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  • 1.
    Böddi, Bela
    et al.
    Department of Plant Physiology, Eötvös Lóránd University, Budapest.
    Mc Ewen, Birgitta
    Botaniska institutionen, Göteborgs universitet.
    Ryberg, Margaretha
    Botaniska institutionen, Göteborgs universitet.
    Sundqvist, Christer
    Botaniska institutionen, Göteborgs universitet.
    Short-wavelength protochlorophyllide forms and their phototransformation in epicotyl of pea (Pisum sativum)1995In: Photosynthesis: From light to biosphere. Vol III / [ed] Mathis, P, Dortrecht: Kluwer Academic Publishers, 1995, p. 949-952Conference paper (Refereed)
  • 2.
    Böddi, Bela
    et al.
    Department of Plant Physiology, Eötvös Lóránd University, Budapest.
    Ryberg, Margaretha
    Botaniska institutionen, Göteborgs universitet.
    Mc Ewen, Birgitta
    Botaniska institutionen, Göteborgs universitet.
    Sundqvist, Christer
    Botaniska institutionen, Göteborgs universitet.
    Protochlorophyll forms in pea epicotyls1993Conference paper (Refereed)
  • 3.
    Böddi, Béla
    et al.
    Department of Plant Physiology, Eötvös Lóránd University, Budapest.
    Mc Ewen, Birgitta
    Botaniska institutionen, Göteborgs universitet.
    Ryberg, Margareta
    Botaniska institutionen, Göteborgs universitet.
    Sundqvist, Christer
    Botaniska institutionen, Göteborgs universitet.
    Protochlorophyllide forms in non-greening epicotyls of dark-grown pea (Pisum sativum)1994In: Physiologia Plantarum, Vol. 92, no 1, p. 160-170Article in journal (Refereed)
  • 4.
    Gericke, Niklas
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    Clemént, Pierre
    University of Lyon, France.
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    Hagman, Mats
    University of Gothenburg.
    Landström, Jan
    University of Gothenburg.
    Nyberg, Eva
    University of Gothenburg.
    Castéra, Jérémy
    University of Tartu, Estonia.
    Pettersson, Maria
    Dalarna University.
    Teachers' understanding of genetic determinism: A comparative study between Sweden and France2013Conference paper (Refereed)
  • 5.
    Gericke, Niklas
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Vad är epigenetisk allmänbildning? – En Delfistudie2018Conference paper (Refereed)
    Abstract [en]

    Epigenetics has revolutionized biological theory since it explains how our life style, including factors such as exercise, stress and nutrition, influences our genes. Epigenetics is the understanding of how the environment interplays with genes, and thus how the environment can affect human characteristics and behaviour. Hence, everyday lifestyle decisions can materialistically explain cell changes and give information about the future health of, for example, students. However, epigenetics is not yet included in the biology curricula in Sweden or many other countries. Therefore, this study aims through a Delphi-study to identify what should be considered as epigenetic literacy and therefore be taught in school. In the Delphi-study a panel of experts related to different fields of epigenetics answers questions about what a citizen needs to know about epigenetics. In the Delphi study we identified three main areas of epigenetic literacy regarding: 1) Epigenetic content knowledge, including core ideas of mechanisms, chromatin, cell differentiation, cell memory, enzymatic control, life history, reversibility and risk. 2) Epigenetic and society, including core ideas of epigenetics related to its influence on lifestyle, diseases, pregnancy, ethics, manipulation of organisms, policy, forensics, policy and crimes. 3) Organization of teaching epigenetics, an area in which most experts recommend that epigenetics should mainly be integrated with the genetic units, but also with other biology topics such as evolution, ecology and health education. Moreover, the Delphi study show that epigenetics is considered a controversial topic from a scientific perspective because the view of epigenetics as a paradigm shift or not differs among the experts. Therefore, many experts recommended that epigenetics should be taught from a nature of science perspective.

  • 6.
    Gericke, Niklas
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Thörne, Karin
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Epigenetic literacy and the implementation of epigenetics in school biology2018Conference paper (Refereed)
    Abstract [en]

    In this study we aim to define what epigenetic literacy should be, and further investigate how it can be implemented in school biology. Epigenetics is the understanding of how the environment interplays with genes, and thus how the environment can affect human characteristics and behaviour. ‘Epi’ derives from the Greek word for ‘over’ and ‘above’ and the word ‘epigenetics’ refers to the mechanisms acting ‘above’ the sequence of the DNA base-pairs. Epigenetics has revolutionized biological theory since it explains how our life style, including factors such as exercise, stress and nutrition, influences our genes. Hence, everyday lifestyle decisions can materialistically explain cell changes and give information about the future health of, for example, students. Health issues are highly profiled in media and society today. However, epigenetics is not yet included in the biology curricula in Sweden or many other countries. Therefore, this study aims to identify what should be taught in school biology about epigenetics, and investigate how it can be integrated in genetics education.

