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Thyberg, A., Schönborn, K. & Gericke, N. (2024). Investigating students’ meaning-making of multiple visual representations of epigenetics at different levels of biological organization. International Journal of Science Education
Open this publication in new window or tab >>Investigating students’ meaning-making of multiple visual representations of epigenetics at different levels of biological organization
2024 (English)In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289Article in journal (Refereed) Published
Abstract [en]

The aim of this study is to investigate students’ meaning–making of multiple visual representations of epigenetics at different levels of biological organisation, and to discern what visual aspects of the multiple visual representations might influence students’ reasoning. Adopting an exploratory approach, we analysed how students made meaning of visually communicated epigenetics phenomena while pointing at and reasoning about the multiple visual representations as part of semi-structured focus groups. We investigated students’ meaning-making of the multiple visual representations by analysing their indications through physical pointing and accompanying verbal utterances. The analysis revealed meaning-making and the nature of linking between levels of organisation in four distinct patterns, namely intra horizontal linking, inter horizontal linking, one level vertical linking and two level vertical linking. In addition, five different visual characteristics of the multiple visual representations emerged as influencing students’ reasoning while linking between different organisation levels: multiple visual representations, salient visual features, analogous visual features, familiar visual elements, and textual adjuncts. The study shows that multiple visual representations at different levels of organisation can support students’ meaning-making of epigenetics, indicating that this way of communicating can be transferable to other biological domains. Potential implications for future research and teaching practice are provided.

Place, publisher, year, edition, pages
Taylor & Francis, 2024
Keywords
Levels of biological organization, Visual representations, Yo-yo reasoning
National Category
Pedagogical Work Biological Sciences
Research subject
Biology; Subject-specific education; Educational Work
Identifiers
urn:nbn:se:kau:diva-98112 (URN)10.1080/09500693.2023.2289175 (DOI)
Funder
Swedish Research CouncilKarlstad University
Available from: 2024-01-22 Created: 2024-01-22 Last updated: 2024-03-05Bibliographically approved
Lampert, P., Olsson, D. & Gericke, N. (2023). A research instrument to monitor people's competence to sustain insect biodiversity: the Self-Perceived Action Competence for Insect Conservation scale (SPACIC). International Journal of Science Education, Part B Communication and Public Engagement
Open this publication in new window or tab >>A research instrument to monitor people's competence to sustain insect biodiversity: the Self-Perceived Action Competence for Insect Conservation scale (SPACIC)
2023 (English)In: International Journal of Science Education, Part B Communication and Public Engagement, ISSN 2154-8455, E-ISSN 2154-8463Article in journal (Refereed) Epub ahead of print
Abstract [en]

The loss of insect biodiversity is a major global sustainability issue that is highly relevant to science education. Science education can support and develop learners' competence to take actions to sustain insect biodiversity and empower learners to deal actively with this sustainability issue. However, we currently lack an instrument to assess these aspects of individual competence. This paper aims to fill this gap by introducing the Self-Perceived Action Competence for Insect Conservation scale (SPACIC). This scale allows for investigating learners' action competence by focusing on self-perceived knowledge, confidence, and willingness to take insect conservation actions. The scale is grounded in theory and face-validated by external experts. The piloting with 180 secondary school students showed a good quality of the instrument in terms of reliability and validity, as the reliability analyses and confirmatory factor analysis show. The SPACIC scale is applicable to various formal and informal educational settings. Applying the scale can yield information about the effects of educational approaches and inform learners, educators, and researchers about changes in self-perceived competence. In this way, the SPACIC scale can contribute to the evaluation and design of educational approaches and eventually boost learners' development into becoming active environmental citizens.

