This study aims to describe how the learning study model can be used to improve lesson design and... more This study aims to describe how the learning study model can be used to improve lesson design and children’s learning outcomes by enabling them to perceive and define the critical aspects of the object of learning, guided by variation theory. Three lesson designs were used with three groups of children (A = 24, B = 13, C = 14) from two schools. The results of the first design were analyzed before the second lesson was designed and conducted in a new group, and the results of the second were analyzed before the third was designed. The patterns of variation were based on simultaneous discernment of a base amount and half or double that amount. This was made to prevent the children from understanding doubling as just copying the original amount without including the original amount in the total sum, giving the double of 4 is 4 instead of 8. The use of varied original amounts made the children separate the concepts double and half from the amount, to conceive them as relative, rather than constant, values. The results show increased learning outcomes in all groups; however, differences between pre- and posttest were significant only for Group B (p = .015).
Executive summary. How to turn a barrier into a forceful driver for the future : – Reflections fr... more Executive summary. How to turn a barrier into a forceful driver for the future : – Reflections from the workshop
This study examines the conversations of 41 student teachers during visits to a designed rainfore... more This study examines the conversations of 41 student teachers during visits to a designed rainforest in a greenhouse in a botanical garden in Sweden. The aim of this study is to explore the multimodal affordances of the rainforest for student teachers’ negotiations, and through this obtain an understanding of the potential this environment has for teaching and learning about plants, biodiversity, ecology and life on Earth. Data for this exploratory case study was collected through observations as well as audio recordings of interactions between student teachers. Data was analysed using multiple tools, including thematic analyses and social semiotics. The results show that the walk-through in the rainforest and the encounters with plants awaken curiosity, raise questions and bring about hypotheses. This has implications for and informs teaching about plants and the importance of plants for life on Earth.
As part of a research programme addressing the design and evaluation of teaching sequences in sci... more As part of a research programme addressing the design and evaluation of teaching sequences in science, we are developing a teaching sequence concerning life cycles for students at school forms 1-5. In this paper we describe a teaching experiment involving students age 9 and 11. The teaching intervention of 15-20 hours, included observations and discussions of life cycles of peas, beans, blowflies and artemia. The students' understanding of life cycles was assessed using a pre test before teaching, a post test after teaching and a delayed post test 6 months later. Eight paper and pencil tasks were used. Data presented in this study are drawn from the 70 students who completed all three tests, 25 students age 9 and 45 students age 11. Analyses of students' answers indicate that learning of a specific lifecycle might not be problematic provided that the child has been given the opportunity to observe and discuss about it. However, analyses also indicate that the link between ...
This study aims to describe how the learning study model can be used to improve lesson design and... more This study aims to describe how the learning study model can be used to improve lesson design and children’s learning outcomes by enabling them to perceive and define the critical aspects of the object of learning, guided by variation theory. Three lesson designs were used with three groups of children (A = 24, B = 13, C = 14) from two schools. The results of the first design were analyzed before the second lesson was designed and conducted in a new group, and the results of the second were analyzed before the third was designed. The patterns of variation were based on simultaneous discernment of a base amount and half or double that amount. This was made to prevent the children from understanding doubling as just copying the original amount without including the original amount in the total sum, giving the double of 4 is 4 instead of 8. The use of varied original amounts made the children separate the concepts double and half from the amount, to conceive them as relative, rather than constant, values. The results show increased learning outcomes in all groups; however, differences between pre- and posttest were significant only for Group B (p = .015).
The extent of complexation of aluminum(III) with DNA (Calf thymus, Sigma type I) was estimated by... more The extent of complexation of aluminum(III) with DNA (Calf thymus, Sigma type I) was estimated by means of two experimental techniques: potentiometric titration with a fluoride selective indicator electrode and dialysis followed by aluminum determination by graphite furnace AAS. Both types of experiments indicate that aluminum(III) is bound to DNA. The data are treated by assuming an ion exchange reaction with the phosphate diester groups. Using Rt to denote the concentration of these groups the values of log [AlMn-3R]/(Rt-3[AlMn-3R])[Al3+] decrease from approx. 7.6 to 5.6 when the concentration of sodium chloride is increased from 1 to 100 mM. In the pH range 4.5-5.5 the ion exchange constant increases approximately 0.5 log units. Dialysis gives lower values for the complex formation constant than potentiometry.
