into a scaffold protein. A matching substrate was designed to exploit the natural active site of human carbonic anhydrase II (HCAII) for well-defined binding. In this we took advantage of the high affinity between the active site zinc atom and sulfonamides. The ester substrate was designed to position the scissile bond in close proximity to the His64 residue in the scaffold protein. Three potential sites for grafting the catalytic His-His pair were identified, and the corresponding N62H/H64, F131H/V135H and L198H/P202H mutants were constructed. The most efficient variant, F131H/V135H, has a maximum kcat/KM value of approximately 14 000 M-1 s-1, with a kcat value that is increased by a factor of 3 relative to that of the wild-type HCAII, and by a factor of over 13 relative to the H64A mutant. The results show that an esterase can be designed in a stepwise way by a combination of substrate design and grafting of a designed catalytic motif into a well-defined substrate binding site.

    Keyword
    chiral resolution, enzyme catalysis, hydrolysis, mutagenesis, protein engineering
    National Category
    Engineering and Technology
    Identifiers
    urn:nbn:se:liu:diva-12861 (URN)10.1002/cbic.200600540 (DOI)
    Available from: 2008-01-09 Created: 2008-01-09 Last updated: 2017-12-14
    4. Cloning of a putative carbonic anhydrase from the human malaria parasite Plasmodium falciparum
    Open this publication in new window or tab >>Cloning of a putative carbonic anhydrase from the human malaria parasite Plasmodium falciparum
    (English)Manuscript (Other academic)
    Identifiers
    urn:nbn:se:liu:diva-12862 (URN)
    Available from: 2008-01-09 Created: 2008-01-09 Last updated: 2013-09-12
  • 9.
    Höst, Gunnar E.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Att se och ta på det som inte syns eller känns2009In: Linköping Electronic Conference Proceedings, Linköping: Linköping University Electronic Press, Linköpings universitet , 2009Conference paper (Other academic)
  • 10.
    Höst, Gunnar E.
    et al.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.
    Anward, Jan
    Linköping University, Department of Culture and Communication. Linköping University, Faculty of Arts and Sciences.
    Intentions and actions in molecular self-assembly: perspectives on students’ language use2017In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 39, no 6, p. 627-644Article in journal (Refereed)
    Abstract [en]

    Learning to talk science is an important aspect of learning to do science. Given that scientists' language frequently includes intentions and purposes in explanations of unobservable objects and events, teachers must interpret whether learners' use of such language reflects a scientific understanding or inaccurate anthropomorphism and teleology. In the present study, a framework consisting of three 'stances' (Dennett, 1987) - intentional, design and physical - is presented as a powerful tool for analysing students' language use. The aim was to investigate how the framework can be differentiated and used analytically for interpreting students' talk about a molecular process. Semi-structured group discussions and individual interviews about the molecular self-assembly process were conducted with engineering biology/chemistry (n=15) and biology/chemistry teacher students (n=6). Qualitative content analysis of transcripts showed that all three stances were employed by students. The analysis also identified subcategories for each stance, and revealed that intentional language with respect to molecular movement and assumptions about design requirements may be potentially problematic areas. Students' exclusion of physical stance explanations may indicate literal anthropomorphic interpretations. Implications for practice include providing teachers with a tool for scaffolding their use of metaphorical language and for supporting students' metacognitive development as scientific language users.

    The full text will be freely available from 2018-09-15 13:06
  • 11.
    Höst, Gunnar E.
    et al.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Bohlin, Gustav
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Engines of creationism? Intelligent design, machine metaphors and visual rhetoric2015In: 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)
    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.

  • 12.
    Höst, Gunnar E.
    et al.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Bohlin, Gustav
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    When there are no eyewitnesses - visual rhetoric in pseudoscientific representations of molecular phenomena2012Conference paper (Refereed)
  • 13.
    Höst, Gunnar E.
    et al.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Larsson, Caroline
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Olson, Arthur
    Department of Integrative Structural and Computational Biology, Scripps Research Institute, La Jolla, USA.
    Tibell, Lena A. E.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Student Learning about Biomolecular Self-Assembly Using Two Different External Representations2013In: CBE - Life Sciences Education, ISSN 1931-7913, E-ISSN 1931-7913, Vol. 12, no 3, p. 471-482Article in journal (Refereed)
    Abstract [en]

    Self-assembly is the fundamental but counterintuitive principle that explains how ordered biomolecular complexes form spontaneously in the cell. This study investigated the impact of using two external representations of virus self-assembly, an interactive tangible three-dimensional model and a static two-dimensional image, on student learning about the process of self-assembly in a group exercise. A conceptual analysis of self-assembly into a set of facets was performed to support study design and analysis. Written responses were collected in a pretest/posttest experimental design with 32 Swedish university students. A quantitative analysis of close-ended items indicated that the students improved their scores between pretest and posttest, with no significant difference between the conditions (tangible model/image). A qualitative analysis of an open-ended item indicated students were unfamiliar with self-assembly prior to the study. Students in the tangible model condition used the facets of self-assembly in their open-ended posttest responses more frequently than students in the image condition. In particular, it appears that the dynamic properties of the tangible model may support student understanding of self-assembly in terms of the random and reversible nature of molecular interactions. A tentative difference was observed in response complexity, with more multifaceted responses in the tangible model condition.

