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  • 1.
    Ahl, Ing-Marie
    et al.
    Linköping University, Department of Clinical and Experimental Medicine, Cell Biology. Linköping University, Faculty of Health Sciences.
    Jonsson, Bengt-Harald
    Linköping University, Department of Physics, Chemistry and Biology, Molecular Biotechnology . Linköping University, The Institute of Technology.
    Tibell, Lena
    Linköping University, Department of Science and Technology, Visual Information Technology and Applications (VITA). Linköping University, The Institute of Technology.
    Thermodynamic Characterization of the Interaction between the C-Terminal Domain of Extracellular Superoxide Dismutase and Heparin by Isothermal Titration Calorimetry2009In: BIOCHEMISTRY, ISSN 0006-2960, Vol. 48, no 41, p. 9932-9940Article in journal (Refereed)
    Abstract [en]

    Extracellular superoxide dismutase (ECSOD) interacts with heparin through its C-terminal domain. In this study we used isothermal titration calorimetry (ITC) to get detailed thermodynamic information about the interaction. We have shown that the interaction between ECSOD and intestinal mucosal heparin (M-w 6000-30000 Da) is exothermic and driven by enthalpy at physiological salt concentration. However, the contribution from entropy is favorable for binding or small isolated heparin fragments. By studying different size-defined heparin fragments, we also concluded that it hexasaccharide moiety is sufficient for strong binding to ECSOD. The binding involves proton transfer from the buffer to the ECSOD-heparin complex, and the results indicate that the number of ionic interactions made between ECSOD and heparin upon binding varies from three to five for heparin and an octasaccharide fragment, respectively. Surprisingly and despite the many charges found oil both the protein and the polysaccharide, our results indicate that the nonionic contribution to the binding is large. From the temperature dependence we have calculated the constant pressure heat capacity change (Delta C-p) of the interaction to -644 J K-1 mol(-1) and -306 J K-1 mol(-1) for heparin and all octasaccharide, respectively

  • 2.
    Ahl, Ing-Marie
    et al.
    Linköping University, Department of Clinical and Experimental Medicine, Cell Biology. Linköping University, Faculty of Health Sciences.
    Jonsson, Bengt-Harald
    Linköping University, Department of Physics, Chemistry and Biology, Molecular Biotechnology . 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.
    Analysis of Effects of Mutations in the C-Terminal Domain of Extracellular Superoxide Dismutase by Isothermal Titration Calorimetry and Phage DisplayManuscript (preprint) (Other academic)
    Abstract [en]

    n/a

  • 3.
    Ahl, Ing-Marie
    et al.
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Biomedicine and Surgery, Division of cell biology.
    Lindberg, Mikael J
    Tibell, Lena
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Biomedicine and Surgery, Division of cell biology.
    Coexpression of yeast copper chaperone (yCCS) and CuZn-superoxide dismutases in Escherichia coli yields protein with high copper contents2004In: Protein Expression and Purification, ISSN 1046-5928, E-ISSN 1096-0279, Vol. 37, no 2, p. 311-319Article in journal (Refereed)
    Abstract [en]

    To fully understand the function of the Cu- and Zn-containing superoxide dismutases in normal and disordered cells, it is essential to study protein variants with full metal contents. We describe the use of an Escherichia coli-based expression system for the overproduction of human intracellular wild type CuZn-superoxide dismutase (SOD), the CuZnSOD variant F50E/G51E (monomeric), two amyotrophic lateral sclerosis-related mutant CuZnSOD variants (D90A and G93A), and PseudoEC-SOD, all with high Cu contents. This system is based on coexpression of the SOD variants with the yeast copper chaperone yCCS during growth in a medium supplemented with Cu2+ and Zn2+. The recombinant SOD enzymes were all found in the cytosol and represented 30-50% of the total bacterial protein. The enzymes were purified to homogeneity and active enzymes were obtained in high yield. The resulting proteins were characterized through immunochemical reactivity and specific activity analyses, in conjunction with mass-, photo-, and atomic absorption-spectroscopy. © 2004 Elsevier Inc. All rights reserved.

  • 4.
    Ahl, Ing-Marie
    et al.
    Linköping University, Department of Clinical and Experimental Medicine, Cell Biology. Linköping University, Faculty of Health Sciences.
    Nelson, Sally K
    Division of Pulmonary Sciences and Critical Care Medicine, University of Colorado Denver, CO-800 45, Aurora, USA.
    Enström, Camilla
    Department of Medical Sciences, Uppsala University, SE-751 85, Uppsala, Sweden.
    Ericson, Ann-Charlotte
    Linköping University, Department of Clinical and Experimental Medicine, Cell Biology. Linköping University, Faculty of Health Sciences.
    Tibell, Lena A. E.
    Linköping University, Department of Science and Technology, Visual Information Technology and Applications (VITA). Linköping University, The Institute of Technology.
    Cell Association and Protective Effects of PseudoECSOD: a progress reportManuscript (preprint) (Other academic)
    Abstract [en]

    n/a

  • 5.
    Akner-Kohler, Cheryl
    et al.
    Grythytte Academy, Örebro University, Sweden.
    Tibell, Lena
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Aesthetics and nanostructure2011In: International Innovation, ISSN 2041-4552, p. 97-99Article in journal (Other (popular science, discussion, etc.))
  • 6.
    Andersson, Johanna
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Löfgren, Ragnhild
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Tibell, Lena
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Educational Sciences.
    What’s in the body? Children’s annotated drawings2019In: Journal of Biological Education, ISSN 0021-9266, E-ISSN 2157-6009Article in journal (Refereed)
    Abstract [en]

    This paper presents a study of children’s ideas of the body’s internal structure. Children between four and 13 years (N = 170) individually produced drawings. During each drawing session the children explained their drawings to a facilitator and added written labels either by them- selves or, if they were too young to write, with the facilitator’s help. The results provide an updated comprehensive picture of children in differ- ent age groups and their views on the internal structure of the body. The type and numbers of organs drawn are similar to those documented in previous studies. However, in comparison to recent studies, the children drew more organs, the brain was indicated almost as often as the heart, and the Valentine heart was frequently used as a symbol. In contrast with previous research, children drew connections between organs. This result calls for caution regarding conclusions made from decontextua- lized questions. The importance of providing children with the opportu- nity to clarify their drawings is emphasised since it otherwise becomes a question of the researcher’s interpretation. The connections they draw, and explanations they give to their drawings, have interesting implica- tions for understanding children’s ideas, and hence both for teaching and learning and for science education research.