ABSTRACT The notion of plant-blindness, the inability to notice plants in their environment, has ... more ABSTRACT The notion of plant-blindness, the inability to notice plants in their environment, has been much examined. Similarly, plant scientists have criticised the seemingly zoo-centric focus of a biological education, which appears to neglect plants. Furthermore, there are stark contrasts between the active plant behaviours evidenced in current research journals and their seemingly lacklustre counterparts in school curricula. By utilising a body of relevant literature and drawing on empirical data sets, the authors consider the ways in which affective experiences, through personal encounters, observations and guided explorations, can enhance student attention to ‘the green side of life’.
Kurser med naturvetenskapligt innehall anses ofta som svara och elever tenderar att snart glomma ... more Kurser med naturvetenskapligt innehall anses ofta som svara och elever tenderar att snart glomma naturvetenskapen de larde sig. Syftet med detta arbete var att studera om och i sa fall pa vilket satt formativ bedomning i ett undervisningsmoment i amnet naturkunskap pa gymnasiets samhallsvetenskapsprogram, okade elevernas forstaelse i naturvetenskap. Undervisningssekvensen fokuserade pa fotosyntesens och cellandningens betydelse for kolatomens kretslopp och energins flode i ekosystemet. Kunskaper om dessa processer behovs for att forsta manniskans livsvillkor och ar darfor viktiga att ha for att t.ex. kunna ta stallning i fragor som ror hallbar utveckling. De olika formativa tekniker som anvandes var diagnostiska tester och uppgifter, s.k. "clicker-fragor" vid upprepade tillfallen, diskussioner i sma och stora grupper, individuell feedback pa laborationsrapporter, s.k. "quiz" med feedback och kamrat- och sjalvbedomning om en text. Elevernas kunskaper mattes genom ...
This publication has been made possible through joint collaboration between the Göteborg Universi... more This publication has been made possible through joint collaboration between the Göteborg University and the City of Göteborg (Sweden), and UNESCO – with the view to enhancing the aims and goals of the United Nations Decade of Education for Sustainable Development through Schools and Teacher Education. The authors are responsible for the choice and presentation of the facts contained in this document and for the opinions expressed therein, which are not necessarily those of UNESCO and do not commit the Organization. Abstracting is permitted with credit to the source. The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area, or of its authorities, or
This publication has been made possible through joint collaboration between the Göteborg Universi... more This publication has been made possible through joint collaboration between the Göteborg University and the City of Göteborg (Sweden), and UNESCO – with the view to enhancing the aims and goals of the United Nations Decade of Education for Sustainable Development through Schools and Teacher Education. The authors are responsible for the choice and presentation of the facts contained in this document and for the opinions expressed therein, which are not necessarily those of UNESCO and do not commit the Organization. Abstracting is permitted with credit to the source. The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area, or of its authorities, or concerning the delimitations of its frontiers or boundaries.
This study aims to describe how the learning study model can be used to improve lesson design and... more This study aims to describe how the learning study model can be used to improve lesson design and children’s learning outcomes by enabling them to perceive and define the critical aspects of the object of learning, guided by variation theory. Three lesson designs were used with three groups of children (A = 24, B = 13, C = 14) from two schools. The results of the first design were analyzed before the second lesson was designed and conducted in a new group, and the results of the second were analyzed before the third was designed. The patterns of variation were based on simultaneous discernment of a base amount and half or double that amount. This was made to prevent the children from understanding doubling as just copying the original amount without including the original amount in the total sum, giving the double of 4 is 4 instead of 8. The use of varied original amounts made the children separate the concepts double and half from the amount, to conceive them as relative, rather than constant, values. The results show increased learning outcomes in all groups; however, differences between pre- and posttest were significant only for Group B (p = .015).
Executive summary. How to turn a barrier into a forceful driver for the future : – Reflections fr... more Executive summary. How to turn a barrier into a forceful driver for the future : – Reflections from the workshop
This study examines the conversations of 41 student teachers during visits to a designed rainfore... more This study examines the conversations of 41 student teachers during visits to a designed rainforest in a greenhouse in a botanical garden in Sweden. The aim of this study is to explore the multimodal affordances of the rainforest for student teachers’ negotiations, and through this obtain an understanding of the potential this environment has for teaching and learning about plants, biodiversity, ecology and life on Earth. Data for this exploratory case study was collected through observations as well as audio recordings of interactions between student teachers. Data was analysed using multiple tools, including thematic analyses and social semiotics. The results show that the walk-through in the rainforest and the encounters with plants awaken curiosity, raise questions and bring about hypotheses. This has implications for and informs teaching about plants and the importance of plants for life on Earth.