Place, publisher, year, edition, pages
Routledge, 2023
Keywords
Insect conservation, Scale development, Action competence
National Category
Pedagogy Environmental Sciences
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-97747 (URN)10.1080/21548455.2023.2281931 (DOI)001112500600001 ()2-s2.0-85178476968 (Scopus ID)
Available from: 2023-12-22 Created: 2023-12-22 Last updated: 2024-01-03Bibliographically approved
Gericke, N., Högström, P. & Wallin, J. (2023). A systematic review of research on laboratory work in secondary school. Studies in science education, 59(2), 245-285
Open this publication in new window or tab >>A systematic review of research on laboratory work in secondary school
2023 (English)In: Studies in science education, ISSN 0305-7267, E-ISSN 1940-8412, Vol. 59, no 2, p. 245-285Article, review/survey (Refereed) Published
Abstract [en]

We present an integrative mixed-methods systematic review of research on laboratory work in secondary-school science education from 1996 to 2019. The aim of the study is to identify important aspects of how to successfully make use of laboratory work as a science-teaching strategy in secondary schools. By engaging teachers, our study uses a demand-driven approach where the users of evidence participate in setting the scope. Of a sample of 11,771 studies, 39 were selected for the integrative analysis. The result is structured around three theoretical frameworks to inform our understanding of what characterises laboratory work, (1) with the aim of developing students’ learning of science, (2) with the aim of developing students’ learning to do science (science practices), and (3) regarding the level of inquiry that facilitates aims 1 and 2. The results are discussed in the light of previous research reviews, and recommendations for future research are suggested.

Place, publisher, year, edition, pages
Taylor & Francis, 2023
Keywords
Laboratory work, inquiry, science practices, research review, secondary school
National Category
Educational Sciences
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-91694 (URN)10.1080/03057267.2022.2090125 (DOI)000815461200001 ()2-s2.0-85132816518 (Scopus ID)
Funder
Swedish Institute for Educational Research
Available from: 2022-08-31 Created: 2022-08-31 Last updated: 2023-12-11Bibliographically approved
Casanoves, M., Solé-Llussà, A., Haro, J., Gericke, N. & Valls, C. (2023). Assessment of the ability of game-based science learning to enhance genetic understanding. Research in Science & Technological Education, 41(4), 1496-1518
Open this publication in new window or tab >>Assessment of the ability of game-based science learning to enhance genetic understanding
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2023 (English)In: Research in Science & Technological Education, ISSN 0263-5143, E-ISSN 1470-1138, Vol. 41, no 4, p. 1496-1518Article in journal (Refereed) Published
Abstract [en]

Background Game-based science learning (GBSL) provide an alternative route for learning genetics, but its effects on students' conceptual learning is contested. In this paper we assess the utility, in primary teacher education, of Recal: a game designed to promote participants' learning of key genetic concepts through acting as detectives investigating a case. Purpose The purpose of the study was to analyse and compare teacher students' learning of genetics through the game, and both their attitudes towards and experiences of it. Tests were conducted in Spanish and Swedish contexts to assess its potential utility in contrasting cultural and educational contexts to obtain indications of the potential breadth of its application. Samples Participants included 120 pre-service teacher students from a university in north-eastern Spain and 51 from a university in western Sweden. Design and methods The research involved an intervention, in which students played the game, and assessment of its efficacy by questionnaires designed to investigate students' knowledge of genetics before and after the game, their expectations and experience of it, and their satisfaction with it. The results were analysed statistically. Results The game appeared to enhance both Spanish and Swedish participants' knowledge of genetics, and they reportedly found it both educationally beneficial and engaging. It was also assessed in terms of the following characteristics of GBSL, based on experiential data: contextualisation, authenticity, collaboration, problem-solving, guided paths and competition. Conclusion The results clearly indicate that the game has utility in different countries and educational contexts. The article discusses how the six characteristics of GBSL facilitate or hinder learning, and implications (for educational professionals and researchers) of the findings.

Place, publisher, year, edition, pages
Taylor & Francis, 2023
Keywords
Conceptual knowledge, game-based science learning (GBSL), game-based learning (GBL), genetic education, pre-service teacher training, Serious educational games (SEG)
National Category
Educational Sciences
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-89409 (URN)10.1080/02635143.2022.2044301 (DOI)000762588900001 ()2-s2.0-85125893232 (Scopus ID)
Available from: 2022-04-08 Created: 2022-04-08 Last updated: 2023-12-11Bibliographically approved
Rönner, A.-C., Jakobsson, A. & Gericke, N. (2023). “Bacteria are not viruses; viruses are more malicious” - young pupils’ understanding of bacteria and viruses in the aftermath of COVID-19. Journal of Biological Education
Open this publication in new window or tab >>“Bacteria are not viruses; viruses are more malicious” - young pupils’ understanding of bacteria and viruses in the aftermath of COVID-19
2023 (English)In: Journal of Biological Education, ISSN 0021-9266, E-ISSN 2157-6009Article in journal (Refereed) Epub ahead of print
Abstract [en]