  • 7.
    Andersson, Johanna
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Tibell, Lena
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Educational Sciences.
    Exploring childrens' views of what's inside the body2012Conference paper (Refereed)
    Abstract [en]

    The importance of living a healthy life in an everyday context is promoted in schools and preschools. The discussion often focuses on what food is healthy, and that one should eat enough but not too much. The connection between food and beverages and their role in the body is seldom discussed. Students’ ideas about how the human body functions have been investigated in several studies but few have focused on young children. In this study, we investigate young children’s conceptions related to this topic and how their ideas develop. Seventy-nine pre- and primary school children, aged 4-11, participated in individual focus interviews wherein the children were asked to draw and explain their understanding. Our results confirm several findings observed by other workers. However, in contrast with earlier studies, 10 of seventeen 4-5 year-old children indicated the stomach, and more than half of those children described how food can be utilized in the body to extract energy. Furthermore, the brain was among the most commonly mentioned organs cross all age groups. Interestingly, the level of expertise varied and did not covariate with age. For example, five of eight of the 4 year-old children draw 5-8 organs, while a single 10 year-old child could only mention three. Similarly, two of thirteen 7-year old children provided an almost completely correct description of the digestive tract and its function, while most of the older children expressed a much less developed understanding. The results reflect the wide range of different conceptual ideas that teachers confront in a day-to-day classroom context.

  • 8.
    Andersson, Johanna
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Tibell, Lena A.E.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Educational Sciences.
    Children's reasoning and representations about living and non-living things2013Conference paper (Refereed)
    Abstract [en]

    Understanding of the concept ‘life’ and what characterise ‘living things’ is important as a foundation for learning in biology. In a more general view, this understanding can make children develop awareness, respect and responsibility for life as members of a society and in decision making for sustainable development. The present pilot study aim to investigate 5-6 year old pre-school children’s reasoning and representations about living and nonliving things. In cognitive developmental research, the concept of life is well investigated but, questions still remain regarding how children reason around and represent these concepts. Previous research has found that children have difficulties in including plants as living things. Moreover, it is found that young children include e.g. the sun, clouds and rocks as living things. The methods that have been used are often quantitative and use picture-cards with different objects for the children to categorize. In the present pilot study a modified methodology was applied. Children’s drawings of what they consider as living and non-living were collected and picture-cards were used as point of departure for reasoning. In interviews the children were encouraged to explain and express their ideas. The drawings and the cards mainly worked as a meaning making tool for the children. Results from the study will be presented and discussed. 

  • 9. Berg, Anders
    et al.
    Bergendahl, Christina
    Lundberg, Bruno
    Tibell, Lena
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Biomedicine and Surgery, Cell biology.
    Benefiting from an open-ended experiment? A comparison of attitudes to, and outcomes of, an expository versus an open-inquiry version of the same experiment2003In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 25, no 3, p. 351-372Article in journal (Refereed)
    Abstract [en]

    In this article we compare outcomes of an open-inquiry and an expository version of a chemistry laboratory experiment at university level for 190 students. The aim of the study was to investigate if these two versions would result in different outcomes depending on the students' attitudes towards learning. We used a questionnaire to find out their attitude position prior to the laboratory experiment. The outcome in the different version of the experiment was evaluated by interviews, questions asked during the experiment and students self-evaluations. The main findings were that the open-inquiry version shows the most positive outcomes regarding learning outcome, preparation time, time spent in the laboratory and student perception of the experiment. The students with low attitude position needed more support to meet the challenge of an open-inquiry experiment, the support being a clearer explanation of the aims, and feedback from the instructor during the experiment.

  • 10. Bergendahl, Christina
    et al.
    Tibell, Lena
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Biomedicine and Surgery, Division of cell biology.
    Boosting complex learning by strategic assessment and course design2005In: Journal of Chemical Education, ISSN 0021-9584, E-ISSN 1938-1328, Vol. 82, no 4, p. 645-651Article in journal (Refereed)
    Abstract [en]

    A strategic selection of instruction and assessment methods geared to higher cognition levels was used to foster increasingly complex learning. Assessment results from the redesigned course show that students are capable of mastering higher-order cognitive skills relative to these objectives, however the synthesis category constitutes a threshold in students' cognitive development. No single assessment method was found to be clearly the best, yet careful selection of the method that allows higher-order thinking made it possible to develop a combination of assessments that meet objectives.

  • 11.
    Bivall Persson, Petter
    et al.
    Linköping University, The Institute of Technology. Linköping University, Department of Science and Technology. Linköping University, Department of Science and Technology, Visual Information Technology and Applications (VITA).
    Cooper, Matthew
    Linköping University, Department of Science and Technology, Visual Information Technology and Applications (VITA). Linköping University, The Institute of Technology.
    Tibell, Lena
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Biomedicine and Surgery, Division of cell biology.
    Visuella och haptiska modeller för underlättad förståelse för molekylers struktur och interaktioner2007In: 10:e Universitetspedagogiska konferensen vid Linköpings universitet: Pedagogiska utmaningar i tiden / [ed] Helene Hård af Segerstad, 2007, p. 43-47Conference paper (Refereed)
  • 12.
    Bivall Persson, Petter
    et al.
    Linköping University, Department of Science and Technology, Visual Information Technology and Applications (VITA). Linköping University, The Institute of Technology.
    Cooper, Matthew
    Linköping University, Department of Science and Technology, Visual Information Technology and Applications (VITA). Linköping University, The Institute of Technology.
    Tibell, Lena
    Linköping University, Department of Biomedicine and Surgery, Division of cell biology. Linköping University, Faculty of Health Sciences.
    Ainsworth, Shaaron
    Learning Sciences Research Institute, University of Nottingham, Nottingham, UK.
    Ynnerman, Anders
    Linköping University, Department of Science and Technology, Visual Information Technology and Applications (VITA). 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.
    Designing and Evaluating a Haptic System for Biomolecular Education2007In: IEEE Virtual Reality Conference, 2007. VR '07. / [ed] Sherman, W; Lin, M; Steed, A, Piscataway, NJ, USA: IEEE , 2007, p. 171-178Conference paper (Refereed)
    Abstract [en]

    In this paper we present an in situ evaluation of a haptic system, with a representative test population, we aim to determine what, if any, benefit haptics can have in a biomolecular education context. We have developed a haptic application for conveying concepts of molecular interactions, specifically in protein-ligand docking. Utilizing a semi-immersive environment with stereo graphics, users are able to manipulate the ligand and feel its interactions in the docking process. The evaluation used cognitive knowledge tests and interviews focused on learning gains. Compared with using time efficiency as the single quality measure this gives a better indication of a system's applicability in an educational environment. Surveys were used to gather opinions and suggestions for improvements. Students do gain from using the application in the learning process but the learning appears to be independent of the addition of haptic feedback. However the addition of force feedback did decrease time requirements and improved the students understanding of the docking process in terms of the forces involved, as is apparent from the students' descriptions of the experience. The students also indicated a number of features which could be improved in future development.