As part of a research programme addressing the design and evaluation of teaching sequences in sci... more As part of a research programme addressing the design and evaluation of teaching sequences in science, we are developing a teaching sequence concerning life cycles for students at school forms 1-5. In this paper we describe a teaching experiment involving students age 9 and 11. The teaching intervention of 15-20 hours, included observations and discussions of life cycles of peas, beans, blowflies and artemia. The students' understanding of life cycles was assessed using a pre test before teaching, a post test after teaching and a delayed post test 6 months later. Eight paper and pencil tasks were used. Data presented in this study are drawn from the 70 students who completed all three tests, 25 students age 9 and 45 students age 11. Analyses of students' answers indicate that learning of a specific lifecycle might not be problematic provided that the child has been given the opportunity to observe and discuss about it. However, analyses also indicate that the link between ...
This study aims to describe how the learning study model can be used to improve lesson design and... more This study aims to describe how the learning study model can be used to improve lesson design and children’s learning outcomes by enabling them to perceive and define the critical aspects of the object of learning, guided by variation theory. Three lesson designs were used with three groups of children (A = 24, B = 13, C = 14) from two schools. The results of the first design were analyzed before the second lesson was designed and conducted in a new group, and the results of the second were analyzed before the third was designed. The patterns of variation were based on simultaneous discernment of a base amount and half or double that amount. This was made to prevent the children from understanding doubling as just copying the original amount without including the original amount in the total sum, giving the double of 4 is 4 instead of 8. The use of varied original amounts made the children separate the concepts double and half from the amount, to conceive them as relative, rather than constant, values. The results show increased learning outcomes in all groups; however, differences between pre- and posttest were significant only for Group B (p = .015).
The extent of complexation of aluminum(III) with DNA (Calf thymus, Sigma type I) was estimated by... more The extent of complexation of aluminum(III) with DNA (Calf thymus, Sigma type I) was estimated by means of two experimental techniques: potentiometric titration with a fluoride selective indicator electrode and dialysis followed by aluminum determination by graphite furnace AAS. Both types of experiments indicate that aluminum(III) is bound to DNA. The data are treated by assuming an ion exchange reaction with the phosphate diester groups. Using Rt to denote the concentration of these groups the values of log [AlMn-3R]/(Rt-3[AlMn-3R])[Al3+] decrease from approx. 7.6 to 5.6 when the concentration of sodium chloride is increased from 1 to 100 mM. In the pH range 4.5-5.5 the ion exchange constant increases approximately 0.5 log units. Dialysis gives lower values for the complex formation constant than potentiometry.
ABSTRACT The notion of plant-blindness, the inability to notice plants in their environment, has ... more ABSTRACT The notion of plant-blindness, the inability to notice plants in their environment, has been much examined. Similarly, plant scientists have criticised the seemingly zoo-centric focus of a biological education, which appears to neglect plants. Furthermore, there are stark contrasts between the active plant behaviours evidenced in current research journals and their seemingly lacklustre counterparts in school curricula. By utilising a body of relevant literature and drawing on empirical data sets, the authors consider the ways in which affective experiences, through personal encounters, observations and guided explorations, can enhance student attention to ‘the green side of life’.
Kurser med naturvetenskapligt innehall anses ofta som svara och elever tenderar att snart glomma ... more Kurser med naturvetenskapligt innehall anses ofta som svara och elever tenderar att snart glomma naturvetenskapen de larde sig. Syftet med detta arbete var att studera om och i sa fall pa vilket satt formativ bedomning i ett undervisningsmoment i amnet naturkunskap pa gymnasiets samhallsvetenskapsprogram, okade elevernas forstaelse i naturvetenskap. Undervisningssekvensen fokuserade pa fotosyntesens och cellandningens betydelse for kolatomens kretslopp och energins flode i ekosystemet. Kunskaper om dessa processer behovs for att forsta manniskans livsvillkor och ar darfor viktiga att ha for att t.ex. kunna ta stallning i fragor som ror hallbar utveckling. De olika formativa tekniker som anvandes var diagnostiska tester och uppgifter, s.k. "clicker-fragor" vid upprepade tillfallen, diskussioner i sma och stora grupper, individuell feedback pa laborationsrapporter, s.k. "quiz" med feedback och kamrat- och sjalvbedomning om en text. Elevernas kunskaper mattes genom ...