Recently, the COVID-19 pandemic impacted immensely on individuals and societies around the world. This study aimed at delineating Swedish middle school (10?12-year-old) pupils? understanding of bacteria and viruses, thereby illustrating the influence of the pandemic at schools and in society. Data was collected by semi-structured, individual interviews and by asking pupils to draw images. Thematic coding of interview transcripts and content analysis of pupils? annotated drawings were used. The morphology of microorganisms from the drawings was often 'corona-like', with a round shape and with protruding parts. Viruses were commonly considered larger than bacteria, but sometimes also similar in size. Interrelationships between bacteria and viruses were expressed with a superior microorganism. Pupils drew microorganisms as cell-like and never portrayed them as animals or with anthropomorphic features. Viruses were considered to cause a more severe disease than bacteria. Pupils seldomly tethered a specific virus to a specific infectious disease, and often named both (virus and disease) 'corona'. However, when they did make a connection, viruses were considered to cause flu and COVID-19, bacteria to cause cold and plague. In general, these results indicate that viruses received a more pronounced position amongst microorganisms in the minds of pupils in the aftermath of COVID-19.

Place, publisher, year, edition, pages
Taylor & Francis, 2023
Keywords
Contagion literacy, COVID-19, health literacy, primary education, students’ conceptions
National Category
Didactics Infectious Medicine Public Health, Global Health, Social Medicine and Epidemiology
Research subject
Biology; Education
Identifiers
urn:nbn:se:kau:diva-96423 (URN)10.1080/00219266.2023.2247409 (DOI)001049123100001 ()2-s2.0-85168081891 (Scopus ID)
Available from: 2023-08-21 Created: 2023-08-21 Last updated: 2023-09-04Bibliographically approved
Maijala, M., Gericke, N., Kuusalu, S.-R., Heikkola, L. M., Mutta, M., Mäntylä, K. & Rose, J. (2023). Conceptualising transformative language teaching for sustainability and why it is needed. Environmental Education Research
Open this publication in new window or tab >>Conceptualising transformative language teaching for sustainability and why it is needed
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2023 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871Article in journal (Refereed) Epub ahead of print
Abstract [en]

This paper defines transformative language teaching for sustainability (TLS) and shows how contemporary, learner-oriented language teaching can foster important competencies and skills needed to reach the goals of education for sustainable development (ESD). The main aim of our approach is to integrate transformation-oriented ESD into language teaching in a way that considers and utilises the special features of language teaching and learning. We discuss the substantial possibilities that language education offers to ESD and propose a transformation-oriented ESD framework as the foundation for TLS, covering the linguistic and cultural features of sustainability that are central to language teaching and learning. Finally, we outline the pedagogical implications for TLS related to subject matter content and methods, that is, how language teachers can use learner-oriented language teaching methods to integrate ESD in their lessons. We propose a theory-based interdisciplinary model for the implementation of TLS in language education and language teacher education.

Place, publisher, year, edition, pages
Taylor & Francis, 2023
Keywords
Education for sustainable development, language education, language teacher education, language teaching, sustainability
National Category
Didactics
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-93901 (URN)10.1080/13504622.2023.2167941 (DOI)000935880800001 ()2-s2.0-85148533188 (Scopus ID)
Available from: 2023-03-09 Created: 2023-03-09 Last updated: 2023-03-23Bibliographically approved
Rönner, A.-C., Jakobsson, A. & Gericke, N. (2023). Cough, sneeze, pass it on–pupils’ understanding of infectious diseases in the aftermath of COVID-19. Journal of Biological Education
Open this publication in new window or tab >>Cough, sneeze, pass it on–pupils’ understanding of infectious diseases in the aftermath of COVID-19
2023 (English)In: Journal of Biological Education, ISSN 0021-9266, E-ISSN 2157-6009Article in journal (Refereed) Epub ahead of print
Abstract [en]