  • 14.
    Höst, Gunnar E.
    et al.
    Linköping University, Department of Science and Technology, Visual Information Technology and Applications (VITA). Linköping University, The Institute of Technology.
    Schönborn, Konrad J.
    Linköping University, Department of Science and Technology, Visual Information Technology and Applications (VITA). Linköping University, The Institute of Technology.
    Bivall Persson, Petter
    Linköping University, Department of Science and Technology, Visual Information Technology and Applications (VITA). Linköping University, The Institute of Technology.
    Tibell, Lena A.E.
    Linköping University, Department of Science and Technology, Visual Information Technology and Applications (VITA). Linköping University, The Institute of Technology.
    Methods for investigating students’ learning and interaction with a haptic virtual biomolecular model2010In: Contemporary Science Education Research: International Perspectives / [ed] M.F. Taşar & G. Çakmakcı, Ankara: Pegem Akademi , 2010, p. 115-121Conference paper (Refereed)
    Abstract [en]

    Although immersive haptic virtual technologies are emerging rapidly in modern education, few methods exist for delivering data on the pedagogical merits of such models in the molecular life sciences. This paper reports on a selection of methods that we have used to obtain and analyse data on students’ learning and interaction with a haptic virtual model of protein-ligand docking, previously designed by author PBP. The methods have been developed and employed during four consecutive years in which the model has been part of an advanced biomolecular interactions course. In this regard, we present data-collection methods that include written items, interviews, think-aloud tasks and automated time-stamped logs and, corresponding quantitative and qualitative analytical procedures such as pre/posttest statistical comparisons, word usage analysis and, visualised profiling of students’ interaction with the model. Our results suggest that these methods are useful for generating valuable information on students’ learning gain, changes in conceptual understanding, reasoning processes and patterns of interactivity with the model. Dissemination of such methods could provide an empirical contribution to the dearth of research instruments in this domain. Future research will develop these methodologies to explore the relationship between using the model and students’ conceptual and embodied learning.

  • 15.
    Höst, Gunnar E.
    et al.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Schönborn, Konrad J.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Lundin Palmerius, Karljohan
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    A Case-Based Study of Students' Visuohaptic Experiences of Electric Fields around Molecules: Shaping the Development of Virtual Nanoscience Learning Environments2013In: Education Research International, ISSN 2090-4002, E-ISSN 2090-4010, Vol. 2013, article id 194363Article in journal (Refereed)
    Abstract [en]

    Recent educational research has suggested that immersive multisensory virtual environments offer learners unique and exciting knowledge-building opportunities for the construction of scientific knowledge. This paper delivers a case-based study of students’ immersive interaction with electric fields around molecules in a multisensory visuohaptic virtual environment. The virtual architecture presented here also has conceptual connections to the flourishing quest in contemporary literature for the pressing need to communicate nanoscientific ideas to learners. Five upper secondary school students’ prior conceptual understanding of electric fields and their application of this knowledge to molecular contexts, were probed prior to exposure to the virtual model. Subsequently, four students interacted with the visuohaptic model while performing think-aloud tasks. An inductive and heuristic treatment of videotaped verbal and behavioural data revealed distinct interrelationships between students’ interactive strategies implemented when executing tasks in the virtual system and the nature of their conceptual knowledge deployed. The obtained qualitative case study evidence could serve as an empirical basis for informing the rendering and communication of overarching nanoscale ideas. At the time of composing this paper for publication in the current journal, the research findings of this study have been put into motion in informing a broader project goal of developing educational virtual environments for depicting nanophenomena.

  • 16.
    Höst, Gunnar E.
    et al.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Schönborn, Konrad J.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Lundin Palmerius, Karljohan
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Studenters bedömning av kemisk polaritet: En utvärdering av två konventionella och en ny visuell representationsform2011In: Nordiskt forskarsymposium om undervisning i naturvetenskap: naturvetenskap som kunskap och kultur : 14 - 16 juni 2011 i Linköping, Linköpings universitet , 2011, p. 18-Conference paper (Other academic)
  • 17.
    Höst, Gunnar E.
    et al.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Schönborn, Konrad J.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Lundin Palmerius, Karljohan
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Students' Use of Three Different Visual Representations To Interpret Whether Molecules Are Polar or Nonpolar2012In: Journal of Chemical Education, ISSN 0021-9584, E-ISSN 1938-1328, Vol. 89, no 12, p. 1499-1505Article in journal (Refereed)
    Abstract [en]

    Visualizing molecular properties is often crucial for constructing conceptual understanding in chemistry. However, research has revealed numerous challenges surrounding students' meaningful interpretation of the relationship between the geometry and electrostatic properties of molecules. This study explored students' (n = 18) use of three visual representations of electrostatic potential to interpret whether molecules are polar or nonpolar. The representations consisted of red and blue 'lobes' (termed RB) indicating regions of negative and positive potential, a color gradient mapping electrostatic potential on a molecular surface (MAP), and a rendering of the interface between regions of positive and negative potential (ISO). Data on students' accuracy, time-on-task, and evaluation related to the three visual modes were collected via a Web-based questionnaire. ANOVA indicated that students were significantly more accurate in interpreting ISO representations, although almost half evaluated this mode as the most difficult to use. Furthermore, students took significantly longer to interpret complex molecules than simple molecules using ISO and RB. The results indicate that there may be possible pedagogical benefits in using unconventional visual representations that reduce visual complexity by making molecular relationships explicit. Hence, this has implications for future work on the role of cognitively mapping between different instructional visualizations in the development of fundamental chemical concepts.

