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Publications (10 of 101) Show all publications
Gericke, N. & Grace, M. (Eds.). (2018). Challenges in Biology Education Research: A selection of papers presented at the XIth conference ofEuropean Researchers in Didactics of Biology (ERIDOB). Paper presented at XIth conference of European Researchers in Didactics of Biology (ERIDOB). Karlstad: Karlstads universitet
Open this publication in new window or tab >>Challenges in Biology Education Research: A selection of papers presented at the XIth conference ofEuropean Researchers in Didactics of Biology (ERIDOB)
2018 (English)Conference proceedings (editor) (Refereed)
Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2018. p. 392
National Category
Didactics Biological Sciences
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-68418 (URN)978-91-7063-850-3 (ISBN)978-91-7063-945-6 (ISBN)
Conference
XIth conference of European Researchers in Didactics of Biology (ERIDOB)
Available from: 2018-07-04 Created: 2018-07-04 Last updated: 2018-07-04Bibliographically approved
Wahlberg, S. & Gericke, N. (2018). Conceptual Demography in Upper Secondary Chemistry and Biology Textbooks' Descriptions of Protein Synthesis: A Matter of Context?. CBE - Life Sciences Education, 17(3)
Open this publication in new window or tab >>Conceptual Demography in Upper Secondary Chemistry and Biology Textbooks' Descriptions of Protein Synthesis: A Matter of Context?
2018 (English)In: CBE - Life Sciences Education, ISSN 1931-7913, E-ISSN 1931-7913, Vol. 17, no 3Article in journal (Refereed) Published
Abstract [en]

This study investigates how the domain-specific language of molecular life science is mediated by the comparative contexts of chemistry and biology education. We study upper secondary chemistry and biology textbook sections on protein synthesis to reveal the conceptual demography of concepts central to the communication of this subject. The term "conceptual demography" refers to the frequency, distribution, and internal relationships between technical terms mediating a potential conceptual meaning of a phenomenon. Data were collected through a content analysis approach inspired by text summarization and text mining techniques. Chemistry textbooks were found to present protein synthesis using a mechanistic approach, whereas biology textbooks use a conceptual approach. The chemistry texts make no clear distinction between core terms and peripheral terms but use them equally frequently and give equal attention to all relationships, whereas biology textbooks focus on core terms and mention and relate them to each other more frequently than peripheral terms. Moreover, chemistry textbooks typically segment the text, focusing on a couple of technical terms at a time, whereas biology textbooks focus on overarching structures of the protein synthesis. We argue that it might be fruitful for students to learn protein synthesis from both contexts to build a meaningful understanding.

Place, publisher, year, edition, pages
Bethesda, MD: American Society for Cell Biology, 2018
Keywords
Molecular-genetics, students understandings, cognitive-processes, school textbooks, landscape model, teachers talk, education, science, comprehension, biochemistry
National Category
Biochemistry and Molecular Biology Didactics
Research subject
Biology; Education
Identifiers
urn:nbn:se:kau:diva-69475 (URN)10.1187/cbe.17-12-0274 (DOI)000443850200015 ()30183569 (PubMedID)
Available from: 2018-10-04 Created: 2018-10-04 Last updated: 2019-01-09Bibliographically approved
Berglund, T. & Gericke, N. (2018). Exploring the Role of the Economy in Young Adults’ Understanding of Sustainable Development. Sustainability, 10(8), 1-17, Article ID 2738.
Open this publication in new window or tab >>Exploring the Role of the Economy in Young Adults’ Understanding of Sustainable Development
2018 (English)In: Sustainability, ISSN 2071-1050, E-ISSN 2071-1050, Vol. 10, no 8, p. 1-17, article id 2738Article in journal (Refereed) Published
Abstract [en]

Theeconomicdimensionisoneofthecentralperspectivesinbothsustainabledevelopment and education for sustainable development. The role of the economy in sustainable development has been discussed extensively over the years and different views exist about how economic activities affect other sustainability dimensions. How young people view the relationships among economic perspectives and sustainable development seems to be an underemphasized perspective in sustainability education and underexplored in the field of sustainability education research. This study uses cluster analysis, which is an explorative approach, to identify and analyze young peoples’viewsoftherelationshipsbetweeneconomicgrowth,economicdevelopmentandsustainable development. Six hundred and thirty eight students (age 18–19) from 15 schools across Sweden responded to a questionnaire probing (1) views on these relationships, and (2) their environmental consciousness. Four clusters of students differing in their views on the economy in sustainable development were identified in the analysis: un-differentiating positive, nuanced ambivalent, two-way convinced, and critical. Further analysis indicated that some groups differed in their perception of the environmental dimension of sustainable development. Implications of these findings are discussed from the perspective of education for sustainable development.