The COVID-19 pandemic had an immense impact on communities around the world. We know that new epidemic-prone diseases will emerge in the future. Consequently, it is important to investigate what impact the current pandemic had on school children’s understanding of infectious diseases in order to develop biology education based on that novel understanding. The aim of this study was to explore Swedish middle school (10-12-year-old) pupils’ understanding of infectious diseases and their perceived sources of knowledge. Data was collected through individual semi-structured interviews with fifteen pupils and analysed by thematic coding. Results revealed a great impact of the pandemic on the respondents’ conceptions. Firstly, their notion of infectious diseases based on their idea of COVID-19 was elusive because COVID-19 can manifest very differently. Secondly, the need to care about oneself and others was recognized. Thirdly, the importance of vaccines was recognized, but vaccines were given different roles. Finally, their understanding of infection seems to originate from informal domains such as the news and the Internet, rather than from biology education. One proposal for biology teaching could be to introduce scientific concepts earlier, to pay more attention to differences and similarities between infectious diseases, and to cooperate with other school subjects.

Place, publisher, year, edition, pages
Routledge, 2023
Keywords
Contagion literacy, COVID-19, health literacy, infectious diseases, primary education, students’ conceptions
National Category
Biological Sciences Educational Sciences
Research subject
Biology; Education
Identifiers
urn:nbn:se:kau:diva-93189 (URN)10.1080/00219266.2022.2159492 (DOI)000913131000001 ()2-s2.0-85146389376 (Scopus ID)
Funder
Swedish Research Council, 2019-04419
Available from: 2023-01-31 Created: 2023-01-31 Last updated: 2023-02-23Bibliographically approved
Gericke, N. & Mc Ewen, B. (2023). Defining epigenetic literacy: How to integrate epigenetics into the biology curriculum. Journal of Research in Science Teaching, 60(10), 2216-2254
Open this publication in new window or tab >>Defining epigenetic literacy: How to integrate epigenetics into the biology curriculum
2023 (English)In: Journal of Research in Science Teaching, ISSN 0022-4308, E-ISSN 1098-2736, Vol. 60, no 10, p. 2216-2254Article in journal (Refereed) Published
Abstract [en]

The aim of this study is to define epigenetic literacy and describe how it can be included in school biology. Epigenetics is a new field of research in biology with abundant societal consequences and conceptual implications on how genetics is understood. Epigenetics explains how genes are regulated, thereby clarifying cell differentiation, and providing an understanding of how the environment interacts with genes. Students are bound to encounter epigenetic knowledge and applications related to issues such as health, food, and exercise in the media and their everyday lives. Consequently, there is a need to develop epigenetic literacy. Nevertheless, epigenetics is missing in biology curricula and is almost unknown among teachers and students. Research on epigenetics in science education is scarce, and we do not know what and how to teach. Therefore, we conducted a policy Delphi study with a panel of experts to define an epigenetic literacy framework for teaching in secondary education in relation to Robert's Vision I and Vision II perspectives on epigenetic literacy. Participants were 41 recognized international experts representing 11 countries and five areas of expertise. The experts suggested that epigenetics should be introduced in the lower secondary genetics course (students aged 13-15 years), but also addressed in other relevant areas of biology. The study generated six content themes: epigenetics as a metaphor; epigenetics connecting nature with nurture; epigenetics as a dynamic process; epigenetic mechanisms; epigenetics and inheritance; and epigenetics and nature of science, and five sociocultural themes for contextualization: epigenetics and lifestyle; epigenetics and diseases; epigenetics and ethics; epigenetics and policies; and epigenetics and forensics. Taken together, these themes constitute the epigenetic literacy framework. Further, we uncover divergent meanings in the expert panel & mdash;as is typical of policy Delphi studies & mdash;and connect the framework to genetic literacy and learning progressions in genetics education.