  • 18.
    Höst, Gunnar E.
    et al.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Schönborn, Konrad J.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Palmerius, Karljohan L.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Investigating the effectiveness and efficiency of three visual representational systems for assigning chemical polarity2010In: Proceedings of EDULEARN10: International Conference on Education and New Learning Technologies / [ed] L. Gómez Chova, D. Martí Belengue, & I. Candel Torres, Valencia: International Association of Technology, Education and Development (IATED) , 2010, p. 941-947Conference paper (Other academic)
    Abstract [en]

    This study aimed to investigate students’ assignment of chemical polarity using three visual modes representing electrostatic potential. The modes consisted of coloured lobes that indicate regions of negative (red) and positive (blue) potential, a colour gradient that maps the potential on the molecular surface and a novel representation that uses green surface(s) to show the interface between regions of positive and negative potential. Students’ ability to assign polarity using the three visual modes was evaluated using a web-questionnaire. Mean scores indicated that students were able to successfully assign polarity to molecules using all the modes. However, students were less successful in identifying polar molecules in comparison with non-polar molecules using the map mode. A possible explanation for the lower scores for this mode is that the representational power of the map as a polarity assignment tool could be compromised by the visual complexity of the colour gradient, especially when a molecule is polar. The green surface representation was found to be a sensitive visual tool for assigning polarity to molecules, an encouraging finding since students were exposed to this visual mode for the first time. Given the possible perceptual constraints associated with the map mode, the results of this study might serve as a basis for uncovering the best conditions for pursuing a multiple representations approach to teaching chemical polarity.

  • 19.
    Höst, Gunnar
    et al.
    Linköping University, Department of Physics, Chemistry and Biology, Molecular Biotechnology . Linköping University, The Institute of Technology.
    Jonsson, Bengt-Harald
    Linköping University, Department of Physics, Chemistry and Biology, Molecular Biotechnology . Linköping University, The Institute of Technology.
    Converting human carbonic anhydrase II into a benzoate ester hydrolase through rational redesign2008In: Biochimica et Biophysica Acta, ISSN 0006-3002, E-ISSN 1878-2434, Vol. 1784, no 5, p. 811-815Article in journal (Refereed)
    Abstract [en]

    Enzymes capable of benzoate ester hydrolysis have several potential medical and industrial applications. A variant of human carbonic anhydrase II (HCAII) was constructed, by rational design, that is capable of hydrolysing para-nitrophenyl benzoate (pNPBenzo) with an efficiency comparable to some naturally occuring esterases. The design was based on a previously developed strategy,[1] in which docking of a transition state analogue (TSA) to the active site of HCAII was used to predict mutations that would allow the reaction. A triple mutant, V121A/V143A/T200A, was thus constructed and shown to hydrolyze pNPBenzo with kcat/KM = 625 (± 38) M-1s-1. It is highly active with other ester substrates as well, and hydrolyzes para-nitrophenyl acetate with kcat/KM = 101700 (± 4800) M-1s-1, which is the highest esterase efficiency so far for any CA variant. A parent mutant (V121A/V143A) has measurable KM values for para-nitrophenyl butyrate (pNPB) and valerate (pNPV),[1] but for V121A/V143A/T200A no KM could be determined, showing that the additional T200A mutation has caused a decreased substrate binding. However, kcat/KM is higher with both substrates for the triple mutant, indicating that binding energy has been diverted from substrate binding to transition state stabilization.

  • 20.
    Höst, Gunnar
    et al.
    Linköping University, Department of Physics, Chemistry and Biology, Molecular Biotechnology . Linköping University, Department of Physics, Chemistry and Biology. Linköping University.
    Lundman, Sverker
    Jonsson, Bengt-Harald
    Cloning of a putative carbonic anhydrase from the human malaria parasite Plasmodium falciparumManuscript (Other academic)
  • 21.
    Höst, Gunnar
    et al.
    Linköping University, Department of Physics, Chemistry and Biology, Molecular Biotechnology . Linköping University, The Institute of Technology.
    Mårtensson, Lars-Göran
    Linköping University, Department of Physics, Chemistry and Biology, Biochemistry. Linköping University, The Institute of Technology.
    Jonsson, Bengt-Harald
    Linköping University, Department of Physics, Chemistry and Biology, Molecular Biotechnology . Linköping University, The Institute of Technology.
    Redesign of human carbonic anhydrase II for increased esterase activity and specificity towards esters with long acyl chains2006In: Biochimica et Biophysica Acta (BBA) - Proteins & Proteomics, ISSN 1570-9639, Vol. 1764, no 10, p. 1601-1606Article in journal (Refereed)
    Abstract [en]

    The effect of modulating the shape and the size of the hydrophobic pocket on the esterase activity and specificity of human carbonic anhydrase II (HCAII) for esters with different acyl chain lengths was investigated. Following an initial screen of 7 HCAII variants with alanine substitutions in positions 121, 143 and 198, detailed kinetic measurements were performed on HCAII and the variants V121A, V143A and V121A/V143A. For some variants, an increased size of the hydrophobic pocket resulted in increased activities and specificities for longer substrates. For V121A/V143A, the rate of hydrolysis for paranitrophenyl valerate was increased by a factor of approximately 3000. The specificities also changed dramatically, for example V121A/V143A is 6.3 times more efficient with paranitrophenyl valerate than paranitrophenyl acetate, while HCAII is > 500 times more efficient with paranitrophenyl acetate than paranitrophenyl valerate. An automated docking procedure was performed on these variants with transition state analogues (TSAs) for the hydrolysis reaction. It was possible to correlate the catalytic rate constants to the docking results, i.e. for each variant, efficient hydrolysis was generally correlated to successful TSA-docking. The observations in this paper show that the redesign increased the catalytic rates for substrates with long acyl chains by removal of steric hinders and addition of new favourable binding interactions.