This publication has been made possible through joint collaboration between the Göteborg Universi... more This publication has been made possible through joint collaboration between the Göteborg University and the City of Göteborg (Sweden), and UNESCO – with the view to enhancing the aims and goals of the United Nations Decade of Education for Sustainable Development through Schools and Teacher Education. The authors are responsible for the choice and presentation of the facts contained in this document and for the opinions expressed therein, which are not necessarily those of UNESCO and do not commit the Organization. Abstracting is permitted with credit to the source. The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area, or of its authorities, or
This publication has been made possible through joint collaboration between the Göteborg Universi... more This publication has been made possible through joint collaboration between the Göteborg University and the City of Göteborg (Sweden), and UNESCO – with the view to enhancing the aims and goals of the United Nations Decade of Education for Sustainable Development through Schools and Teacher Education. The authors are responsible for the choice and presentation of the facts contained in this document and for the opinions expressed therein, which are not necessarily those of UNESCO and do not commit the Organization. Abstracting is permitted with credit to the source. The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area, or of its authorities, or concerning the delimitations of its frontiers or boundaries.
In the twenty years since the first theory of ‘plant blindness’ was published
much discussion has... more In the twenty years since the first theory of ‘plant blindness’ was published much discussion has ensued concerning this phenomenon. More recent research, not only demonstrates that humans appear to favour animals over plants but also indicates a preference for mammals with forward-facing eyes. For this paper, we analysed answers to an online survey conducted with 202 student primary teachers in Sweden collected over a period of two years. We focus on two open-ended questions concerning favourite plant and animal choices and motivations for these choices. Our intention in this study was not to contrast animal vs. plant, but rather to further explore differential appreciation of plants and animals. Our findings suggest that there are large variations regarding relationships with plants and that affective connections with plant-life are translated through expressions of beauty, symbolic meaning, emotions (life-long) memories, colour, smell and size, and that similar characteristics seem to attract humans to animals. Our results – in line with arguments presented in recent studies – strongly suggest that in biological education and conservation contexts we should rely more intentionally on cultural and personal factors, utilise pre-existing experience based human-plant bonds, and in so doing reinforce human recognition and appreciation of plants.
Journal of Biological Education http://www.tandfonline.com/doi/abs/10.1080/.VCmOOkvXHCU, Nov 4, 2013
The notion of plant-blindness, the inability of humans to notice plants in their environment, has... more The notion of plant-blindness, the inability of humans to notice plants in their environment, has been much examined. Similarly, plant scientists have criticised the seemingly zoocentric focus of a biological education, which appears to neglect plants. Furthermore, there are stark contrasts between the active plant behaviours evidenced in current research journals and their seemingly lacklustre counterparts in school curricula. By utilising a body of relevant literature and drawing on empirical data sets, the authors consider the ways in which affective experiences, through personal encounters, observations and guided explorations, can enhance students’ attention to the ‘green side of life’.
In recent years an interdisciplinary nexus has been generated around what it means to experience ... more In recent years an interdisciplinary nexus has been generated around what it means to experience life as a plant. From the science of plant behaviours, plant language and meaning-making to plant-based philosophy, plant enquiries are crossing disciplinary and conceptual boundaries. The everyday life of a plant can appear to be static and silent to human perception. And yet, as modern science narratives tell their stories, we are realising that plants live in complex, and often social worlds. Removing plants from the human view makes it easier for us to exploit them and appears accordingly to reduce our ability to see into their worlds. In this research study we ask how, by taking a different view through an interdisciplinary lens, might we improve our understanding and sensitivity to the lives of plants? Thus, our research contributes to policy contexts in which society cannot afford its citizens to be plant blind to contemporary conservation issues.
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much discussion has ensued concerning this phenomenon. More
recent research, not only demonstrates that humans appear to favour
animals over plants but also indicates a preference for mammals with
forward-facing eyes. For this paper, we analysed answers to an online
survey conducted with 202 student primary teachers in Sweden collected
over a period of two years. We focus on two open-ended questions
concerning favourite plant and animal choices and motivations for
these choices. Our intention in this study was not to contrast animal vs.
plant, but rather to further explore differential appreciation of plants and
animals. Our findings suggest that there are large variations regarding
relationships with plants and that affective connections with plant-life
are translated through expressions of beauty, symbolic meaning, emotions
(life-long) memories, colour, smell and size, and that similar characteristics
seem to attract humans to animals. Our results – in line with
arguments presented in recent studies – strongly suggest that in biological
education and conservation contexts we should rely more intentionally
on cultural and personal factors, utilise pre-existing experience based
human-plant bonds, and in so doing reinforce human recognition
and appreciation of plants.