Place, publisher, year, edition, pages
MDPI, 2018
Keywords
economy; environment; economic growth; economic development; sustainable development; holistic; education
National Category
Didactics
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-68837 (URN)10.3390/su10082738 (DOI)000446767700154 ()
Funder
Swedish Research Council, B0589701
Available from: 2018-08-22 Created: 2018-08-22 Last updated: 2018-11-23Bibliographically approved
Gericke, N. & El-Hani, C. (2018). Genetics (1ed.). In: Kostas Kampourakis och Michael Reiss (Ed.), Teaching Biology in Schools: Global Research,Issues and Trends (pp. 111-123). New York: Routledge
Open this publication in new window or tab >>Genetics
2018 (English)In: Teaching Biology in Schools: Global Research,Issues and Trends / [ed] Kostas Kampourakis och Michael Reiss, New York: Routledge, 2018, 1, p. 111-123Chapter in book (Refereed)
Place, publisher, year, edition, pages
New York: Routledge, 2018 Edition: 1
National Category
Educational Sciences
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-69715 (URN)9781138087989 (ISBN)9781138087941 (ISBN)9781315110158 (ISBN)
Available from: 2018-10-17 Created: 2018-10-17 Last updated: 2018-11-29Bibliographically approved
Gericke, N., Hudson, B., Olin-Scheller, C. & Stolare, M. (2018). Powerful knowledge, transformations and the need for empirical studies across school subjects. London Review of Education, 16(3), 428-444
Open this publication in new window or tab >>Powerful knowledge, transformations and the need for empirical studies across school subjects
2018 (English)In: London Review of Education, ISSN 1474-8460, E-ISSN 1474-8479, Vol. 16, no 3, p. 428-444Article in journal (Refereed) Published
Abstract [en]

In this article, we explore the concept of 'powerful knowledge' which, from a curriculum studies perspective, refers to the aspects of content knowledge towards which teaching should be oriented. We then consider how the concept of 'powerful knowledge' can be developed and operationalized as a research framework within studies in subject-specific didactics across the curriculum by relating it to the analytical concept of 'transformation'. Transformation is perceived in this case as an integrative process in which content knowledge is transformed into knowledge that is taught and learned through various transformation processes both outside and within the educational system. We argue that powerful knowledge cannot be identified based on the discipline alone, but needs to consider transformation processes and be empirically explored. A variety of theories and frameworks developed within the European research tradition of didactics are described as ways to study transformation processes related to powerful knowledge at different institutional levels as well as between different subjects and disciplines. A comparative research framework related to subject-specific education is proposed around three research questions.

Place, publisher, year, edition, pages
London: UCL Press, 2018
Keywords
Curriculum theory, powerful knowledge, school subjects, subject didactics, transformation
National Category
Didactics
Research subject
History; Educational Work; Education
Identifiers
urn:nbn:se:kau:diva-69571 (URN)10.18546/LRE.16.3.06 (DOI)000450052000006 ()
Projects
ROSE
Available from: 2018-10-11 Created: 2018-10-11 Last updated: 2018-12-06Bibliographically approved
Gericke, N., Boeve-de Pauw, J., Berglund, T. & Olsson, D. (2018). The Sustainability Consciousness Questionnaire: The theoretical development and empirical validation of an evaluation instrument for stakeholders working with sustainable development. Sustainable Development
Open this publication in new window or tab >>The Sustainability Consciousness Questionnaire: The theoretical development and empirical validation of an evaluation instrument for stakeholders working with sustainable development
2018 (English)In: Sustainable Development, ISSN 0968-0802, E-ISSN 1099-1719Article in journal (Refereed) Epub ahead of print
Abstract [en]

In this paper, the concept of sustainability consciousness, an individual's experience and awareness of sustainable development, is introduced. Based on UNESCO's definition of sustainable development, a sustainability consciousness questionnaire (SCQ) is theoretically and empirically developed. Using the data of 638 respondents from Sweden aged 18-19 years old, the scale is developed in two versions. The long version (SCQ-L) can be used to measure individuals' environmental, social and economic knowingness, attitudes and behaviour (nine valid and reliable subscales), in addition to the second order constructs of sustainability knowingness, sustainability attitudes and sustainability behaviour, as well as the third order construct, sustainability consciousness. For the short version (SCQ-S) 27 items were identified that can be used to measure the second and third order constructs. Both versions of the scale present excellent psychometric quality. Possible applications of the questionnaire instruments in the context of evaluation of sustainability policies, practices and stakeholder engagement are discussed.