  • 22.
    Höst, Gunnar
    et al.
    Linköping University, Department of Physics, Chemistry and Biology, Molecular Biotechnology . Linköping University, The Institute of Technology.
    Razkin, Jesus
    Linköping University, Department of Physics, Chemistry and Biology. Linköping University, The Institute of Technology.
    Baltzer, Lars
    Uppsala University, Department of Chemistry, Uppsala, Sweden.
    Jonsson, Bengt-Harald
    Linköping University, Department of Physics, Chemistry and Biology, Molecular Biotechnology . Linköping University, The Institute of Technology.
    Combined Enzyme and Substrate Design: Grafting of a Cooperative Two-Histidine Catalytic Motif into a Protein Targeted at the Scissile Bond in a Designed Ester Substrate2007In: ChemBioChem (Print), ISSN 1439-4227, E-ISSN 1439-7633, Vol. 8, no 13, p. 1570-1576Article in journal (Refereed)
    Abstract [en]

    A histidine-based, two-residue reactive site for the catalysis of hydrolysis of designed sulfonamide-containing para-nitrophenyl esters has been engineered into a scaffold protein. A matching substrate was designed to exploit the natural active site of human carbonic anhydrase II (HCAII) for well-defined binding. In this we took advantage of the high affinity between the active site zinc atom and sulfonamides. The ester substrate was designed to position the scissile bond in close proximity to the His64 residue in the scaffold protein. Three potential sites for grafting the catalytic His-His pair were identified, and the corresponding N62H/H64, F131H/V135H and L198H/P202H mutants were constructed. The most efficient variant, F131H/V135H, has a maximum kcat/KM value of approximately 14 000 M-1 s-1, with a kcat value that is increased by a factor of 3 relative to that of the wild-type HCAII, and by a factor of over 13 relative to the H64A mutant. The results show that an esterase can be designed in a stepwise way by a combination of substrate design and grafting of a designed catalytic motif into a well-defined substrate binding site.

  • 23.
    Larsson, Caroline
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Höst, Gunnar E.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Anderson, Trevor
    School of Biochemistry, Genetics and Microbiology, University of KwaZulu-Natal, Pietermaritzburg, South Africa.
    Tibell, Lena
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Using a teaching-learning sequence (TLS), based on a physical model, to develop students' understanding of self-assembly2011In: Authenticity in Biology Education: Benefits and Challenges / [ed] Yarden, A & Carvalho, G. S., Braga, Portugal: CIEC, Universidade do Minho , 2011, p. 67-77Conference paper (Other academic)
    Abstract [en]

    Self-assembly is a biological process in which free subunits combine to form molecular complexes. Despite being considered one of the ‘big ideas’ in molecular life sciences, only limited education research has been performed on this topic. The objectives of this study were to investigate students’ learning of self-assembly in an authentic learning environment: a teaching-learning sequence (TLS). Twenty third-year biochemistry students in South Africa participated in the study. The TLS included a tutorial exercise with a physical model of a poliovirus capsid. A mixed-methods approach was employed to collect qualitative and quantitative data from interviews and written pre- and post-tests. A significant improvement in test scores was found, and it was observed that the TLS could support students’ understanding of self-assembly. Some conceptual and visualization difficulties were also identified. Using the model in a TLS was associated with positive attitudes and engagement among the participants.

  • 24.
    Larsson, Caroline
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Höst, Gunnar
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Olson, Arthur
    Tibell, Lena
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Using a Dynamic Physical Model to help Students Visualize the Process of Self-assembly2009Conference paper (Refereed)
  • 25.
    Lundin Palmerius, Karljohan
    et al.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Höst, Gunnar E.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Schönborn, Konrad J.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    An Interactive and Multi-sensory Learning Environment for Nano Education2012In: Haptic and Audio Interaction Design: 7th International Conference, HAID 2012, Lund, Sweden, August 23-24, 2012. Proceedings / [ed] Charlotte Magnusson; Delphine Szymczak; Stephen Brewster, Berlin Heidelberg: Springer Berlin/Heidelberg, 2012, Vol. 7468, p. 81-90Conference paper (Refereed)
    Abstract [en]

    This book constitutes the refereed proceedings of the 7th International Conference on Haptic and Audio Interaction Design, HAID 2012, held in Lund, Sweden, in August 2012. The 15 full papers presented were carefully reviewed and selected from numerous submissions. The papers are organized in topical sections on haptics and audio in navigation, supporting experiences and activities, object and interface, test and evaluation.

  • 26.
    Lundin Palmerius, Karljohan
    et al.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Johansson, Daniel
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Höst, Gunnar
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Schönborn, Konrad
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    An Analysis of the Influence of a Pseudo-haptic Cue on the Haptic Perception of Weight2014In: Haptics: Neuroscience, Devices, Modeling, and Applications: 9th International Conference, EuroHaptics 2014, Versailles, France, June 24-26, 2014, Proceedings, Part I, Springer, 2014, Vol. 8618/8619, p. 117-125Conference paper (Refereed)
    Abstract [en]

    Haptics provides powerful cues about forces but cannot easily be integrated in all relevant applications, such as education. Pseudo-haptic cues, visual information that simulate haptic sensations, have been raised as an alternative. It is, however, largely unknown how (or even if) pseudo-haptic cues are perceived by the haptic sensory modality. In this paper we present an approach that applies theories on multimodal integration to testing if a pseudo-haptic cue is triggering haptic perception. This approach is subsequently applied in designing an experiment that tests a pseudo-haptic cue based on a visual force-causes-displacement metaphor, similar to a rubber band.