    The study includes two ongoing sub-studies: a Delphi study and a Design study we investigate what epigenetic processes and conceptions a citizen needs to know to be able to make relevant decisions concerning both personal and social issues related to epigenetics. In the design study we develop, implement and evaluate a teaching module based on the findings from the Delphi study. Twelve in-service biology teachers at lower and upper secondary schools will take part in this study.

    In the Delphi study we identified three main areas of epigenetic literacy regarding 1) Epigenetic content knowledge, including core ideas of mechanisms, chromatin, cell differentiation, cell memory, enzymatic control, life history, reversibility and risk; 2) Epigenetic and society, including core ideas of epigenetics related to its influence on lifestyle, diseases, pregnancy, ethics, manipulation of organisms, policy, forensics, policy and crimes; 3) Organization of teaching epigenetics, an area in which most experts recommend that epigenetics should mainly be integrated with the genetic units, but also with other biology topics such as evolution, ecology and health education. The Delphi study show that epigenetics is considered a controversial topic from a scientific perspective because the view of epigenetics as a paradigm shift or not differs among the experts. Therefore, many experts recommended that epigenetics should be taught from a nature of science perspective. At the ERIDOB conference results relating to the design study will also be presented.

  • 7.
    Gonäs, Lena
    et al.
    Karlstad University, Faculty of Economic Sciences, Communication and IT, Department of Working Life Science.
    Rosenberg, Kerstin
    Karlstad University, Faculty of Arts and Education, Department of Culture and Gender studies.
    Holth, Line
    Karlstad University, Faculty of Economic Sciences, Communication and IT, Department of Working Life Science.
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Arts and Education, Department of Culture and Gender studies.
    Almasri, Abdullah
    Karlstad University, Faculty of Economic Sciences, Communication and IT, Department of Economics and Statistics.
    Att riva murar - samspel mellan utbildning och arbetsliv: En rapport från JämVäxt-projektet vid Karlstads universitet2009Report (Other academic)
  • 8.
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Social and Life Sciences.
    An experiment on Impatiens New Guinea for 11-12 year olds2008In: Journal of Biological Education, ISSN 0021-9266, Vol. 42, no 4, p. 177-179Article in journal (Refereed)
    Abstract [en]

    The following experiment describes an easy experiment for children 11-12 years old, performed during spring in a compulsory school near Karlstad, Sweden. Four different ripe fruits were placed under flowering plants of LL (Impatiens hawkeri) on a table and with plastic bags around both plants and fruits for four days. Two of these fruits produce ethylene to a high degree in connection with ripening, two do not. For one of these high-grade ethylene-producing fruits, apple, the result was very clear. The plants under influence of apple shed many flowers and buds already the first day, due to stimulated senescence caused by ethylene. For the other ethylene-producing fruit, kiwi fruit, the result was clear but not over-explicit as for apple. The other two fruits, orange and lemon, caused flowers and buds to shed in the same proportion as the control plants. From the result a discussion could involve tips of how to stimulate ripening of unripe fruits e.g. by putting apples in the same fruit dish as unripe fruits. Not all unripe fruits, however, will respond to this treatment. Another consequence is not to put flowering plants near ethylene-producing fruits. The experiment is planned in a correct scientific way and thus stimulates discussion about how to design experiments. Other advantages with the experiment are: almost no materials are necessary except pot-plants and fruits which are easy to buy in a garden centre and a grocers shop, the experiment is cheap, it is easy to perform and it stimulates practical work

  • 9.
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Social and Life Sciences.
    Easy growth experiment on peas (Pisum sativum sp) stimulates interest in biology for 10-11 year old pupils2007Conference paper (Refereed)
    Abstract [en]

    How do we in school take care of the enthusiasm children show for biology? Small children often show a spontaneous keen interest in animals, flowers and nature. Their curiosity leads to many questions. One way to take care of this interest could be to do very simple practical work in the classroom or in the neighbourhood.

    I want to give my impressions about a very easy laboratory experiment with plants I have tested on 10-11 year old pupils in a nine-year compulsory school. The experiment is the same as given at university, but simplified. However, theory and conclusions are the same. The experiment has many advantages: it is easy to prepare and carry out, it gives very clear results, it requires very little equipment and it is cheap. Besides these characteristics theory is simple.

    The experiment shows the great importance light have on development of seedlings. Different peas (Pisum sativum sp) were imbibed overnight, carefully washed in lukewarm water and then sown in a mixture of soil, peat and sand in pots. Each group put two pots on a bench for daylight conditions and two pots in a dark-box. The dark-boxes were made by a carpenter but cardboards with appropriate lids could be used instead. It was very important that the dark-grown seedlings didn’t receive any light. Watering of seedlings etc was made in a locked dark toilet! As green light isn’t absorbed by plants torches provided with green-Plexiglass were used when checking the dark-grown seedlings. 