Place, publisher, year, edition, pages
Hoboken, N. J., USA: John Wiley and Sons Ltd, 2018
Keywords
Empirical validation of the sustainability consciousness questionnaire, Questionnaire instrument, Stakeholder engagement, Sustainability Consciousness, Sustainable development, Sustainable development policy, Theoretical development of the construct of sustainability consciousness
National Category
Environmental Sciences Biological Sciences
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-69078 (URN)10.1002/sd.1859 (DOI)2-s2.0-85050470816 (Scopus ID)
Funder
Swedish Research Council, 721‐2011‐5897, B0589701
Available from: 2018-09-05 Created: 2018-09-05 Last updated: 2018-11-01Bibliographically approved
Mogren, A., Gericke, N. & Scherp, H.-Å. (2018). Whole school approaches to education for sustainable development: a model that links to school improvement. Environmental Education Research, 1-24
Open this publication in new window or tab >>Whole school approaches to education for sustainable development: a model that links to school improvement
2018 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, p. 1-24Article in journal (Refereed) Published
Abstract [en]

This study applies a model of school organisation developed by one of the authors to investigate school improvement processes leading to a whole school approach in Education for Sustainable Development (ESD) literature. The model is operationalized to a survey instrument and distributed to Swedish upper secondary teachers. The instrument provides empirical indications of teachers’ perceptions of their schools in terms of four major dimensions of an ESD whole school approach, the importance assigned to a holistic vision, routines and structures, professional knowledge creation, and practical pedagogical work. The aims of the study are to compare the teachers’ perception of their school organisation. We compare perceptions of teachers working in schools actively implementing ESD and teachers in comparable reference schools. Comparisons are also made between teachers from schools applying different strategies and quality approaches in implementing ESD. The results indicate that, relative to teachers in ordinary schools, those in ESD schools perceive their school organisations to have higher quality and coherence, with greater potential to support teaching and pedagogical work in practice. However, there is substantial variation in perceptions of teachers from different ESD schools. The model’s robustness is validated by coherence of earlier results in the same schools

Place, publisher, year, edition, pages
Taylor & Francis, 2018
Keywords
Whole school approach, school organisation, ESD implementation, visualising ESD, ESD quality
National Category
Didactics
Identifiers
urn:nbn:se:kau:diva-67310 (URN)10.1080/13504622.2018.1455074 (DOI)2-s2.0-85046032288 (Scopus ID)
Available from: 2018-05-11 Created: 2018-05-11 Last updated: 2018-06-29Bibliographically approved
Kilstadius, M. & Gericke, N. (2017). Defining contagion literacy: a Delphi study. International Journal of Science Education, 39(16), 2261-2282
Open this publication in new window or tab >>Defining contagion literacy: a Delphi study
2017 (English)In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 39, no 16, p. 2261-2282Article in journal (Refereed) Published
Abstract [en]

Against the background of climate change, which enables infectious diseases to move their frontiers and the increasing global mobility, which make people more exposed to contagion, we as citizens need to relate to this new scenario. A greater number of infectious diseases may also potentially lead to an increased need to use antibiotics and anti-parasitic substances. In view of this, the aim of this study was to identify the health literacy needed in the contemporary world and specify what should be taught in compulsory school. We present the findings of a Delphi study, performed in Sweden, regarding the opinions on contagion among experts in the field. We used Nutbeam's framework of health literacy and related it to Bloom's taxonomy of educational objectives in order to analyse and categorise the experts' responses, which were categorised into six main content themes: contagions, transmission routes, sexually transmitted diseases, hygiene, vaccinations and use of antibiotics and antibiotic resistance. These themes were then divided into the three levels of Nutbeam's framework: functional health literacy, which is about knowledge and understanding, interactive health literacy, which is about developing personal qualities and skills that promote health, and critical health literacy, which is about social and cognitive skills related to analysis and critical reflection. The implications for communication and education are then discussed and what should be taught in compulsory school is identified.