  • 13.
    Bivall Persson, Petter
    et al.
    Linköping University, Department of Science and Technology, Visual Information Technology and Applications (VITA). Linköping University, The Institute of Technology.
    Cooper, Matthew
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.
    Ynnerman, Anders
    Linköping University, Department of Science and Technology, Visual Information Technology and Applications (VITA). Linköping University, The Institute of Technology.
    Jonsson, Bengt-Harald
    Linköping University, The Institute of Technology. Linköping University, Department of Physics, Chemistry and Biology, Molecular Biotechnology.
    Tibell, Lena
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Biomedicine and Surgery, Division of cell biology.
    Use of Chemical Force Feedback for Multisensory Insights into Ligand Docking2007In: VII European Symposium of The Protein Society: From Proteins to Proteome, 2007, p. 151-151Conference paper (Refereed)
  • 14.
    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.

  • 15.
    Bivall Persson, Petter
    et al.
    Linköping University, The Institute of Technology. Linköping University, Department of Science and Technology. Linköping University, Department of Science and Technology, Visual Information Technology and Applications (VITA).
    Tibell, Lena
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Biomedicine and Surgery, Division of cell biology.
    Cooper, Matthew
    Linköping University, Department of Science and Technology, Visual Information Technology and Applications (VITA). Linköping University, The Institute of Technology.
    Using Force Feedback Virtual Reality Technology as a Tactile Gateway to Understanding of Biomolecular Interactions2006In: 9th JURE conference of EARLI, 2006Conference paper (Other academic)
  • 16.
    Bivall Persson, Petter
    et al.
    Linköping University, The Institute of Technology. Linköping University, Department of Science and Technology. Linköping University, Department of Science and Technology, Visual Information Technology and Applications (VITA).
    Tibell, Lena
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Biomedicine and Surgery, Division of cell biology.
    Cooper, Matthew D.
    Linköping University, Department of Science and Technology, Visual Information Technology and Applications (VITA). Linköping University, The Institute of Technology.
    Ainsworth, Shaaron
    Learning Sciences Research Institute University of Nottingham.
    Reasoning through Touch? Using Haptics in Life Science Education2007In: EARLI 2007 12th Biennial Conference for Research on Learning and Instruction, 2007Conference paper (Other academic)
  • 17.
    Bivall Persson, Petter
    et al.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.
    Tibell, Lena
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Biomedicine and Surgery, Division of cell biology.
    Cooper, Matthew
    Linköping University, Department of Science and Technology, Visual Information Technology and Applications (VITA). Linköping University, The Institute of Technology.
    Ynnerman, Anders
    Linköping University, Department of Science and Technology, Visual Information Technology and Applications (VITA). Linköping University, The Institute of Technology.
    Jonsson, Bengt-Harald
    Linköping University, The Institute of Technology. Linköping University, Department of Physics, Chemistry and Biology, Molecular Biotechnology.
    Evaluating the Effectiveness of Haptic Visualization in Biomolecular Education - Feeling Molecular Specificity in a Docking Task2006In: 12th IOSTE Symposium, Universiti Science Malaysia , 2006, p. 745-752Conference paper (Refereed)
    Abstract [en]

    Within the molecular life sciences extensive use is made of visual representations, ranging from sketches to advanced computer graphics, often used to convey abstract knowledge that is difficult for the student to grasp. This work evaluates a new visual and haptic (tactile/kinetic) tool for protein docking in an in situ learning situation by combining qualitative and quantitative methods, performing tests and interviews with students; all aiming at a proper inclusion of visualization tools into biomolecular education. Preliminary results indicate time gains, strong positive affective responses and learning gains from the tasks, however the influence of haptics needs further investigation.

  • 18.
    Bivall, Petter
    et al.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Ainsworth, Shaaron
    School of Psychology, University of Nottingham, University Park, Nottingham, NG7 2RD, U.K..
    Tibell, Lena A. E.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Do Haptic Representations Help Complex Molecular Learning?2011In: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 95, no 4, p. 700-719Article in journal (Refereed)
    Abstract [en]

    This study explored whether adding a haptic interface (that provides users with somatosensory information about virtual objects by force and tactile feedback) to a three-dimensional (3D) chemical model enhanced students' understanding of complex molecular interactions. Two modes of the model were compared in a between-groups pre- and posttest design. In both modes, users could move and rotate virtual 3D representations of the chemical structures of the two molecules, a protein and a small ligand molecule. In addition, in a haptic mode users could feel the interactions (repulsive and attractive) between molecules as forces with a haptic device. Twenty postgraduate students (10 in each condition) took pretests about the process of protein--ligand recognition before exploring the model in ways suggested by structured worksheets and then completing a posttest. Analysis addressed quantitative learning outcomes and more qualitatively students' reasoning during the learning phase. Results showed that the haptic system helped students learn more about the process of protein–ligand recognition and changed the way they reasoned about molecules to include more force-based explanations. It may also have protected students from drawing erroneous conclusions about the process of protein–ligand recognition observed when students interacted with only the visual model.

  • 19.
    Björn (Fredriksson), Annika
    et al.
    Linköping University, Department of Educational Science (IUV). Linköping University, Faculty of Educational Sciences.
    Tibell, Lena
    Linköping University, Department of Educational Science (IUV). Linköping University, Faculty of Educational Sciences.
    Utvärdering av lärarutbildningens studieväg i naturvetenskap (HT04/VT05)2005Report (Other (popular science, discussion, etc.))
  • 20.
    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.
    Gericke, Niklas
    Karlstad University, Department of Biology.
    Tibell, Lena A. E.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    NTA-Digital – Tema Kroppen2016Conference paper (Other academic)
    Abstract [sv]

    Tema Kroppen är ett nytt digitalt tema inom NTA (Naturvetenskap och Teknik för Alla) som erbjuds årskurs 4-7 i alla anslutna skolor och kommuner. Det sjösätts tillsammans med ett nyproducerat tema om rymden under 2016 efter ett utvecklingsarbete som pågått sedan 2013. Sedan temat öppnade i slutet av våren har drygt 8 000 konton skapats. Projektledningen gav ”Visuellt lärande och kommunikation” (vid LiU och Norrköpings Visualiseringscenter) i uppdrag att, under ledning av Lena Tibell och Marie Rådbo, utforma en web-plattform samt innehåll och struktur för de två temana. Projektet har möjliggjorts genom ekonomiskt stöd från Marcus och Amalia Wallenbergs minnesfond.