  • 27.
    Nordlöf, Charlotta
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Hallström, Jonas
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Höst, Gunnar
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.
    Self-efficacy or context dependency?: Exploring teachers’ perceptions of and attitudes towards technology education2017In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, p. 1-19Article in journal (Refereed)
    Abstract [en]

    Educational research on attitudes shows that both teaching and student learningare affected by the attitudes of the teacher. The aim of this study is to examine technologyteachers’ perceptions of and attitudes towards teaching technology in Swedish compulsoryschools, focusing on teachers’ perceived control. The following research question is posed:How do the teachers perceive self-efficacy and context dependency in teaching technology?Qualitative interviews were performed with 10 technology teachers in the compulsoryschool (ages 7–16), and the data was analysed using thematic analysis. Based on an attitudeframework, three sub-themes of self-efficacy were found: experience, education andinterest, subject knowledge, and preparation. Furthermore, four sub-themes of contextdependency were found; collegial support, syllabus, resources and status. The results showthat, according to the teachers in this study, self-efficacy mainly comes from experience,education and interest. Moreover, contextual factors can both limit and boost the teachers,but overall there are negative attitudes because of a lack of support and resources, whichimpedes the teaching. Teachers educated in technology education generally express morepositive attitudes and thus seem to have advantages in relation to technology teaching, butstill they sometimes express negative attitudes in the field of perceived control. Someimplications of this study are that it is necessary to promote teacher education in technologyand to reserve resources for technology education in schools, thereby supportingteachers in controlling contextual and internal factors that affect their teaching. Thissupport to teachers is especially important if there is an intention for the subject to developin new directions.

  • 28. Nordlöf, Charlotta
    et al.
    Höst, Gunnar E.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Klasander, Claes
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Hallström, Jonas
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    An explorative study of the Swedish Technology subject from the teacher’s perspective2015In: 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 (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.

  • 29.
    Nordlöf, Charlotta
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Höst, Gunnar
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.
    Hallström, Jonas
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Swedish Technology Teachers’ Attitudes to their Subject and its Teaching2017In: Research in Science & Technological Education, ISSN 0263-5143, E-ISSN 1470-1138, Vol. 35, no 2, p. 195-214Article in journal (Refereed)
    Abstract [en]

    Background: From previous research among science teachers itis known that teachers’ attitudes to their subjects affect important aspects of their teaching, including their confidence and the amount of time they spend teaching the subject. In contrast, less is known about technology teachers’ attitudes.

    Purpose: Therefore, the aim of this study is to investigate Swedish technology teachers’ attitudes toward their subject, and how these attitudes may be related to background variables.

    Sample: Technology teachers in Swedish compulsory schools(n = 1153) responded to a questionnaire about teachers’ attitudes,experiences, and background.

    Methods: Exploratory factor analysis was used to investigate attitude dimensions of the questionnaire. Groupings of teachers based on attitudes were identified through cluster analysis, and multinomial logistic regression was performed to investigate the role of teachers’ background variables as predictors for cluster belonging.

    Results: Four attitudinal dimensions were identified in the questionnaire, corresponding to distinct components of attitudes.Three teacher clusters were identified among the respondents characterized by positive, negative, and mixed attitudes toward the subject of technology and its teaching, respectively. The most influential predictors of cluster membership were to be qualified for teaching technology, having participated in in-service-training, teaching at a school with a proper overall teaching plan for the subject of technology and teaching at a school with a defined number of teaching hours for the subject.

    Conclusions: The results suggest that efforts to increase technology teachers’ qualifications and establishing a fixed number of teaching hours and an overall teaching plan for the subject of technology may yield more positive attitudes among teachers toward technology teaching. In turn, this could improve the status of the subject as well as students’ learning.

    The full text will be freely available from 2018-09-13 14:41
  • 30.
    Schönborn, Konrad
    et al.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.
    Höst, Gunnar
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.
    Lundin Palmerius, Karljohan
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.
    Interactive Visualization for Learning and Teaching Nanoscience and Nanotechnology2016In: 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.

  • 31.
    Schönborn, Konrad
    et al.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.
    Höst, Gunnar
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.
    Lundin Palmerius, Karljohan
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.
    Interaktiv visualisering av nanovärlden stödjer lärande2016In: Resultatdialog 2016, Stockholm: Vetenskapsrådet , 2016, p. 135-140Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Projektets övergripande vision var att dels utveckla en virtuell miljö för att förmedla begrepp inom nanovetenskap och nanoteknik (vilket härefter kommer att benämnas med samlingstermen nano), och dels att undersöka vilken effekt interaktion med systemet har på lärande av vetenskapliga begrepp och uppfattningar kring fördelar och risker med nano hos elever och besökare vid ett science center. Utifrån detta övergripande syfte gavs projektet följande specifika mål:

    • Formge, utveckla och implementera en immersiv miljö för virtuell verklighet grundad i naturvetenskap, för kommunikation av grundläggande nanovetenskapliga begrepp.
    • Studera elevers och besökares interaktion med den virtuella nanomiljön som ett verktyg för utveckling av grundläggande vetenskaplig kunskap.

