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  • 1.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    G is for Genes: The Impact of Genetics on Education and Achievement2016Inngår i: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 25, nr 5-6, s. 697-703Artikkel, omtale (Annet vitenskapelig)
  • 2.
    Gericke, Niklas
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Carver, Rebecca
    Norwegian Inst Publ Hlth, Dept Commun, Oslo, Norway.
    Castera, Jeremy
    Aix Marseille Univ, ENS Lyon, Marseille, France.
    Menezes Evangelista, Neima Alice
    Univ Fed Bahia, Hist Philosophy & Biol Teaching Lab, Inst Biol, Salvador, BA, Brazil.
    Marre, Claire Coiffard
    Aix Marseille Univ, ENS Lyon, Marseille, France.
    El-Hani, Charbel N.
    Univ Fed Bahia, Hist Philosophy & Biol Teaching Lab, Inst Biol, Salvador, BA, Brazil.
    Exploring Relationships Among Belief in Genetic Determinism, Genetics Knowledge, and Social Factors2017Inngår i: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 26, nr 10, s. 1223-1259Artikkel i tidsskrift (Fagfellevurdert)
    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.

    Fulltekst (pdf)
    fulltext
  • 3.
    Gericke, Niklas
    et al.
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Hagberg, Mariana
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Conceptual Variation in the Depiction of Gene Function in Upper Secondary School Textbooks2010Inngår i: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 19, nr 10, s. 963-994Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper explores conceptual variation in the depiction of gene function in upper secondary school textbooks. Historically, concepts in genetics have developed in various scientific frameworks, which has led to a level of incommensurability as concepts have changed over time within their respective frameworks. Since students may have difficulties in understanding concepts where there is implicit variation in descriptions of the same phenomena, we have developed a concept mapping instrument and applied it to study the gene function concepts in biology and chemistry textbooks that are widely used in Sweden, and others used in a selection of English speaking countries. The data were then further examined using content analysis. In the present paper we describe the conceptual variation of gene function as it is presented in the textbooks, and analyze the ways in which students’ understanding may be influenced. We conclude that it may be difficult for students to gain a modern, process-oriented understanding of gene function if textbooks are used as foundations for the planning and execution of lessons.

  • 4.
    Gericke, Niklas
    et al.
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Hagberg, Mariana
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Definition of historical models of gene function and their relation to students' understanding of genetics2007Inngår i: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 16, nr 7-8, s. 849-881Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Models are often used when teaching science. In this paper historical models and students’ ideas about genetics are compared. The historical development of the scientific idea of the gene and its function is described and categorized into five historical models of gene function. Differences and similarities between these historical models are made explicit. Internal and external consistency problems between the models are identified and discussed. From the consistency analysis seven epistemological features are identified. The features vary in such ways between the historical models that it is claimed that learning difficulties might be the consequence if these features are not explicitly addressed when teaching genetics. Students’ understanding of genetics, as described in science education literature, is then examined. The comparison shows extensive parallelism between students’ alternative understanding of genetics and the epistemological features, i.e., the claim is strengthened. It is also argued that, when teaching gene function, the outlined historical models could be useful in a combined nature of science and history of science approach. Our findings also raise the question what to teach in relation to preferred learning outcomes in genetics.

  • 5.
    Gericke, Niklas
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Hagberg, Mariana
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Carvalho dos Santos, Vanessa
    State University of Paraiba, Joao Pessoa Brazil.
    Joaquim, Leyla Mariane
    Federal University of Bahia, Salvador Brazil.
    El-Hani, Charbel, N.
    Federal University of Bahia, Salvador Brazil.
    Conceptual Variation or Incoherence? Textbook Discourse on Genes in Six Countries2014Inngår i: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 23, nr 2, s. 381-416Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of this paper is to investigate in a systematic and comparative way the results of independent studies on the treatment of genes and gene function in high school textbooks from six different countries. We analyze how the conceptual variation within the scientific domain of Genetics regarding gene function models and gene concepts is transformed via the didactic transposition into school science textbooks. The findings indicate that a common textbook discourse on genes and their function exists in textbooks from the different countries. The structure of science as represented by conceptual variation and the use of multiple models was present in all the textbooks. However, the phenomenon of conceptual variation and multiple models is implicit in these textbooks and this brings, as a consequence, the introduction of conceptual incoherence about the gene concept and gene function models within these resources. We conclude that within the textbook discourse on genes found in our study ontological aspects of the academic disciplines of Genetics and Molecular Biology were retained, but without their epistemological underpinnings; these are lost in the didactic transposition. Also within the textbooks explanatory models and concepts that promote a deterministic notion of the gene were found to be most frequent. These results are of interest since students might have problems reconstructing the correct scientific understanding from the transformed school science knowledge as depicted within the high school textbooks. Implications for textbook writing as well as science teaching are discussed in the paper.

  • 6.
    Rundgren, Carl-Johan
    et al.
    Stockholm Univ, Dept Math & Sci Educ, SE-10691 Stockholm, Sweden..
    Eriksson, Martin
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper (from 2013).
    Rundgren, Shu-Nu Chang
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper (from 2013). Stockholm University, Dept Educ, Stockholm, Sweden..
    Investigating the Intertwinement of Knowledge, Value, and Experience of Upper Secondary Students' Argumentation Concerning Socioscientific Issues2016Inngår i: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 25, nr 9-10, s. 1049-1071Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study aims to explore students' argumentation and decision-making relating to an authentic socioscientific issue (SSI)-the problem of environmental toxins in fish from the Baltic Sea. A multi-disciplinary instructional module, designed in order to develop students' skills to argue about complex SSI, was successfully tested. Seven science majors in the final year of their upper secondary studies participated in this study. Their argumentation and decision-making processes were followed closely, and data were collected during multiple stages of the instructional module: group discussions were audio recorded, the participants wrote reports on their decision making, and postexercise interviews were conducted with individual students. The analysis focused on the skill of evaluation demonstrated by the students during the exercise and the relationships between the knowledge, values, and experiences that they used in their argumentation. Even though all of the students had access to the same information and agreed on the factual aspects of the issue, they came to different decisions. All of the students took counter-arguments and the limitations of their claims into account and were able to extend their claims where appropriate. However, their decisions differed depending on their background knowledge, values, and experiences (i.e., their intellectual baggage). The implication to SSI teaching and learning is discussed.

    Fulltekst (pdf)
    fulltext
  • 7.
    Smith, Mike, U.
    et al.
    Mercer University Scool of Medicine.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Mendel in the Modern classroom2015Inngår i: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 24, nr 1-2, s. 151-172Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Mendel is an icon in the history of genetics and part of our common culture and modern biology instruction. The aim of this paper is to summarize the place of Mendel in the modern biology classroom. In the present article we will identify key issues that make Mendel relevant in the classroom today. First, we recount some of the historical controversies that have relevance to modern curricular design, such as Fisher’s (1936/2008) claim that Mendel’s data were too good to be true. We also address questions about Mendel’s status as the father of genetics as well as questions about the sequencing of Mendel’s work in genetics instruction in relation to modern molecular genetics and evolution. Next, we present a systematic set of examples of research-based approaches to the use of Mendel in the modern classroom along with criticisms of these designs and questions about the historical accuracy of the story of Mendel as presented in the typical classroom. Finally, we identify gaps in our understanding in need of further study and present a selected set of resources that, along with the references cited, should be valuable to science educators interested in further study of the story of Mendel.

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