    The experiment was completed after two school-weeks, when seedlings with and without light were compared. The result was striking. Seedlings without light were very tall, pale and flabby. They had hardly any leaves and some had a ‘hook’, a curve near the top. Form, shape and colour of the dark-grown seedlings could easily be explained when we consider that dark-grown seedlings will develop in the dark-box as in the soil. They are tall as they grow fast and struggle for light, they are pale as chlorophyll synthesis requires light and they do not develop any leaves as leaves would be destroyed in the soil. The hook is an adaptation to protect the sensitive shoot tip of the seedling. Explanations of the differences between light- and dark-grown plants could be given without deep knowledge of the different developmental systems in plants.

    Moreover, laboratory experiments on plants are excellent as an entrance gate to maintain and increase interest in biology and natural science. I will now give some criteria for this statement.

    1) Plants are well-known to all children.

    2) Plants are easy to cultivate.

    3) Experiments with plants are easy to prepare. Seeds, soil and pots are easily bought at a garden centre.

    4) Experiments with plants are cheap. Seeds, soil and pots do not cost much per laboratory work group. This in turn means that pupils could work in small groups, which of course is best from an educational point of view. Most experiments do not require any complicated equipment.

    5) Experiments with plants are not dangerous if you avoid plants with toxic and/or allergenic substances. Compared to experiments with animals, where you have to take ethical and sometimes medical aspects into consideration, work with plants is easier.

    6) Some experiments give inspiration to attendant tasks or stimulate to design new experiments. Creativity is promoted.

    7) It is very important in this computer-oriented world to provide pupils with hands-on, practical activity.

  • 10.
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Social and Life Sciences.
    Easy growth experiment on peas stimulates interest in biology for 10-11 year old pupils2007In: Journal of Biological Education, ISSN 0021-9266, Vol. 41, no 2, p. 84-88Article in journal (Refereed)
    Abstract [en]

    How do we in school take care of the enthusiasm children show for biology? Unfortunately lack of exciting practical work and boring biology lessons seem to make science less popular. In Journal of Biological Education different authors have contributed to the debate. I want to give my contribution in the form of examples of very easy experiments on plants. As a senior lecturer in plant physiology at University of Karlstad I have simplified experiments intended for students at university and then tested them on 10-11 year old pupils in compulsory school. Pupils have cultivated seedlings of peas in normal day/night conditions and in darkness during two school weeks. Differences in length, form of leaves and colours are striking and easy to explain. Besides these clear results the experiment has many advantages: it is easy to prepare and carry out, it requires very little equipment and it is cheap. The theory is simple and most important: it stimulates to further studies in biology

  • 11.
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    Epigenetics and Learning2015In: Trends in Neuroscience and Education, ISSN 2452-0837, Vol. 4, no 4, p. 108-111Article in journal (Refereed)
  • 12.
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences (from 2013).
    Epigenetics gives new knowledge about learning: The example physical education2018In: Electronic Proceedings of the ESERA 2017 Conference: Research, Practice and Collaboration in Science Education / [ed] Odilla Finlayson, Eilish McLoughlin, Sibel Erduran, Peter Childs, Dublin, Ireland: Dublin City University , 2018, Vol. Part 2, p. 367-374Conference paper (Refereed)
    Abstract [en]

    New knowledge in biology accumulates fast. This has great implications, for example, for our views of learning. Brain research, as well as research in the new field of epigenetics, have been very intense during the last few decades, and will doubtless influence our view of learning. It is important to follow the development in biology, derive advantages from new insights, and to consider changed practices at school. This paper is an example of how an increased amount of physical education in the school timetable could increase performance in theoretical school subjects. This relation is discussed in the light of the recently discovered epigenetic mechanisms. Studies have revealed epigenetic modifications in the brain cells during learning. Learning, combined with physical activity, has revealed increased epigenetic modifications. Thus, it has been speculated that epigenetic mechanisms might explain improved results in theoretical subjects due to physical activity. This ought to have implications for the school timetable, and lead to more physical education at school. It is discussed that one of the easiest ways to improve results in theoretical school subjects could be to increase the amount of physical education in the school timetable.

