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  • 1.
    Chang, Shu-Nu
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier.
    Externalizing students' mental models through concept maps2007Inngår i: Journal of Biological Education, ISSN 0021-9266, E-ISSN 2157-6009, Vol. 41, nr 3, s. 107-112Artikkel i tidsskrift (Fagfellevurdert)
  • 2.
    Christenson, Nina
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper. Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation.
    Rundgren, Shu-Nu Chang
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper.
    A Framework for Teachers’ Assessment of Socio-scientific Argumentation: An example using the GMO issue2014Inngår i: Journal of Biological Education, ISSN 0021-9266, E-ISSN 2157-6009, nr 2, s. 204-212Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Socio-scientific issues (SSI) have proven to be suitable contexts for students to actively reflect on and argue about complex social issues related to science. Research has indicated that explicitly teaching SSI argumentation is a good way to help students develop their argumentation skills and make them aware of the complexity of SSI. However, assessing the quality of students’ arguments on SSI is evidently difficult for many teachers. This article aims to facilitate teachers’ assessment of the quality of students’ arguments on SSI by introducing a new assessment framework that represents a low degree of complexity and exemplifying it by applying it to students’ written SSI argumentation concerning genetically modified organisms (GMO). The new assessment framework considers both the quality indicators presented in the research literature and curricular guidelines for the science courses in Swedish secondary and upper secondary school. The framework focuses on both the content and the structure that can be revealed in students’ SSI argumentation and is meant to function as a tool for identifying quality indicators that could serve as the basis for grading.

  • 3.
    Gericke, Niklas
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Wahlberg, Sara
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper.
    Clusters of concepts in molecular genetics: a study of Swedish upper secondary science students understanding2013Inngår i: Journal of Biological Education, ISSN 0021-9266, E-ISSN 2157-6009, Vol. 47, nr 2, s. 73-83Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    To understand genetics, students need to be able to explain and draw connections between a large number of concepts. The purpose of the study reported herein was to explore the way upper secondary science students reason about concepts in molecular genetics in order to understand protein synthesis. Data were collected by group interviews. Concept maps were constructed using the interview transcripts, and analysed. The most central concept was DNA, which served as a link between the concepts of genes and proteins. Students spontaneously introduced concepts from classical genetics to explain molecular genetics. The concept maps generated from the different group interviews were similar in that various concepts consistently appeared within specific subgroups of interconnected concepts, ie clusters. Five main clusters were identified. The students were better able to relate between concepts within a cluster than between concepts in different clusters. The clusters can be seen as representations of the students’ knowledge structures, and could be used as starting points in teaching genetics.

    We recommend that courses in genetics should begin by focusing on students’ existing connections between concepts from different clusters and then point out concepts that feature in two or more clusters such as DNA, gene, and protein.

  • 4.
    Grace, Marcus
    et al.
    University of Southampton, UK.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    JBE and ERIDOB: working together to support biology education research2018Inngår i: Journal of Biological Education, ISSN 0021-9266, E-ISSN 2157-6009, Vol. 52, nr 1, s. 1-2Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    We are delighted that this issue of JBE includes three papers from the most recent conference of the European Researchers in Didactics of Biology (ERIDOB), held at Karlstad University, Sweden. There were 129 presentations given at the conference by 165 participants representing 24 countries.

    ERIDOB was established in 1996 and holds an international conference every two years, bringing together people with an interest in biology education research from Europe and across the world. We have so far held conferences in nine different countries. ERIDOB aims to share current research, develop a greater awareness of the diversity of research traditions between countries, and provide a welcoming atmosphere for early career researchers to discuss issues in biology education research with more experienced colleagues. There is no other international conference like it anywhere in the world, and just as ERIDOB is unique in this way, we also recognise the JBE’s unique position in focusing on international research in biology education, so it makes sense that they are both working in a spirit of positive collaboration.

    These papers give an indication of the breadth of presentations at ERIDOB conferences and the diverse interests of its participants. In their paper ‘Why do parrots talk?’ co-investigation as a model for promoting family learning through conversation in a natural history gallery, Emily Harris and Mark Winterbottom from the UK analyse the learning taking place within family groups during a visit to a natural history museum. They identify a range of approaches for building meaning within the families, and discuss how simple, cost-effective learning strategies could be used to enhance family learning by encouraging dialogue and co-investigatory behaviours.