    I tema Kroppen arbetar eleverna sig framåt i en historia genom att lösa uppgifter kopplade till ett antal av kroppens fysiologiska system (cirkulations-systemet, andning, matspjälkning, hormoner och nervsystemet). Till sin hjälp har de en interaktiv tredimensionell modell av människokroppen med integrerat faktamaterial och ett flertal simulatorer. För att lösa uppdragen krävs en kombination av arbete inne i portalen och fysiska laborationer som de utför i klassrummet. Utöver detta finns en inbyggd digital infrastruktur inom vilken eleverna lämnar in svar på uppgifter och kan kommunicera med sin lärare.

    Utvecklingsarbetet har utgått från tanken att kroppens system inte är isolerade från varandra utan står i ständig samverkan och påverkan. Ett flertal didaktiska hänsyn och frågeställningar har präglat arbetet; däribland lärande med modeller och representationer, att röra sig mellan olika skalnivåer, begreppssvårigheter och skildring av dynamiska förlopp.

    Vi kommer både visa upp exempel på hur temat och modellerna fungerar samt diskutera lärdomar och svårigheter som uppstått i utvecklingsarbetet. 

  • 21.
    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.

  • 22.
    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.

  • 23.
    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 resistance2018In: Journal of Biological Education, ISSN 0021-9266, E-ISSN 2157-6009, Vol. 52, no 3, p. 314-330Article 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.

  • 24.
    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.
    Tibell, Lena A. E.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Diverse use of threshold concepts - A content analysis of online dynamic visualizations describing evolution.2015Conference paper (Refereed)
    Abstract [en]

    There is an abundance of dynamic visualizations (animations, videos and simulations) that claim to explain evolution available on the Internet. The present study explores what aspects of evolution that are represented in these potential learning tools. A criteria catalogue covering 40 operationalized variables was used as a content analysis grid in the analysis of 71 dynamic visualizations. The concepts, derived from research literature, were operationalized into variables sorted into four different categories: (a) content-specific concepts (such as limited resources or inherited variation), (b) threshold concepts (core concepts that transform and integrate understanding within a subject), (c) alternative conceptions (such as teleological explanations or anthropomorphism), and (d) model organism. The results indicate that some concepts are dominantly communicated while others are seldom or never included in online visualizations. Regarding the proposed threshold concepts, evolutionary events happening on small time- and spatial scales, such as subcellular processes, were seldom observed. Rather, the focus was on events happening at a population level in time scales spanning from years and longer. This echoes with an observed lack of explanations regarding randomly occurring mutations providing the basis for variation. Implications include that there are components of evolution that would benefit from being addressed with an increased focus in biology teaching and science education research. The results may also serve as a useful toolkit in the design of new educational material.

  • 25.
    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.
    Tibell, Lena A. E.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Evolution on the set – A conceptual characterization of online dynamic visualizations.2014Conference paper (Refereed)
    Abstract [en]

    Despite its recognized importance, the theory of evolution presents severe problems to learners. A common approach in science education research involves the division of evolution in conceptual constructs, lately also including the role of threshold concepts. These are seminal ideas that open up new ways of thinking about and interpreting previously known processes. For understanding of evolution, threshold concepts consist of, for example, randomness, probability and wide-stretched spatio-temporal scales. An abundance of dynamic visualizations (animations, videos and simulations), attempting to explain evolution, are available on the Internet. The aim with our study was to map what aspects of evolution that are represented in these visualizations. A criteria catalogue covering 42 operationalized variables was used as a content analysis grid in the analysis of a sample selection including 71 dynamic visualizations. The variables include evolution content concepts (such as limited resources and differential survival) and proposed threshold concepts (such as explicit mentioning of factors influenced by randomness or level of organization in space and time, including connections between submicro- and macro aspects). Furthermore, it includes common alternative conceptions (such as anthropomorphism or that evolution is driven by need). Two raters conducted the analysis with an overlapping reliability sample covering 23 visualizations. Intercoder reliability was calculated using Krippendorff’s alpha. The results indicate that some concepts are dominantly communicated while others are seldom or never included in online visualizations. Regarding the proposed threshold concepts, evolutionary events happening on small time- and spatial scales, such as subcellular processes, were seldom observed. Rather, the focus was on events happening at a population level in time scales spanning from years and longer. Implications include that there are components of evolution that would benefit from being addressed more explicit. The results may also serve as a useful toolkit in the design of new educational material.

  • 26.
    Bohlin, Gustav
    et al.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Härting, Jennifer
    IPN- Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik.
    Harms, Ute
    IPN- Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik.
    Tibell, Lena A. E.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    A Criteria Catalogue Covering Multiple Evolutionary Aspects Including Threshold Concepts for Assessment of Animations Explaining Evolution2015Conference paper (Refereed)
  • 27.
    Carlsson, Uno
    et al.
    Linköping University, Department of Physics, Chemistry and Biology, Biochemistry. Linköping University, The Institute of Technology.
    Magnusson, Thomas
    Linköping University, Department of Management and Engineering, Project management, Innovations and Entrepreneurship . Linköping University, The Institute of Technology.
    Mårtensson, Lars-Göran
    Linköping University, Department of Physics, Chemistry and Biology, Biochemistry. Linköping University, The Institute of Technology.
    Sunnerhagen, Maria
    Linköping University, Department of Physics, Chemistry and Biology, Biochemistry. Linköping University, The Institute of Technology.
    Svensson, Magdalena
    Linköping University, Department of Physics, Chemistry and Biology, Biochemistry. Linköping University, The Institute of Technology.
    Tibell, Lena
    Linköping University, Department of Science and Technology. Linköping University, The Institute of Technology.
    To design a novel protein: A CDIO experience in Molecular Biotechnology at Linköping University2006Conference paper (Other academic)
  • 28.
    Granklint Enochson, Pernilla
    et al.
    Linnaeus University, Sweden.
    Redfors, Andreas
    Kristianstad University, Sweden.
    Dempster, Edith R.
    University of KwaZulu–Natal, South Africa.
    Tibell, Lena Anna Elisabeth
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.
    Ideas about the Human Body among Secondary Students in South Africa2015In: African Journal of Research in Mathematics, Science and Technology Education, ISSN 1028-8457, Vol. 19, no 2, p. 199-211Article in journal (Refereed)
    Abstract [en]

    In this paper we focus on how South African students’ ideas about the human body are constituted in their descriptions of three different scenarios involving the pathway of a sandwich, a painkiller and a glass of water through the body. In particular, we have studied the way in which the students transferred ideas between the sandwich and the painkiller compared with the students’ ability to explain the water pathway. The study surveyed 161 ninth-grade students in five different schools in South Africa. Data collection methods used were: drawings, written questions (open-ended items) and interviews with selected students. The questions emerged from the three scenarios—what happens in the body when you eat a sandwich, swallow a painkiller and drink a glass of water. We report that it is difficult for the students to transfer knowledge of the digestive system horizontally from the sandwich scenario to descriptions of the painkiller and water scenarios. The integration of three organ systems (digestive, circulatory and excretory) to describe the water scenario was even more difficult for the students than the horizontal transfer from the sandwich scenario. The students also showed a diversity of nonscientific descriptions, especially concerning the water scenario. The paper discusses why a large percentage of the students (50%) included non-scientific ideas in their decriptions of the water scenario.