  • 13.
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    How interests in science and technology have taken women to an engineering careeer2013In: Asia-Pacific Forum on Science Learning and Teaching, ISSN 1609-4913, E-ISSN 1609-4913, Vol. 14, no 1, p. Article-1Article in journal (Refereed)
  • 14.
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    How interests in science and technology have taken women to an engineering career2013In: Asia-Pacific Forum on Science Learning and Teaching, ISSN 1609-4913, E-ISSN 1609-4913, Vol. 14, no 1Article in journal (Refereed)
    Abstract [en]

    This study connects to gender issues within the field of science and technology. Women who had started strongly male-dominated engineering educations at Karlstad University were interviewed to find out why they had chosen these programs. A very clear picture emerged about the professions of the women’s fathers. Almost all fathers were engineers or employed in positions that required skills in technology. The women described their fathers as the most important person who had introduced them into the traditionally masculine technology world during childhood. Also other male relatives had influenced the women often in the same way as fathers had done. Mothers had encouraged their daughters for further studies, but not necessarily in the field of science and technology. Mathematics had often been the gateway to studies in science and technology. Thus, these women started early on a trajectory into a technical career. It is discussed if only girls with this strong masculine models and influences can enjoy settings with male norms or if these norms ought to be changed. Results from this study show that it is important to early influence young girls to opportunities that will stimulate their interests in science and technology. © 2013 HKIEd APFSLT.

  • 15.
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Social and Life Sciences.
    Interest in Science and Technology - Women tell their own Stories2011Conference paper (Refereed)
    Abstract [en]

    This study connects to gender research within the S&T-field (Science and Technology). As part of a big gender project at the university we wanted to meet those women who had started strongly male-dominated engineering educations at the university and try to find out why they had chosen these programs. The experiences and feelings of the women from childhood and adolescence were best caught with the qualitative research interview method. A very clear picture emerged about the professions of the fathers. Almost all were engineers or had employments where skills in technology were necessary. The women described the fathers as the most important person who had encouraged them to test different technical stuff and given them interest in technology during childhood.  Other male relatives have influenced the girls much more than the mothers and often in the same way as the fathers. Interestingly no women reported of female relatives who have stimulated interest in science and technology other than their mothers. Besides these hands-on experiences an early interest in mathematics and logical thinking is striking for these women. Mathematics seems in many cases to be the gateway to further studies within the S&T-field. It is important to offer young girls without those here described beneficial conditions opportunities to take part of corresponding milieus. Examples of such could be Science centers, technical and science museums and summer camps.

  • 16.
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Social and Life Sciences. Karlstad University, Faculty of Arts and Education, Centrum för genusforskning.
    Intresse för naturvetenskap och teknik - kvinnor berättar2011Conference paper (Refereed)
    Abstract [sv]

    Kvinnliga studenter är idag i majoritet på universitet och högskolor i Sverige[1]. För ingenjörsutbildningar och vissa naturvetenskapliga utbildningar är bilden en annan. Där är manliga studenter i majoritet. Ett antal satsningar har gjorts och görs för att stimulera ungdomar att välja naturvetenskap eller teknik, t ex NTA-satsningen[2]. I dessa satsningar finns ofta ett tydligt genusperspektiv.

    Undersökningar visar att intresset för naturvetenskap och teknik grundläggs tidigt[3]. Intresse för och attityder till naturvetenskap och teknik hänger ofta samman och studeras inom forskningsområdet S&T (Science and Technology)[4]. Denna studie ingår som ett delprojekt i JämVäxt-projektet[5]. Syftet med studien var att förstå vilka mekanismer som gjort kvinnor intresserade av naturvetenskap och/eller teknik och fått dessa kvinnor att gå starkt mansdominerade utbildningar.

    De 16 kvinnor som deltog i studien har alla gått högskoleingenjörsutbildning med inriktning mot data eller maskin vid Karlstads universitet. Under den aktuella perioden studien omfattar (2002 till 2010) har 10–15% av de som examinerats på dessa utbildningar varit kvinnor. Då syftet var att få ta del av intervjupersonernas upplevelser och känslor från barndom och framåt användes den kvalitativa forskningsintervjun som metod.

    Resultatet visar att de flesta av dessa kvinnor tidigt haft ett stort intresse för matematik och logiskt tänkande. Intresset för matematik har i flera fall varit inkörsporten till naturvetenskap och teknik. Kvinnorna upplever att de fostrats i en barndomsmiljö där det varit tillåtet att testa olika tekniska moment. Så gott som samtliga har en far som arbetar med teknik eller har teknik som fritidsintresse. Kvinnorna har ofta haft pojkar som lekkamrater. Som vuxna har de lätt kunnat smälta in i en manlig miljö.

    Studien bekräftar betydelsen av tidiga positiva upplevelser i naturvetenskap och teknik. Den ställer också följdfrågor över hur denna kunskap kan användas för att stimulera fler barn och ungdomar att välja naturvetenskap och teknik.

    [1]http://www.scb.se/Pages/Product____74406.aspx(2011-01-11)

    [2]http://www.nta.kva.se/

    [3]Lindahl, B. (2003). Lust att lära naturvetenskap och teknik? En longitudinell studie om vägen till gymnasiet. Göteborg: Acta Universitatis Gothoburgensis.