    Projektet resulterade i utvecklingen av en miljö där gester kan användas för att styra en virtuell verklighet som möjliggör lärande om nano, samt en version av systemet som är anpassad för traditionella datorer (PC) utrustade med skärm och mus. Empiriska undersökningar av användares interaktion med den virtuella miljön visar att den erbjuder möjligheter för att förstå nanobegrepp genom att stödja kognition, kroppsliga erfarenheter, motivation, och generell användbarhet. Resultaten tyder på att immersiva virtuella miljöer kan ge stöd för att användare baserat på sina interaktiva upplevelser ska kunna utveckla kunskap om vetenskapliga kärnbegrepp, samt utveckla sådan kunskap som krävs för att bedöma upplevda möjligheter och risker med nano.

  • 32.
    Schönborn, Konrad
    et al.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Höst, Gunnar
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Lundin Palmerius, Karljohan
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Measuring understanding of nanoscience and nanotechnology: development and validation of the nano-knowledge instrument (NanoKI)2015In: Chemistry Education Research and Practice, ISSN 1756-1108, E-ISSN 1756-1108, Vol. 16, no 2, p. 346-354Article in journal (Refereed)
    Abstract [en]

    As the application of nanotechnology in everyday life impacts society, it becomes critical for citizens to have a scientific basis upon which to judge their perceived hopes and fears of ‘nano’. Although multiple instruments have been designed for assessing attitudinal and affective aspects of nano, surprisingly little work has focused on developing tools to evaluate the conceptual knowledge dimension of public understanding. This article reports the validation of an instrument designed to measure conceptual knowledge of nanoscience and nanotechnology. A sample of 302 participants responded to a 28-item questionnaire designed around core nano-concepts. Factor analysis revealed a single latent variable representing the construct of nano-knowledge. Cronbach's alpha was 0.91 indicating a high internal consistency of the questionnaire items. The mean test score was 15.3 out of 28 (54.5%) with item difficulty indices ranging from 0.19 to 0.89. Obtained item discrimination values indicate a high discriminatory power of the instrument. Taken together, the psychometric properties of the Nano-Knowledge Instrument (NanoKI) suggest that it is a valid and reliable tool for measuring nano-related knowledge. Preliminary qualitative observations of citizens' incorrect and correct response patterns to the questionnaire indicate potential conceptual challenges surrounding relative size of the nanoscale, random motion of nano-objects, and nanoscale interactions, although these are hypotheses that require future investigation. Application of the NanoKI could support efforts directed to an agenda for evaluating and designing science communication and education initiatives for promoting understanding of nano.

  • 33.
    Schönborn, Konrad
    et al.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.
    Höst, Gunnar
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.
    Lundin Palmerius, Karljohan
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.
    Nano education with interactive visualization2016In: Nano Today, ISSN 1748-0132, E-ISSN 1878-044X, Vol. 11, no 5, p. 543-546Article in journal (Refereed)
    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.

  • 34.
    Schönborn, Konrad
    et al.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Health Sciences.
    Höst, Gunnar
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Educational Sciences.
    Lundin Palmerius, Karljohan
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Flint, Jennifer
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Development of an Interactive Immersion Environment for Engendering Understanding about Nanotechnology: Concept, Construction, and Implementation2014In: International Journal of Virtual and Personal Learning Environments, ISSN 1947-8518, E-ISSN 1947-8526, Vol. 5, no 2, p. 40-56Article in journal (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.

  • 35.
    Schönborn, Konrad
    et al.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.
    Höst, Gunnar
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.
    Lundin Palmerius, Karljohan
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.
    Flint, Jennifer
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.
    Development of an interactive immersion environment for engendering understanding about nanotechnology: concept, construction, and implementation2016In: 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.

  • 36.
    Schönborn, Konrad
    et al.
    Linköping University, Department of Science and Technology, Visual Information Technology and Applications (VITA). Linköping University, The Institute of Technology.
    Höst, Gunnar
    Linköping University, Department of Science and Technology, Visual Information Technology and Applications (VITA). Linköping University, The Institute of Technology.
    Palmerius, Karljohan
    Linköping University, Department of Science and Technology, Visual Information Technology and Applications (VITA). Linköping University, The Institute of Technology.
    Exploring students’ interpretation of electric fields around molecules using a haptic virtual model: An evolving study2010In: Proceedings of the 18th Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education / [ed] V. Mudaly, Edgewood: University of KwaZulu-Natal , 2010, p. 242-248Conference paper (Refereed)
    Abstract [en]

    Surprisingly, very little empirical work has explored the application of students’ knowledge about electric fields to a chemistry context. In response, this paper reports a pilot study that investigated students’ conceptions about electric fields, and how interaction with a haptic virtual model impacts understanding of electric fields around molecules. Students first responded to specially-designed written free response items that probed knowledge transfer. The participants then interacted with the model while performing think-aloud tasks where different haptic modes offered by the model were activated. Qualitative induction of the data revealed that although students demonstrated a pronounced and classical understanding of electrostatic forces and electric fields, they struggled to apply this knowledge to a molecular context. Interestingly, there was a strong association between the existence of an electric field around a molecule with the notion of chemical polarity. Analysis of videotaped interaction with the model provided evidence for distinct influences on students’ understanding, which included using the model to gain unique insight into the nature of electric fields, and as a sensory tool for actively challenging existing alternative conceptions. Future work will expand the research framework presented here and also distil what specific perceptual experiences are related to any changes in knowledge.