    Butterflies & wild bees: biology teachers’ PCK development through citizen science by Martin Scheuch and colleagues from Austria, explores the development of biology teachers’ pedagogical content knowledge (PCK) when supporting students taking part in a citizen science project. It shows the effectiveness of citizen science in engaging teachers and students in scientific inquiry, improving the integration of science education and environmental education, and gaining a sense of place. It proposes strategies for improving citizen science in the context of learning biology in schools.

    François Lombard and colleagues from Switzerland describe A method to reveal fine-grained and diverse conceptual progressions during learning. Their paper on conceptual progression among high school biology students identifies ‘slow spots’ in learners’ progression and reveals some non-linear and often surprising conceptual pathways. The authors challenge traditional pedagogical approaches which aim to organise conceptual progression in a rigid, predetermined sequence.

    In addition to this issue of JBE, a book with 23 full research papers and 8 position papers relating to the future of biology education research, from the ERIDOB 2016 conference will be published during spring 2018.

    This year’s ERIDOB conference is at Zaragoza University in Spain on 2–6 July. Details can be found at: https://eventos.unizar.es/8746/section/7332/twelfth-conference-of-european-researchers-in-didactics-of-biology-eridob-2018.html

  • 5.
    Rundgren, Carl-Johan
    et al.
    Linköpings universitet, Lärande, Estetik, Naturvetenskap (LEN).
    Chang Rundgren, Shu-Nu
    Linköpings universitet, Lärande, Estetik, Naturvetenskap (LEN).
    Schönborn, Konrad
    Linköpings universitet, Visuell informationsteknologi och applikationer.
    Students’ conceptions of water transport2010Inngår i: Journal of Biological Education, ISSN 0021-9266, E-ISSN 2157-6009, Vol. 44, nr 3, s. 129-135Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Understanding the diffusion of water into and out of the cell through osmosis is fundamental to the learning and teaching of biology. Although the movement of water into (and out of) the cell is typically thought of as occurring directly across the lipid bilayer, the major proportion of osmosis actually occurs via specialized transmembranal water-channels called aquaporins. The objective of this study was to investigate students’ prior knowledge of water transport from Taiwan and Sweden by three individual studies. A questionnaire with open-ended question and question using a Likert scale was used at upper secondary level and an open-ended questionnaire was developed to let university students draw and write down their ideas. The results generated from three individual studies including an initial study conducted with 118 Swedish upper secondary biology students, and the other two studies implemented in Taiwan with 101 non-science majors and in Sweden with 37 science majors enrolled in a third-year biochemistry course. The results from the initial study indicated that 50% of respondents to a questionnaire on diffusion seemed to be oblivious of the fact that water is transported through the cell membrane through specialised channels. The Taiwanese data showed that the non-science majors explained water transport mainly as a phenomenon occurring at a cellular level. Furthermore, the majority of the students showed no awareness of specialised water channels and seemed to think that water molecules can diffuse directly into (and out) of the cell membrane. From the Swedish students’ responses, surprisingly, one third of these “expert” students did not provide explanations of water transport that involved specialised water channels. In addition, a larger proportion of the students (41%) used explanations on a molecular level than the Taiwanese students, but the majority (54%) still based their explanations on cellular level descriptions of the process. The preliminary findings of the study presented here indicate that the majority of the students in this study thought that water penetrates the bilayer directly. Our results indicate that teaching the topic of diffusion is often not up to date with the current world-view of science.

    Fulltekst (pdf)
    Students' conceptions
  • 6.
    Weyers, Jonathan
    et al.
    Department of Biological Sciences, University of Dundee, Dundee.
    Höglund, Hans-Olof
    Karlstads universitet, Institutionen för natur och miljö.
    Mc Ewen, Birgitta
    Karlstads universitet, Institutionen för natur och miljö.
    Teaching botany on the sunny side of the tree: promoting investigative studies in plant ecophysiology through observations and experiments on sun and shade leaves1998Inngår i: Journal of Biological Education, ISSN 0021-9266, E-ISSN 2157-6009, Vol. 32, nr 3, s. 181-190Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Presents a study which described how sun and shade leaves, example of an acclimation to light intensity, can be used as a stimulating vehicle for teaching plant ecophysiology to undergraduates. Methodology; Information on leaf morphology; Leaf characteristics; Results and discussion.

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