    [4]http://www.uv.uio.no/ils/english/research/projects/rose/

    [5]http://www.kau.se/jamvaxt  (2011-01-11)

  • 17.
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    New findings of epigenetics could influence science didactic research2014Conference paper (Refereed)
  • 18.
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centrum för genusforskning.
    On the role of new findings of epigenetics which could influence gender research2012Conference paper (Refereed)
  • 19.
    Mc Ewen, Birgitta
    Botaniska institutionen, Göteborgs universitet.
    Protochlorophll forms in roots of dark-grown plants1990Conference paper (Other academic)
  • 20.
    Mc Ewen, Birgitta
    Botaniska institutionen, Göteborgs universitet.
    Protochlorophyll(ide) and Chlorophyll(ide) Forms in Epicotyls, Hypocotyls and Roots of Dark-Grown Plants1994Doctoral thesis, comprehensive summary (Other academic)
  • 21.
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences (from 2013).
    Rethinking reviews - how to design reviews about complex biology for teachers2019Conference paper (Refereed)
  • 22.
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    Skolämnens betydelse för val till ingenjörsstudier: Olika mönster hos kvinnor och män2016Conference paper (Refereed)
  • 23.
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    The need of teacher professional development in rapidly expanding fields of biology2016Conference paper (Refereed)
  • 24.
    Mc Ewen, Birgitta
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    Clemént, Pierre
    University of Lyon, France.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    Hagman, Mats
    University of Gothenburg.
    Landström, Jan
    University of Gothenburg.
    Nyberg, Eva
    University of Gothenburg.
    Pettersson, Maria
    Dalarna University.
    Teachers' conceptions about nature and environment partially contradict ecofeminism theory2013In: ESERA 13 Conference: Science Education Research for Evidence-based Teaching and Coherence in Learning. Nicosia, Cyprus, Sept 2-7, 2013., Nicosia: University of Cyprus , 2013Conference paper (Refereed)
    Abstract [en]

    The purpose of this study is to compare ecofeminism theory with teachers’ conceptions about nature and environment. One of the claims of ecofeminism is that women have a special connection to nature, and that women are more cautious than men about nature and nature’s resources. This claim was evaluated from teachers’ answers to a questionnaire about nature and environment. This questionnaire has been used in other studies within the Biohead-Citizen project. Forty-six questions about nature and environment were picked out from a total of 173. Answers from most questions were given on a Likert-scale (four options). A total of 1109 female and male teachers and teacher students from Sweden and France participated. The following analyzing instruments were used: Between analyses, Monte-Carlo permutation test and Pearson’s Chi-square test. Analyses from comparisons between women and men showed that few of the answers significantly differed between the sexes, giving only a little support to ecofeminism theory, while most of the answers expressed no gender difference. Greater differences were seen from the comparison between the two countries. Results presented here indicate that, in Sweden and in France, only few female and male teachers’ conceptions about nature and environment differ significantly, showing a partial accordance with the ecofeminist theory, women being a little more in interplay with nature than men. More results from this study do not support that statement. To our knowledge this is the first time this part of ecofeminism theory is evaluated.

     

  • 25.
    Mc Ewen, Birgitta
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences.
    Clemént, Pierre
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Nyberg, Eva
    Hagman, Mats
    Landström, Jan
    Female and male teachers’ pro-environmental behaviour, conceptions and attitudes towards nature and the environment do not differ: Ecofeminism put to the test2015In: Asia-Pacific Forum on Science Learning and Teaching, ISSN 1609-4913, E-ISSN 1609-4913, Vol. 16, no 1, p. 1-25, article id 3Article in journal (Refereed)
    Abstract [en]

    Abstract Teachers' pro-environmental behaviour, conceptions and attitudes towards nature and the environment were investigated using 47 questions from the BIOHEAD-Citizen questionnaire. The sample included 1,109 pre-and in-service teachers from Sweden and France. Analyses showed only few significant differences between female and male teachers. Forty-one questions were further analysed in terms of ecofeminism. Ecofeminism claims that women and men's conceptions and attitudes towards nature and the ...