  • 37.
    Schönborn, Konrad J.
    et al.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Höst, Gunnar E.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Lundin Palmerius, Karljohan
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Visualizing the Positive−Negative Interface of Molecular Electrostatic Potentials as an Educational Tool for Assigning Chemical Polarity2010In: Journal of Chemical Education, ISSN 0021-9584, E-ISSN 1938-1328, Vol. 87, no 12, p. 1342-1343Article in journal (Refereed)
    Abstract [en]

    To help in interpreting the polarity of a molecule, charge separation can be visualized by mapping the electrostatic potential at the van der Waals surface using a color gradient or by indicating positive and negative regions of the electrostatic potential using different colored isosurfaces. Although these visualizations capture the molecular charge distribution efficiently, using them to deduce overall polarity requires students to engage in the potentially demanding process of interpreting the relative positions of electron-rich and electron-poor areas. We present a visual tool that could help students assign polarity by exploiting the unique topography of the interface between negative and positive regions of electrostatic potential surrounding a molecule. Specifically, the tool renders the electrostatic potential isosurface(s) of a molecule obtained when the isovalue is set at 0. Examples of polar and nonpolar molecules are discussed.

  • 38.
    Schönborn, Konrad
    et al.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Lundin Palmerius, Karljohan
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Höst, Gunnar
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Flint, Jennifer
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Developing an Interactive Virtual Environment for Engendering Public Understanding About Nanotechnology: From Concept to Construction2013In: AERA Online Paper Repository, 2013Conference paper (Refereed)
    Abstract [en]

    Infusion of nanotechnology applications into modern life is in progress. Nanoscale innovation comes with the ever-pressing need to provide citizens and learners with scientific knowledge for informing perceptions and attitudes surrounding the societal impact of nanotechnology. In rising to the challenge, this paper reports the first developmental phase of a broader research agenda concerned with building and investigating virtual environments for communicating nano-ideas. Methods involved elucidating core nano-principles upon which two purposefully contrasting nanotechnology “risk” and “benefit” scenario tasks were designed for incorporation into an intended virtual environment. The result was construction of a 3D immersive virtual architecture where users’ multisensory interactive experiences of conducting the two tasks are anticipated as a gateway for engendering nano-related understanding underpinning perceived hopes and fears. In this revised paper, post-acceptance for presentation, initial results from a pilot study are also presented attained from exploring learners’ and citizens’ interaction with the constructed virtual environment.

  • 39.
    Stolpe, Karin
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Höst, GunnarLinköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.
    Från forskning till fysikundervisning: Bidrag från konferensen i Malmö 14-15 mars 20162016Conference proceedings (editor) (Other academic)
    Abstract [sv]

    Nationellt resurscentrum för fysik (NRCF) arbetar med att sprida forskningsresultat liksom beprövad erfarenhet till fysiklärare med syfte att förändra och stärka fysikundervisningen i svensk skola (förskola, grundskola och gymnasieskola). Med samma syfte arbetar vi också med att utveckla och sprida forsknings baserade utvecklingsarbeten. Vårt arbete är en del i att överbrygga gapet mellan såväl naturvetenskaps-/fysikdidaktisk forskning och skolans praktik, som gapet mellan aktuell fysikforskning och fysik så som ämnet ofta beskrivs i skolan.

    Under 2015 formades tanken på en konferens, som, i linje med det här arbetet, skulle fokusera på att överbrygga gapet mellan forskning och fysikundervisning. Hur kan nv-didaktiska forskningsresultat komma till nytta till exempel i konkret utveckling av fysikundervisning i skolan? Och hur kan aktuell fysikforskning bli något elever i skolan får ta del av? Vi bestämde oss för att döpa konferensen till ”Från forskning till fysikundervisning”. Fokus för konferensen bestämdes alltså vara forskningsbaserade utvecklingsarbeten och olika sätt som forskning kan påverka och utveckla fysikundervisning i skolan. Vi bjöd in fyra huvudtalare: Professor Anita Roychoudhury från USA, Professor Ellen Karoline Henriksen från Norge, Professor Peter Heering från Tyskland och Professor Cedric Linder från Uppsala. Till vår glädje tackade samtliga ja. Huvudtalarna hjälpte oss att rama in och fokusera på praktiknära aspekter av den nv-/fysikdidaktiska forskningen med tydliga implikationer för undervisning på olika nivåer i skolan. Vi bjöd även in NATDID som medarrangör.

    Konferensens målgrupp var lärare som undervisar i fysik från lågstadiet till och med gymnasiet, lärarutbildare som utbildar dessa lärargrupper och forskare i fysikdidaktik. Vi ville också under konferensen avsätta tid för diskussioner och erfarenhetsutbyte i olika konstellationer. Vi ville att konferensen skulle fungera som en mötesplats där till exempel forskare kunde få större inblick i skolans och lärarnas vardag och problem, och lärare få större inblick i den nv-/fysikdidaktiska forskning som finns och hur den kan komma till användning i skolan.

    Detta var första gången den här typen av konferens som fokuserar på relationen forskning och fysikundervisning anordnades i Sverige och det är alltid svårt att veta hur stort intresset skulle vara. Vi blev mycket glada över det gensvar vi fick – både i form av anmälningar och i form av de samtal vi fick vara med om under konferensen. Konferensen ägde rum den 13-14 mars 2016 på Malmö museum, med en vetenskapshistorisk utställning som granne, vilket passade väldigt bra ihop med Peter Heerings föredrag om Storytelling. Totalt hade vi 74 deltagare från Luleå i norr till Ystad i söder, och därtill våra internationella gäster. Ungefär hälften av deltagarna var lärare, de flesta på högstadiet eller gymnasiet, men flera lärare från låg- och mellanstadiet deltog också. Bland övriga deltagare kom de flesta från olika lärosäten. Det fanns alltså många möjligheter till utbyte mellan forskare, lärare och lärarutbildare.