  • 29.
    Granklint Enochson, Pernilla
    et al.
    Kristianstad University, Sweden.
    Redfors, Andreas
    Kristianstad University, Sweden.
    Dempster, Edith
    University of KwaZulu-Natal, South Africa.
    Tibell, Lena
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Ideas about the Human Body among Secondary Students in South Africa and SwedenManuscript (preprint) (Other academic)
    Abstract [en]

    In both Sweden and South Africa, the science curriculum for the secondary level emphasizes learning about the functioning of the human body. Both curricula also emphasize the importance of living a healthy life. In this paper the focus is on how students’ ideas about the human body are constituted in explanations of three different scenarios, and in what way the students are transferring explanations between these scenarios. The study surveyed 161 9th grade students in five different schools in South Africa, and discusses the results in perspective of a previous study involving 88 students in Sweden. In both countries issues about body and health are discussed in several different subjects in school. The same data collection methods were used in both countries: drawings, written questions (open-ended and multiple-choice items), and interviews with selected students. The questions emerge from three scenarios: what happens in the body when you eat an open sandwich, drink water, and swallow a painkiller. We report that it is difficult for the students to horizontally transfer knowledge of the digestive system to other less well-known scenarios. In comparing the use of three systems in the painkiller-scenario to the horizontal transfer between the sandwichand the painkiller-scenarios we see that the difference is much less pronounced in South African results compared to the Swedish study. There are more similarities than differences between the results of this South Africa study and results obtained in Europe, but there are also differences especially with regard to non-scientific ideas about the human body.

  • 30.
    Göransson, Andreas
    et al.
    Linköping University, Faculty of Science & Engineering. Linköping University, Department of Science and Technology, Media and Information Technology.
    Orraryd, Daniel
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Tibell, Lena
    Linköping University, Faculty of Science & Engineering. Linköping University, Department of Science and Technology, Media and Information Technology.
    Searching for threshold concepts in evolution by using an open response instrument2015Conference paper (Refereed)
    Abstract [en]

    Despite decades of research evolution remains a challenge to teachers and learners. Student reasoning about evolutionary processes tend to lack important key concepts and exhibits a range of well documented alternative conceptions. New research in the domain of conceptual change has generated the notion of threshold concepts. Threshold concepts focus on abstract concepts thought to underlie difficult content in a discipline. The hope is that this research will contribute to better teaching practises as well as understanding of what makes certain discipline content difficult. Earlier research has revealed candidate threshold concepts underlying understanding of evolution. Our aim of this study was to pilot ways to assess if and which threshold concept student use in response to different items as well if different contexts facilitates integration of threshold concepts in explanations. We used a published evolution test instrument to assess the presence of evolution key concepts, threshold concepts. The test instrument was piloted on 113 Swedish upper secondary and university students. Analysis revealed the presence of evolution key concepts as well as threshold concepts and alternative conceptions. The context of the question seem to affect what threshold concepts are used by students. We also found indications of a relation between evolution key concepts and threshold concepts usage. Implications for future research as well as teaching are briefly discussed.

  • 31.
    Göransson, Andreas
    et al.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Stenlund, Jörgen
    Örebro University.
    Tibell, Lena
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Educational Sciences.
    A Novel Computer Application for Teaching Evolutionary Mechanisms: Visual Analogies of Randomness and Natural Selection2015Conference paper (Refereed)
  • 32.
    Göransson, Andreas
    et al.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Stenlund, Jörgen
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Tibell, Lena
    Linköping University, The Institute of Technology. Linköping University, Department of Science and Technology, Media and Information Technology.
    An interactive visualization for communicating troublesome concepts of natural selection.2014Conference paper (Refereed)
    Abstract [en]

    Troublesome concepts such as randomness, probability and temporal scale have been suggested as important for understanding evolution. I e earlier research has shown that learners often fail to grasp the random component of natural selection and tend to conceptualize adaptation as directed or driven by the needs of the organism. There is some evidence in the literature that interventions targeting randomness in evolution might contribute to better understanding of natural selection. Since external representations such as visualizations has the potential help learners grasp difficult concepts in science, we designed an interactive visualization that focus on some of the troublesome concepts of evolution. The aim of the present pilot study was to explore possible effects of the application on students reasoning as part of a guided group exercise. In particular, we were interested in whether the aspects focused on in the application were discussed and if the students were able to transfer the symbolism in the application to the process of natural selection. The empirical data (recorded interviews and written answers) were collected during a biology course for primary teachers (n=14) and subjected to qualitative content analysis. We found that students’ engagement with the task and in the discussions was high. The transcripts revelead frequent analogies between the visualization and examples from evolution. Accumulated and gradual change over time  also was a recurrent theme. Thus, our preliminary results add support to reports suggesting that using interactive visualizations in combination with pre-worked tasks and peer-discussion can facilitate students’ cognitive development of troublesome concepts.

  • 33.
    Hennig, Janosch
    et al.
    Linköping University, Department of Physics, Chemistry and Biology, Molecular Biotechnology. Linköping University, The Institute of Technology. Helmholtz Zentrum Munchen GmbH, Germany; Technical University of Munich, Germany.
    Andrésen, Cecilia
    Linköping University, Department of Physics, Chemistry and Biology, Chemistry. Linköping University, The Institute of Technology.
    Museth, Anna Katrine
    Linköping University, Department of Physics, Chemistry and Biology, Molecular Biotechnology. Linköping University, The Institute of Technology. CALTECH, CA 91125 USA.
    Lundström, Patrik
    Linköping University, Department of Physics, Chemistry and Biology, Chemistry. 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.
    Jonsson, Bengt-Harald
    Linköping University, Department of Physics, Chemistry and Biology, Chemistry. Linköping University, The Institute of Technology.
    Local Destabilization of the Metal-Binding Region in Human Copper-Zinc Superoxide Dismutase by Remote Mutations Is a Possible Determinant for Progression of ALS2015In: Biochemistry, ISSN 0006-2960, E-ISSN 1520-4995, Vol. 54, no 2, p. 323-333Article in journal (Refereed)
    Abstract [en]