  • 26.
    Mc Ewen, Birgitta
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences.
    Lidesten, Britt-Marie
    Biologiskt resurscentrum, Uppsala universitet.
    A professional learning initiative in bio informatics and evolution for senior-level and upper secondary school teachers.2015Conference paper (Refereed)
  • 27.
    Mc Ewen, Birgitta
    et al.
    Botaniska institutionen, Göteborgs universitet.
    Lindsten, Agneta
    Botaniska institutionen, Göteborgs universitet.
    Characterization of protochlorophyllide and protochlorophyllide esters in roots of dark-grown plants1992In: Physiologia Plantarum, Vol. 84, no 3, p. 343-350Article in journal (Refereed)
  • 28.
    Mc Ewen, Birgitta
    et al.
    Botaniska institutionen, Göteborgs universitet.
    Lindsten, Agneta
    Botaniska institutionen, Göteborgs universitet.
    Virgin, Hemming
    Botaniska institutionen, Göteborgs universitet.
    Characterization of protochlorophyllide and protochlorophyllide esters in roots of dark-grown plants.1991Conference paper (Refereed)
  • 29.
    Mc Ewen, Birgitta
    et al.
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Seyyedi, Mehdi
    Botaniska institutionen, Göteborgs universitet.
    Younis, Suhaila
    Botaniska Institutionen, Göteborgs universitet.
    Sundqvist, Christer
    Botaniska institutionen, Göteborgs universitet.
    Formation of short-wavelength chlorophyll (ide) after brief irradiation is correlated with the occurrence of protochlorophyll(ide)636-642 in dark-grown epi- and hypocotyls of bean (Phaseolus vulgaris)1996In: Physiologia Plantarum, ISSN 0031-9317, Vol. 96, no 1, p. 51-58Article in journal (Refereed)
  • 30.
    Mc Ewen, Birgitta
    et al.
    Botaniska institutionen, Göteborgs universitet.
    Sundqvist, Christer
    Botaniska institutionen, Göteborgs universitet.
    Protochlorophyll forms in hypocotyls of dark-grown plants1993Conference paper (Refereed)
  • 31.
    Mc Ewen, Birgitta
    et al.
    Botaniska institutionen, Göteborgs universitet.
    Sundqvist, Christer
    Botaniska institutionen, Göteborgs universitet.
    Younis, Suhaila
    Botaniska institutionen, Göteborgs universitet.
    Protochlorophyll(ide) forms in hypocotyls of dark-grown bean (Phaseolus vulgaris)1994In: Physiologia Plantarum, ISSN 0031-9317, Vol. 90, no 8, p. 396-407Article in journal (Refereed)
  • 32.
    Mc Ewen, Birgitta
    et al.
    Botaniska institutionen, Göteborgs universitet.
    Virgin, Hemming
    Botaniska institutionen, Göteborgs universitet.
    Böddi, Bela
    Department of Plant Physiology, Eötvös Lóránd University, Budapest.
    Sundqvist, Christer
    Botaniska institutionen, Göteborgs universitet.
    Protochlorophyll in roots. Identification1990Conference paper (Refereed)
  • 33.
    Mc Ewen, Birgitta
    et al.
    Botaniska institutionen, Göteborgs universitet.
    Virgin, Hemming I.
    Botaniska institutionen, Göteborgs universitet.
    Böddi, Béla
    Department of Plant Physiology, Eötvös Lóránd University, Budapest.
    Sundqvist, Christer
    Botaniska institutionen, Göteborgs universitet.
    Protochlorophyll forms in roots of dark-grown plants1991In: Physiologia Plantarum, Vol. 81, no 4, p. 455-461Article in journal (Refereed)
  • 34.
    Mc Ewen, Birgitta
    et al.
    Karlstad University, Division for Environmental Sciences.
    Welander, Margaretha
    Faculty of Landscape Planning, Horticulture and Agricultural Science, Swedish University of Agricultural Sciences, Alnarp.
    The role of thidiazuron and beta-naphtalene acetic acid in transformation of birch, Betula pendula, with help of Agrobacterium tumefaciens1999Conference paper (Other academic)
  • 35.
    Morberg, Åsa
    et al.
    Akademin för utbildning och ekonomi, Högskolan i Gävle, Gävle.
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Social and Life Sciences.
    Rehn, Agneta
    Lärande och Samhälle, Malmö högskola, Malmö.
    Kvalitetsarbete för SÄL-utbildningens examensarbete2007In: Från syfte till gestaltning: På väg mot vetenskaplighet i examensarbetet inom Särskild lärarutbildning / [ed] Peter Emsheimer & Anders Lindh, Karlshamn: 010 Publishers, 2007Chapter in book (Other academic)
  • 36.
    Nyberg, Eva
    et al.
    University of Gothenburg.
    Castera, Jeremy
    Aix-Marseille Université, France.
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Clement, Pierre
    Aix-Marseille Université, France; Honorary University, France.
    Teachers' and Student Teachers' Attitudes Towards Nature and the Environment: A Comparative Study Between Sweden and France2019In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed)
    Abstract [en]

    Throughout the world, the educational system is expected to deal with issues regarding sustainability and to promote pro-environmental behaviours and attitudes. This study investigates attitudes towards nature and the environment among 1,109 teachers and student teachers in Sweden and France, using the 2 factor Model of Environmental Values (2-MEV). The results imply that in both Sweden and France, teachers and student teachers hold a prevailingly ecocentric attitude, as opposed to an anthropocentric attitude, which possibly indicates a predominantly positive approach towards the environment and environmental education. Comparisons between the countries show, however, that the Swedish teachers and student teachers hold a more anthropocentric attitude than the teachers and student teachers in the French sample.