    Många av konferensens deltagare berättade att de uppskattade konferensen och det fokus på fysikundervisning den hade. Vi hoppas på att kunna genomföra en ny liknande konferens om några år. Hoppas vi ses igen då och att vi då kan vara ännu fler! Under tiden kan vi inspireras av de texter som skrivits med utgångspunkt i några av konferensens presentationer! Vi vill slutligen tacka NATDID för stöd under konferensen och för att den här konferensboken blev möjlig! 

    Lund 10 oktober 2016 

    Lena Hansson och Ann-Marie Pendrill

    Nationellt resurscentrum för fysik

  • 40.
    Stolpe, Karin
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Höst, Gunnar
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.
    Hallström, Jonas
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Teknikdidaktisk forskning för lärare: Bidrag från en forskningsmiljö2018Book (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.  

  • 41.
    Strömfors, Lina
    et al.
    Östergötlands Läns Landsting, Anaesthetics, Operations and Specialty Surgery Center, Pain and Rehabilitation Center.
    Falk, Lars
    Linköping University, Department of Clinical and Experimental Medicine, Division of Inflammation Medicine. Linköping University, Faculty of Health Sciences. Östergötlands Läns Landsting, Heart and Medicine Center, Department of Dermatology and Venerology. Östergötlands Läns Landsting, Local Health Care Services in West Östergötland, Research & Development Unit in Local Health Care.
    Wilhelmsson, Susan
    Linköping University, Department of Medical and Health Sciences, Division of Nursing Science. Linköping University, Faculty of Health Sciences. Östergötlands Läns Landsting, Local Health Care Services in West Östergötland, Research & Development Unit in Local Health Care.
    Höst, Gunnar E.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Condition-related knowledge among children and adolescents with spina bifida in a Swedish county2014In: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 16, no 2, p. 127-140Article in journal (Refereed)
    Abstract [en]

    Spina bifida is a congenital birth defect, resulting in physical and cognitive dysfunctions. Condition-related knowledge among children and adolescents with spina bifida is essential to facilitate independent management of their condition. The aim was to describe the condition-related knowledge among children and adolescents with spina bifida in a Swedish county. Thirteen persons with spina bifida (10 to 17 years) participated. Condition-related knowledge was assessed (n = 13) using a questionnaire (KOSB) and a semi-structured interview (n = 8). Interview data were analyzed using qualitative content analysis. The participants had well-developed knowledge concerning proper bladder management, but were lacking knowledge of signs of shunt malfunctioning and etiology. Some participants were uninterested in learning about their condition, despite being aware that they lacked knowledge. The findings indicate potential areas that may be included in local educational initiatives. It should be considered that persons with spina bifida may not be motivated to learn more about their condition.

  • 42.
    Strömfors, Lina
    et al.
    Linköping University, Department of Medical and Health Sciences. Region Östergötland, Local Health Care Services in East Östergötland, Department of Child and Adult Habilitation in Norrköping. Linköping University, Faculty of Medicine and Health Sciences.
    Wilhelmsson, Susan
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Medicine and Health Sciences. Region Östergötland, Local Health Care Services in West Östergötland, Research & Development Unit in Local Health Care.
    Falk, Lars
    Linköping University, Department of Clinical and Experimental Medicine, Division of Neuro and Inflammation Science. Linköping University, Faculty of Medicine and Health Sciences. Region Östergötland, Local Health Care Services in West Östergötland, Research & Development Unit in Local Health Care. Region Östergötland, Heart and Medicine Center, Department of Dermatology and Venerology.
    Höst, Gunnar E.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Experiences among children and adolescents of living with spina bifida and their visions of the future2017In: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 39, no 3, p. 261-271Article in journal (Refereed)
    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.

  • 43.
    Tibell, Lena
    et al.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Höst, Gunnar E.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Schönborn, Konrad J.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Bohlin, Gustav
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Att inSe - Om visualisering i biologiundervisningen2012In: Bi-lagan, ISSN 2000-8139, no 3, p. 12-17Article in journal (Other (popular science, discussion, etc.))
  • 44.
    Tibell, Lena
    et al.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Educational Sciences.
    Schönborn, Konrad
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.
    Höst, Gunnar
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.
    Att se det osynliga: Visualiseringar som meningsskapande verktyg för kommunikation av molekylär livsvetenskap2014In: Resultatdialog 2014, Stockholm: Vetenskapsrådet , 2014, p. 202-209Chapter in book (Other academic)
    Abstract [sv]

    Målet med projektet var att studera visuella representationers roll som verktyg för kommunikation och lärande inom molekylär livsvetenskap utifråntre övergripande frågeställningar:

    • Vilka kritiska egenskaper hos visualiseringar är avgörande för hur de tolkas?
    • Hur påverkas lärandeprocessen av olika visuella representationer?
    • Hur påverkas lärandeprocessen av hur den visuella representationen används?

    Projektet har inbegripit såväl metodologisk utveckling som forskningsresultat som kan stödja konstruktionen och användandet av visualiseringar i kommunikativ praktik.

1 - 44 of 44
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