    More than 100 distinct mutations in the gene CuZnSOD encoding human copper-zinc superoxide dismutase (CuZnSOD) have been associated with familial amyotrophic lateral sclerosis (fALS), a fatal neuronal disease. Many studies of different mutant proteins have found effects on protein stability, catalytic activity, and metal binding, but without a common pattern. Notably, these studies were often performed under conditions far from physiological. Here, we have used experimental conditions of pH 7 and 37 degrees C and at an ionic strength of 0.2 M to mimic physiological conditions as close as possible in a sample of pure protein. Thus, by using NMR spectroscopy, we have analyzed amide hydrogen exchange of the fALS-associated I113T CuZnSOD variant in its fully metalated state, both at 25 and 37 degrees C, where (15)N relaxation data, as expected, reveals that CuZnSOD I113T exists as a dimer under these conditions. The local dynamics at 82% of all residues have been analyzed in detail. When compared to the wild-type protein, it was found that I113T CuZnSOD is particularly destabilized locally at the ion binding sites of loop 4, the zinc binding loop, which results in frequent exposure of the aggregation prone outer beta-strands I and VI of the beta-barrel, possibly enabling fibril or aggregate formation. A similar study (Museth, A. K., et al. (2009) Biochemistry, 48, 8817-8829) of amide hydrogen exchange at pH 7 and 25 degrees C on the G93A variant also revealed a selective destabilization of the zinc binding loop. Thus, a possible scenario in ALS is that elevated local dynamics at the metal binding region can result in toxic species from formation of new interactions at local beta-strands.

  • 34.
    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.

  • 35.
    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.

  • 36.
    Höst, Gunnar
    et al.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.
    Schönborn, Konrad
    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 Educational Sciences.
    Fröcklin, Henry
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.
    What Biological Visualizations Do Science CenterVisitors Prefer in an Interactive Touch Table?2018In: Education Sciences, ISSN 2227-7102, Vol. 8, no 4, article id 166Article in journal (Refereed)
    Abstract [en]

    Hands-on digital interactivity in science centers provides new communicative opportunities. The Microcosmos multi-touch table allows visitors to interact with 64 image “cards” of (sub)microscopic biological structures and processes embedded across seven theme categories. This study presents the integration of biological content, interactive features and logging capabilities into the table, and analyses visitors’ usage and preferences. Data logging recorded 2,070,350 events including activated category, selected card, and various finger-based gestures. Visitors interacted with all cards during 858 sessions (96 s on average). Finger movements covered an average accumulated distance of 4.6 m per session, and about 56% of card interactions involved two fingers. Visitors made 5.53 category switches per session on average, and the virus category was most activated (average 0.96 per session). An overall ranking score related to card attractive power and holding power revealed that six of the most highly used cards depicted viruses and four were colourful instrument output images. The large finger traversal distance and proportion of two-finger card interaction may indicate the intuitiveness of the gestures. Observed trends in visitor engagement with the biological visualizations are considered in terms of construal level theory. Future work will examine how interactions are related to potential learning of biological content.

  • 37.
    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.

  • 38.
    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)
  • 39.
    Larsson, Caroline
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Tibell, Lena
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Challenging students' intuitive expectations - an analysis of students reasoning around a tangible model of virus assemblyManuscript (preprint) (Other academic)
    Abstract [en]

    How can a well-ordered biological complex be formed by the random motion of its components, i.e. self-assemble? This is a concept that is counter to human intuitive expectations derived from prior knowledge and experience. In previous studies we have shown that a tangible model of virus selfassembly, used as a thinking-tool in a group-exercise, helps students to grasp the process of selfassembly, particularly the facet random molecular collision. The present study investigates how and why the model facilitates students’ acceptance of new concepts and learning. The data analysed consist of audio-recordings of six group exercises and five individual semi-structured interviews, in which 35 university students from Sweden and South Africa participated. Qualitative analysis indicates that the students’ prior knowledge, prior conceptual understanding and intuitive ideas, influenced their meaning-making of the molecular process of self-assembly. Moreover, the counterintuitive aspects of the process created a conceptual conflict within the learners, and both the tangible model and group exercises facilitated a conceptual change in their understanding of the process. Lastly, the data indicate that students’ emotional state is significant for their successful accommodation of the counter-intuitive aspects of self-assembly. The analysis is based on a combination of constructivist perspectives of learning, conceptual change theory, and learning with external representations.

  • 40.
    Larsson, Caroline
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies.
    Tibell, Lena
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Exploring how a physical model can support students’ understanding of random molecular processes2011Conference paper (Refereed)
  • 41.
    Larsson, Caroline
    et al.
    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.
    Challenging Students’ Intuitions: The Influence of a Tangible Model of Virus Assembly on Students’ Conceptual Reasoning About the Process of Self-Assembly2015In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 45, no 5, p. 663-690Article in journal (Refereed)
    Abstract [en]

    A well-ordered biological complex can be formed by the random motion of its components, i.e. self-assemble. This is a concept that incorporates issues that may contradict students’ everyday experiences and intuitions. In previous studies, we have shown that a tangible model of virus self-assembly, used in a group exercise, helps students to grasp the process of self-assembly and in particular the facet “random molecular collision”. The present study investigates how and why the model and the group exercise facilitate students’ learning of this particular facet. The data analysed consist of audio recordings of six group exercises (n = 35 university students) and individual semi-structured interviews (n = 5 university students). The analysis is based on constructivist perspectives of learning, a combination of conceptual change theory and learning with external representations. Qualitative analysis indicates that perceived counterintuitive aspects of the process created a cognitive conflict within learners. The tangible model used in the group exercises facilitated a conceptual change in their understanding of the process. In particular, the tangible model appeared to provide cues and possible explanations and functioned as an “eye-opener” and a “thinking tool”. Lastly, the results show signs of emotions also being important elements for successful accommodation.