  • 37.
    Nyberg, Eva
    et al.
    University of Gothenburg.
    Sanders, Dawn
    University of Gothenburg.
    Hagman, Mats
    University of Gothenburg.
    Landström, Jan
    University of Gothenburg.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    Pettersson, Maria
    Dalarna University.
    Clemént, Pierre
    University of Lyon, France.
    Swedish teachers' and teacher students' attitudes towards nature and environment2014Conference paper (Refereed)
  • 38.
    Rova, Maria
    et al.
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Fredriksson, Per-Olof
    Styring, Stenbjörn
    Balance between photoactivation and photoinhibition of photosystem II in Chlamydomonas reinhardtii lacking the 23 kDa extrinsic subunit1995Conference paper (Other (popular science, discussion, etc.))
  • 39.
    Rova, Maria
    et al.
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Mc Ewen, Birgitta
    Karlstad University, Division for Environmental Sciences.
    Fredriksson, Per-Olof
    Styring, Stenbjörn
    Photoactivation and Photoinhibition Are Competing in a Mutant of Chlamydomonas reinhardtii Lacking the 23-kDa Extrinsic Subunit of Photosystem II1996In: The Journal of Biological Chemistry, Vol. 271, no 46, p. 28918-28924Article in journal (Refereed)
  • 40.
    Rova, Maria
    et al.
    Karlstad University, Division for Chemistry.
    Mc Ewen, Birgitta
    Karlstad University, Division for Environmental Sciences.
    Fredriksson, Per-Olof
    Karlstad University, Division for Chemistry.
    Styring, Stenbjörn
    Section of Chemistry, Uppsala University, Uppsala.
    Photoactivation and photoinhibition of photosystem II in a mutant of Chlamydomonas reinhardtii lacking the 23 kDa extrinsic subunit1996In: Photosynthesis - From Light to Biosphere: Proceedings of the 10th International congress, Montpellier, France, 20-25 August 1995. Vol 2 / [ed] Mathis, Paul, Dortrecht: Kluwer Academic Publishers, 1996, p. 291-294Conference paper (Other academic)
  • 41.
    Virgin, Hemming I.
    et al.
    Botaniska institutionen, Göteborgs universitet.
    Mc Ewen, Birgitta
    Botaniska institutionen, Göteborgs universitet.
    Effect of 5-aminolevulinic acid on the pigment content of dark-grown hypocotyls of Phaseolus vulgaris1995In: Physiologia Plantarum, ISSN 0031-9317, Vol. 93, no 2, p. 328-333Article in journal (Refereed)
  • 42.
    Walan, Susanne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    Chang-Rundgren, Shu-Nu
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Student's responses to an inquiry- and context-based science teaching module2014Conference paper (Refereed)
  • 43.
    Walan, Susanne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    Chang-Rundgren, Shu-Nu
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    The indicators to evaluate teachers' professional development in context-based science teaching2014Conference paper (Refereed)
  • 44.
    Walan, Susanne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences.
    Possible solutions to the teaching challenges of inquiry- and context-based science education in primary school.2015Conference paper (Refereed)
  • 45.
    Walan, Susanne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    Primary Teachers’ Reflections on Inquiry- and Context-Based Science Education2017In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 47, no 2, p. 407-426Article in journal (Other academic)
    Abstract [en]

    Inquiry- and context-based teaching strategies have been proven to stimulate and motivate students’ interests in learning science. In this study, 12 teachers reflected on these strategies after using them in primary schools. The teachers participated in a continuous professional development (CPD) programme. During the programme, they were also introduced to a teaching model from a European project, where inquiry- and context-based education (IC-BaSE) strategies were fused. The research question related to teachers’ reflections on these teaching strategies, and whether they found the model to be useful in primary schools after testing it with their students. Data collection was performed during the CPD programme and consisted of audio-recorded group discussions, individual portfolios and field notes collected by researchers. Results showed that compared with using only one instructional strategy, teachers found the new teaching model to be a useful complement. However, their discussions also showed that they did not reflect on choices of strategies or purposes and aims relating to students’ understanding, or the content to be taught. Before the CPD programme, teachers discussed the use of inquiry mainly from the aspect that students enjoy practical work. After the programme, they identified additional reasons for using inquiry and discussed the importance of knowing why inquiry is performed. However, to develop teachers’ knowledge of instructional strategies as well as purposes for using certain strategies, there is need for further investigations among primary school teachers.