Place, publisher, year, edition, pages
Taylor & Francis, 2017
Keywords
Antibiotic resistance, contagion, Delphi study, health literacy, learning progression, science education, scientific
National Category
Didactics Biological Sciences
Identifiers
urn:nbn:se:kau:diva-65926 (URN)10.1080/09500693.2017.1390795 (DOI)000416788500007 ()
Available from: 2018-01-25 Created: 2018-01-25 Last updated: 2018-07-04Bibliographically approved
Gericke, N., Carver, R., Castera, J., Menezes Evangelista, N. A., Marre, C. C. & El-Hani, C. N. (2017). Exploring Relationships Among Belief in Genetic Determinism, Genetics Knowledge, and Social Factors. Science & Education, 26(10), 1223-1259
Open this publication in new window or tab >>Exploring Relationships Among Belief in Genetic Determinism, Genetics Knowledge, and Social Factors
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2017 (English)In: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 26, no 10, p. 1223-1259Article in journal (Refereed) Published
Abstract [en]

Genetic determinism can be described as the attribution of the formation of traits to genes, where genes are ascribed more causal power than what scientific consensus suggests. Belief in genetic determinism is an educational problem because it contradicts scientific knowledge, and is a societal problem because it has the potential to foster intolerant attitudes such as racism and prejudice against sexual orientation. In this article, we begin by investigating the very nature of belief in genetic determinism. Then, we investigate whether knowledge of genetics and genomics is associated with beliefs in genetic determinism. Finally, we explore the extent to which social factors such as gender, education, and religiosity are associated with genetic determinism. Methodologically, we gathered and analyzed data on beliefs in genetic determinism, knowledge of genetics and genomics, and social variables using the "Public Understanding and Attitudes towards Genetics and Genomics" (PUGGS) instrument. Our analyses of PUGGS responses from a sample of Brazilian university freshmen undergraduates indicated that (1) belief in genetic determinism was best characterized as a construct built up by two dimensions or belief systems: beliefs concerning social traits and beliefs concerning biological traits; (2) levels of belief in genetic determination of social traits were low, which contradicts prior work; (3) associations between knowledge of genetics and genomics and levels of belief in genetic determinism were low; and (4) social factors such as age and religiosity had stronger associations with beliefs in genetic determinism than knowledge. Although our study design precludes causal inferences, our results raise questions about whether enhancing genetic literacy will decrease or prevent beliefs in genetic determinism.

National Category
Pedagogical Work Genetics
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-65970 (URN)10.1007/s11191-017-9950-y (DOI)000419185600007 ()
Available from: 2018-01-25 Created: 2018-01-25 Last updated: 2018-06-04Bibliographically approved
Christenson, N., Gericke, N. & Chang Rundgren, S.-N. (2017). Science and language teachers' assessment of upper secondary students' socioscientific argumentation. International Journal of Science and Mathematics Education, 15(8), 1403-1422
Open this publication in new window or tab >>Science and language teachers' assessment of upper secondary students' socioscientific argumentation
2017 (English)In: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 15, no 8, p. 1403-1422Article in journal (Refereed) Published
Abstract [en]

Researchers and policy-makers have recognized the importance of including and promoting socioscientific argumentation in science education worldwide. The Swedish curriculum focuses more than ever on socioscientific issues (SSI) as well. However, teaching socioscientific argumentation is not an easy task for science teachers and one of the more distinguished difficulties is the assessment of students’ performance. In this study, we investigate and compare how science and Swedish language teachers, participating in an SSI-driven project, assessed students’ written argumentation about global warming. Swedish language teachers have a long history of teaching and assessing argumentation and therefore it was of interest to identify possible gaps between the two groups of teachers’ assessment practices. The results showed that the science teachers focused on students’ content knowledge within their subjects, whereas the Swedish language teachers included students’ abilities to select and use content knowledge from reliable reference resources, the structure of the argumentation and the form of language used. Since the Swedish language teachers’ assessment correlated more with previous research about quality in socioscientific argumentation, we suggest that a closer co-operation between the two groups could be beneficial in terms of enhancing the quality of assessment. Moreover, SSI teaching and learning as well as assessment of socioscientific argumentation ought to be included in teacher training programs for both pre- and in-service science teachers.

Place, publisher, year, edition, pages
Springer, 2017
Keywords
Assessment, Socioscientific argumentation, Socioscientific issues, Upper secondary teachers
National Category
Educational Sciences Biological Sciences
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-45719 (URN)10.1007/s10763-016-9746-6 (DOI)000415821100002 ()
Available from: 2016-09-05 Created: 2016-09-05 Last updated: 2018-08-20Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-8735-2102

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