  • 42. Lindberg, Mikael
    et al.
    Tibell, Lena
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Biomedicine and Surgery, Cell biology.
    Oliveberg, Mikael
    Commmon denominator of Cu/Zn superoxide dismutase mutants associated with amyotrophic lateral sclerosis: Decreased stability of the apo state2002In: Proceedings of the National Academy of Sciences of the United States of America, ISSN 0027-8424, E-ISSN 1091-6490, Vol. 99, p. 16607-16612Article in journal (Refereed)
  • 43.
    Museth, Anna Katrine
    et al.
    Linköping University, Department of Physics, Chemistry and Biology, Molecular Biotechnology. Linköping University, The Institute of Technology.
    Brorsson, Anna-Christin
    Linköping University, Department of Physics, Chemistry and Biology, Molecular Biotechnology. Linköping University, The Institute of Technology.
    Lundqvist, Martin
    Linköping University, Department of Physics, Chemistry and Biology, Molecular Biotechnology. Linköping University, The Institute of Technology.
    Tibell, Lena A. E.
    Linköping University, Department of Biomedicine and Surgery, Cell biology. Linköping University, Faculty of Health Sciences.
    Jonsson, Bengt-Harald
    Linköping University, Department of Physics, Chemistry and Biology, Molecular Biotechnology. Linköping University, The Institute of Technology.
    Selective destabilization of the metal binding region caused by the FALS associated mutation G93A in CuZnSODManuscript (preprint) (Other academic)
    Abstract [en]

    We have, by use of 1H-15N-HSQC NMR spectroscopy, analyzed hydrogen exchange at the amide groups of wtCuZnSOD and the FALS-associated G93A SOD-variant in their fully metallated states. From measurements at near physiological conditions we could analyze the exchange at 64% of all backbone amide groups, which have allowed a detailed characterization of the local dynamics at these positions in both the wt and G93A proteins. The results show that the G93A mutation had no effect on the dynamics at a majority of the investigated positions. However the mutation results in local destabilization at the site of mutation and to stabilization at positions that were apparently scattered over the entire protein surface. Most remarkably, the mutation selectively destabilized the remote metal binding region. The results indicate that the metal binding region may be involved in intermolecular protein-protein interactions, which may constitute the early stages in formation of aggregates.

  • 44.
    Museth, Anna Katrine
    et al.
    Linköping University, Department of Physics, Chemistry and Biology, Molecular Biotechnology . Linköping University, The Institute of Technology.
    Brorsson, Ann-Christin
    Linköping University, The Institute of Technology. Linköping University, Department of Physics, Chemistry and Biology, Molecular Biotechnology .
    Lundqvist, Martin
    Linköping University, Department of Physics, Chemistry and Biology, Molecular Biotechnology . Linköping University, The Institute of Technology.
    Tibell, Lena
    Linköping University, Department of Science and Technology, Visual Information Technology and Applications (VITA). 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.
    The ALS-Associated Mutation G93A in Human Copper-Zinc Superoxide Dismutase Selectively Destabilizes the Remote Metal Binding Region2009In: BIOCHEMISTRY, ISSN 0006-2960, Vol. 48, no 37, p. 8817-8829Article in journal (Refereed)
    Abstract [en]

    More than 100 distinct mutations in the gene (SOD 1) for human copper-zinc superoxide dismutase (CuZnSOD) have been associated with familial amyotrophic lateral sclerosis (fALS). Studies of these mutant proteins, which often have been performed under far from physiological conditions, have indicated effects oil protein stabilities, catalytic activity, kind metal binding affinities but with no common pattern. Also, with the knowledge that ALS is a late onset disease it is apparent that protein interactions which contribute to the disorder might, in the natural cellular milieu, depend on a delicate balance between intrinsic protein properties. In this study, we have used experimental conditions as near as possible to the in vivo conditions to reduce artifacts emanating from the experimental setup. Using H-1-N-15 HSQC NMR spectroscopy, we have analyzed hydrogen exchange at the amide groups of wild-type (wt) CuZnSOD and the fALS-associated G93A SOD variant in their fully metalated states. From analyses of the exchange pattern, we have characterized the local dynamics at 64% of all positions in detail in both the wt and G93A protein. The results show that the G93A mutation had no effect on the dynamics at a majority of the investigated positions. However, the mutation results in local destabilization at the site of the Mutation and also in stabilization at a few positions that were apparently scattered over the entire protein surface. Most remarkably, the mutation selectively destabilized the remote metal binding region. The results indicate that the metal binding region may affect the intermolecular protein-protein interactions which cause formation of protein aggregates.

  • 45.
    Museth, Anna Katrine
    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.
    Tibell, Lena A. E.
    Linköping University, Department of Biomedicine and Surgery, Cell biology. Linköping University, Faculty of Health Sciences.
    The equilibrium between the monomer and dimer form of ALS-related SOD1 mutantsManuscript (preprint) (Other academic)
    Abstract [en]

    No abstract available.

  • 46.
    Olausson, Johan
    et al.
    Linköping University, Department of Clinical and Experimental Medicine. Linköping University, Faculty of Health Sciences.
    Jonsson, Bengt-Harald
    Linköping University, Department of Physics, Chemistry and Biology, Molecular Biotechnology . Linköping University, The Institute of Technology.
    Tibell, Lena
    Linköping University, Department of Clinical and Experimental Medicine, Cell Biology. Linköping University, Faculty of Health Sciences.
    Påhlsson, Peter
    Linköping University, Department of Clinical and Experimental Medicine, Cell Biology. Linköping University, Faculty of Health Sciences.
    Detection of a high affinity binding site in recombinantAleuria aurantia lectin2008In: Glycoconjugate Journal, ISSN 0282-0080, E-ISSN 1573-4986, Vol. 25, no 8, p. 753-762Article in journal (Refereed)
    Abstract [en]

    Lectins are carbohydrate binding proteins that are involved in many recognition events at molecular and cellular levels. Lectin-oligosaccharide interactions are generally considered to be of weak affinity, however some mushroom lectins have unusually high binding affinity towards oligosaccharides with Kd values in the micromolar range. This would make mushroom lectins ideal candidates to study protein–carbohydrate interactions. In the present study we investigated the properties of a recombinant form of the mushroom lectin Aleuria aurantia (AAL). AAL is a fucose-binding lectin composed of two identical 312-amino acid subunits. Each subunit contains five binding sites for fucose. We found that one of the binding sites in rAAL had unusually high affinities towards fucose and fucosecontaining oligosaccharides with Kd values in the nanomolar range. This site could bind to oligosaccharides with fucose linked α1-2, α1-3 or α1-4, but in contrast to the other binding sites in AAL it could not bind oligosaccharides with α1-6 linked fucose. This binding site is not detected in native AAL (nAAL) one possible explanation may be that this site is blocked with free fucose in nAAL. Recombinant AAL was produced in E. coli as a His-tagged protein, and purified in a one-step procedure. The resulting protein was analyzed by electrophoresis, enzyme-linked lectin assay and circular dichroism spectroscopy, and compared to nAAL. Binding properties were measured using tryptophan fluorescence and surface plasmon resonance. Removal of the His-tag did not alter the binding properties of recombinant AAL in the enzyme-linked lectin assay. Our study forms a basis for understanding the AAL-oligosaccharide interaction and for using molecular techniques to design lectins with novel specificities and high binding affinities towards oligosaccharides.