Place, publisher, year, edition, pages
John Wiley & Sons, 2023
Keywords
biology curriculum, Delphi study, epigenetic literacy, genetics education, secondary education
National Category
Biological Sciences Educational Sciences
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-94119 (URN)10.1002/tea.21856 (DOI)000943006700001 ()2-s2.0-85150241709 (Scopus ID)
Funder
Swedish Research Council, 2016-04232
Available from: 2023-04-03 Created: 2023-04-03 Last updated: 2023-12-11Bibliographically approved
Forssten Seiser, A., Mogren, A., Berglund, T., Gericke, N. & Olsson, D. (2023). Developing School Leading Guidelines: Facilitating a Whole School Approach to Education for Sustainable Development. In: Symposium title: Leadership agency and functions in implementation processes towards whole school approaches to education for sustainable development in primary and secondary schools: . Paper presented at Teacher Education Policy in Europe (TEPE) conference, Karlstad, 8-10 May 2023.
Open this publication in new window or tab >>Developing School Leading Guidelines: Facilitating a Whole School Approach to Education for Sustainable Development
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2023 (English)In: Symposium title: Leadership agency and functions in implementation processes towards whole school approaches to education for sustainable development in primary and secondary schools, 2023Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In this multidisciplinary study we have explored the function of school leading in the implementation process of education for sustainable development (ESD), employing a whole school approach (WSA). School leading and school improvement are both established research fields within leading and development; therefore, it was wise to use the knowledge that is available within these two fields on how to lead and implement improvements in school organizations. A multidisciplinary approach contributes through knowledge regarding the implementation of socially and educationally sustainable qualities. A WSA involves all parts of the school organization contributes to a comprehensive perspective by emphasizing connections between school leading, local school organizations, and ESD implementation. Finally, a practice-informed approach provides valuable insights by investigating principals’ leading and its preconditions in terms of the practice architectures enabling or constraining the realization of a WSA to ESD. Practice architectures exist in a dialectical relationship with the practices that they prefigure, in that they both constitute and are constituted by practice. Undertaking this work required an examination of what happened when ESD was implemented in local school over a period of time. In order to do this, we returned to the five schools in a municipality that had initiated an ESD project in 2016, interviewing principals in 2018 and then again in 2020. The interviews explored whether (or not) the local preconditions had developed into practice architectures that facilitated a WSA to ESD. Based on the empirical results from this study and school improvement theory, guidelines were developed that can be used to drive a WSA to ESD process forward through three different school improvement phases: initiation, implementation, and institutionalization. 

National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-94592 (URN)
Conference
Teacher Education Policy in Europe (TEPE) conference, Karlstad, 8-10 May 2023
Available from: 2023-05-10 Created: 2023-05-10 Last updated: 2023-05-12Bibliographically approved
Forssten Seiser, A., Mogren, A., Gericke, N., Berglund, T. & Olsson, D. (2023). Developing school leading guidelines facilitating a whole school approach to education for sustainable development. Environmental Education Research, 29(5), 783-805
Open this publication in new window or tab >>Developing school leading guidelines facilitating a whole school approach to education for sustainable development
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2023 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 29, no 5, p. 783-805Article in journal (Refereed) Published
Abstract [en]

This study explored the function of school leading in the implementation process of education for sustainable development (ESD) in five Swedish schools employing a whole school approach (WSA). A follow-up study design was used, in which schools that had initiated an ESD project in 2016 were subsequently visited twice for interviews with principals during the project and after it was finalized. The theory of practice architectures in combination with the concept of school improvement capacity was used as the theoretical framework in the analysis. The study showed how school leading should be about enhancing the local school’s capacity to improve. It also showed how specific practice architectures prefigured a WSA to ESD and how school leading in this context was about arranging—or orchestrating—practice architectures in ways that enabled such an approach. The issues of time and endurance were pivotal.Based on the empirical results from this study and school improvement theory, guidelines were developed that can be used to drive a WSA to ESD process forward through three different school improvement phases: initiation, implementation, and institutionalization. The limitations and suggestions for further research are also discussed.

Place, publisher, year, edition, pages
Routledge, 2023
Keywords
Education for sustainable development, whole school approach, school improvement, school improvement capacity, theory of practice architecture
National Category
Pedagogy
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-92661 (URN)10.1080/13504622.2022.2151980 (DOI)000893325000001 ()2-s2.0-85144020677 (Scopus ID)
Funder
Swedish Institute for Educational Research, 2017-00065
Available from: 2022-12-06 Created: 2022-12-06 Last updated: 2023-07-06Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-8735-2102

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