  • 46.
    Walan, Susanne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences (from 2013).
    Students' reflections on participation in a science and technology school competition2018In: Electronic Proceedings of the ESERA 2017 Conference: Research, Practice and Collaboration in Science Education / [ed] Odilla Finlayson, Eilish McLoughlin, Sibel Erduran, Peter Childs, Dublin, Ireland, 2018, Vol. Part 2, p. 273-282Conference paper (Refereed)
    Abstract [en]

    Different kinds of efforts have been made in many countries to stimulate students' interest in science and technology, for example through school competitions. Few studies, however,have investigated the effect of school competitions in science and technology. This study centres onhow students participatingin the science and technology school competition The Technology Eightexperienced the outcomesof taking part inthe competition. Semi-structured interviews were conducted with seventeen 15-year-old students. Transcripts of the interviews were analysed based on contentand resulted in four categories: Social effects, Attitude to competitions, Stimulated interest in science and technology and Gained knowledge. The students enjoyed participating in the competition and found that it had a positive effect on the social situationin the classroom. Competitions were also appreciated and seen to encourage students to work harder. However, the competition didnot have much effect in changing interest in science and technology. Finally, the students found it difficult to express how the competition had contributed to gainingmore content knowledge in the subjects, but they emphasised the practical aspects of learning.

  • 47.
    Walan, Susanne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences (from 2013).
    Teachers’ and principals’ reflections on student participation in a school science and technology competition2018In: Research in Science & Technological Education, ISSN 0263-5143, E-ISSN 1470-1138, Vol. 36, no 4, p. 391-412Article in journal (Refereed)
    Abstract [en]

    Background: The European Union asks for renewed pedagogies in schools according to teaching strategies and necessary competences for the twenty-first century, instead of the often-used transmissive pedagogies. The national Swedish competition in science and technology for grade eight, The Technology Eight, provides an opportunity for teachers to work with instructional strategies in line with suggested pedagogies.

    Purpose: To investigate teachers’ and principals’ reflections on the competition in schools.

  • 48.
    Walan, Susanne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science.
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences.
    Gericke, Niklas
    Karlstad University, Faculty of Social and Life Sciences.
    Enhancing primary science: An exploration of teachers' own ideas of solutions to challenges in inquiry- and context-based teaching2016In: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, Vol. 44, no 1, p. 81-92Article in journal (Refereed)
    Abstract [en]

    Studies of inquiry- and context-based science education (IC-BaSE) have shown that teachers find these approaches problematic. In this study, 12 primary school teachers’ reflections on challenges related to IC-BaSE are explored. The aim of the study was to investigate which challenges primary teachers experience when working with IC-BaSE and how these may be solved. Group discussions and individual portfolios were used for data collection. Content analysis showed that the challenges teachers experienced were mainly practical relating to: how to find contexts, lack of time, handling big classes, students working at different paces, handling materials, and the teachers' need of control. The teachers also presented their own ideas of solutions to the challenges.

  • 49.
    Walan, Susanne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Nilsson, Pernilla
    Halmstad University.
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences (from 2013).
    Why Inquiry?: Primary Teachers' Objectives in Choosing Inquiry- and Context-Based Instructional Strategies to Stimulate Students' Science Learning2017In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 47, no 5, p. 1055-1074Article in journal (Refereed)
    Abstract [en]

    Studies have shown that there is a need for pedagogical content knowledge among science teachers. This study investigates two primary teachers and their objectives in choosing inquiry- and context-based instructional strategies as well as the relation between the choice of instructional strategies and the teachers' knowledge about of students' understanding and intended learning outcomes. Content representations created by the teachers and students' experiences of the enacted teaching served as foundations for the teachers' reflections during interviews. Data from the interviews were analyzed in terms of the intended, enacted, and experienced purposes of the teaching and, finally, as the relation between intended, enacted, and experienced purposes. Students' experiences of the teaching were captured through a questionnaire, which was analyzed inductively, using content analysis. The results show that the teachers' intended teaching objectives were that students would learn about water. During the enacted teaching, it seemed as if the inquiry process was in focus and this was also how many of the students experienced the objectives of the activities. There was a gap between the intended and experienced objectives. Hardly any relation was found between the teachers' choice of instructional strategies and their knowledge about students' understanding, with the exception that the teacher who also added drama wanted to support her students' understanding of the states of water.

  • 50.
    Weyers, Jonathan
    et al.
    Department of Biological Sciences, University of Dundee, Dundee.
    Höglund, Hans-Olof
    Karlstad University, Division for Environmental Sciences.
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Teaching botany on the sunny side of the tree.: Promoting investigative studies in plant ecophysiology through observations and experiments on sun and shade leaves1997In: Teaching botany on the sunny side of the tree.: Promoting investigative studies in plant ecophysiology through observations and experiments on sun and shade leaves, 1997Conference paper (Refereed)
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