  • 47.
    Olausson, Johan
    et al.
    Linköping University, Department of Clinical and Experimental Medicine, Cell Biology. Linköping University, Faculty of Health Sciences.
    Jonsson, Bengt-Harald
    Linköping University, Department of Physics, Chemistry and Biology, Molecular Biotechnology . 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.
    Påhlsson, Peter
    Linköping University, Department of Clinical and Experimental Medicine, Cell Biology. Linköping University, Faculty of Health Sciences.
    Production and characterization of a monomeric form and a single-site form of Aleuria aurantia lectin2011In: Glycobiology, ISSN 0959-6658, E-ISSN 1460-2423, Vol. 21, no 1, p. 34-44Article in journal (Refereed)
    Abstract [en]

    Lectins have been widely used in structural and functional studies of complex carbohydrates. Lectins usually bind carbohydrates with relatively low affinity but compensate for this by multivalency. When using lectins in different biological and analytical assays the multivalent nature of lectins can sometimes produce unwanted reactions such as agglutination or precipitation of target glycoproteins. The mushroom lectin Aleuria aurantia binds to fucose-containing oligosaccharides. It is composed of two identical subunits where each subunit contains five binding sites for fucose. In the present study two forms of recombinant AAL were produced using site-directed mutagenesis. A monomeric form of AAL was produced by exchange of Tyr6 to Arg6, and a monovalent fragment of AAL was produced by insertion of a NdeI restriction enzyme cleavage site and a stop codon in the coding sequence. The AAL forms were expressed as His-tagged proteins in E.coli and purified by affinity chromatography. Binding properties of the two AAL forms were performed using hemagglutination assay, surface plasmon resonance and enzyme-linked lectin assay analyses. Both the monomeric AAL form (mAAL) and the monovalent AAL form (S2-AAL) retained their capacity to bind fucosylated oligosaccharides. However, both constructs exhibited properties that differed from the intact recombinant AAL (rAAL). Monomeric AAL showed similar binding affinities to fucosylated oligosaccharides compared to rAAL but had less hemagglutinating capacity. S2-AAL showed a lower binding affinity to fucosylated oligosaccharides and, in contrast to rAAL and mAAL, S2-AAL did not bind to sialylated fuco-oligosaccharides such as sialyl-Lex. The study shows that molecular engineering techniques may be a tool for producing lectins with more defined properties such as decreased valency and defined specificities and affinities. This may be very valuable for development of reliable diagnostic and biological assays for carbohydrate analysis.

  • 48.
    Orraryd, Daniel
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Tibell, Lena A.E.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.
    Creative evolution: Students generating stop-motion animations of evolutionary change2015Conference paper (Refereed)
    Abstract [en]

    iagrams have been used to visualize evolutionary relationships for more than 150 years, and are today readily found in many areas such as textbooks, media, museums and the scientific literature. The tree of life metaphor, where the diagram takes the form of an organic vertical tree has been used almost as long and is still used to a high degree in textbooks and at museums. Despite this high prevalence the instructional needed to develop tree-thinking abilities are often lacking, potentially leading to interpretational misconceptions of the evolutionary concepts presented.

    In this study 5 exhibitions with evolutionary content in natural science museums in the Nordic countries have been analysed in order to understand how evolutionary tree diagrams are incorporated in these exhibitions, what design is used and what instructional support is available to the visitor. A multi-modal social semiotic approach was used, where 3 functional levels were analysed together in order to assess the meaning making potential of the evolutionary trees in these exhibitions; i) content, representational process and design. ii) instruction and interactivity. iii) spatial and organizational composition. The analyses show a wide range of communication strategies; reaching from the evolutionary tree diagrams having a pivotal role in the exhibition narrative to being placed purely in the margin with no explicit connection to the overall evolutionary content. The instructional support is in many cases lacking but is sometimes incorporated in the presentational text of specific parts of the evolutionary tree, and the design ranges from tree of life type iconic visualisations to highly abstract renderings. Overall the evolutionary tree as a visual tool to communicate important evolutionary concepts seems to be used to a high degree but important aspects in order to better afford scientific correct interpretations of the trees are sometimes lacking.

  • 49.
    Rundgren, Carl-Johan A.
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Tibell, Lena
    Linköping University, Department of Science and Technology, Visual Information Technology and Applications (VITA). Linköping University, The Institute of Technology.
    Critical Features of Visualizations of Transport through the Cell Membrane: An Empirical Study of Upper Secondary and Tertiary Students' Meaning-Making of a Still Image and an Animation2010In: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 8, no 2, p. 223-246Article in journal (Refereed)
    Abstract [en]

    Images, diagrams and other forms of visualization are playing increasingly important roles in molecular life science teaching and research, both for conveying information and as conceptual tools, transforming the way we think about the events and processes the subject covers. This study examines how upper secondary and tertiary students interpret visualizations of transport through the cell membrane in the form of a still image and an animation. Twenty upper secondary and five tertiary students were interviewed. In addition, 31 university students participated in a group discussion and answered a questionnaire regarding the animation. A model, based on variation theory, was then tested as a tool for distinguishing between what is expected to be learned, what is present in the visualizations, and what is actually learned by the students.

    Three critical features of the ability to visualize biomolecular processes were identified from the students’ interpretations of the animation: the complexity of biomolecular processes, the dynamic and random nature of biomolecular interactions, and extrapolation between 2D and 3D. The results of this study support the use of multiple representations to achieve different learning goals.

  • 50.
    Rundgren, Carl-Johan
    et al.
    Stockholm University.
    Hirsch, Richard
    Linköping University, Department of Culture and Communication. Linköping University, Faculty of Arts and Sciences.
    Chang Rundgren, Shu-Nu
    Karlstad University.
    Tibell, Lena
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Students’ Communicative Resources in Relation to Their Conceptual Understanding—The Role of Non-Conventionalized Expressions in Making Sense of Visualizations of Protein Function2012In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 42, no 5, p. 891-913Article in journal (Refereed)
    Abstract [en]

    This study examines how students explain their conceptual understanding of protein function using visualizations. Thirteen upper secondary students, four tertiary students (studying chemical biology), and two experts were interviewed in semi-structured interviews. The interviews were structured around 2D illustrations of proteins and an animated representation of water transport through a channel in the cell membrane. In the analysis of the transcripts, a score, based on the SOLO-taxonomy, was given to each student to indicate the conceptual depth achieved in their explanations. The use of scientific terms and non-conventionalized expressions in the students’ explanations were investigated based upon a semiotic approach. The results indicated that there was a positive relationship between use of scientific terms and level of education. However, there was no correlation between students’ use of scientific terms and conceptual depth. In the interviews, we found that non-conventionalized expressions were used by several participants to express conceptual understanding and played a role in making sense of the visualizations of protein function. Interestingly, also the experts made use of non-conventionalized expressions. The results of our study imply that more attention should be drawn to students’ use of scientific and non-conventionalized terms in relation to their conceptual understanding.

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