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  • 1.
    Bohlin, Jan
    et al.
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Smedja Bäcklund, Anna
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Gustavsson, Niklas
    Novozymes Biopharma AB, Lund.
    Sara, Wahlberg
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Nilsson, Thomas
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Expression, refolding and reconstitution of a c-type cytochrome of Ideonella dechloratansManuscript (Other academic)
  • 2.
    Bohlin, Jan
    et al.
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Smedja Bäcklund, Anna
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Gustavsson, Niklas
    Novozymes Biopharma AB, Lund, Sweden.
    Wahlberg, Sara
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Nilsson, Thomas
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Characterization of a candidate cytochome c gene associated with the gene cluster for chlorate respiration in Ideonella dechloratansManuscript (Other (popular science, discussion, etc.))
  • 3.
    Bohlin, Jan
    et al.
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Smedja Bäcklund, Anna
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Gustavsson, Niklas
    Novozymes Biopharma AB, Lund, Sweden.
    Wahlberg, Sara
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Nilsson, Thomas
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Characterization of a cytochrome c gene located at the gene cluster for chlorate respiration in Ideonella dechloratans2010In: Microbiology Research, ISSN 0944-5013, E-ISSN 1618-0623, Vol. 165, p. 450-457Article in journal (Refereed)
  • 4.
    Gericke, Niklas
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Wahlberg, Sara
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    Clusters of concepts in molecular genetics: a study of Swedish upper secondary science students understanding2013In: Journal of Biological Education, ISSN 0021-9266, E-ISSN 2157-6009, Vol. 47, no 2, p. 73-83Article in journal (Refereed)
    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.

  • 5.
    Höglund, Hans-Olof
    et al.
    Karlstad University, Faculty of Social and Life Sciences, Department of Biology.
    Helldén, Gustav
    Thomasson, M.
    Wahlberg, Sara
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Development of student teachers' understanding of conditions for life, cycles of matter and energy flow in an aquatic ecosystem - a case study2007Conference paper (Refereed)
  • 6.
    Höglund, Hans-Olof
    et al.
    Karlstad University, Faculty of Social and Life Sciences, Department of Biology.
    Helldén, Gustav
    Thomasson, M.
    Wahlberg, Sara
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Development of student teachers' understanding of conditions for life, cycles of matter and energy flow in an aquatic ecosystem - a case study2008Conference paper (Refereed)
  • 7.
    Höglund, Hans-Olof
    et al.
    Karlstad University, Faculty of Social and Life Sciences, Department of Biology.
    Helldén, Gustav
    Thomasson, Maria
    Wahlberg, Sara
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Student teacher content knowledge of life in an aquatic ecosystem and their experience in a teaching situation- a case study2008Conference paper (Refereed)
  • 8.
    Höglund, Hans-Olof
    et al.
    Karlstad University, Faculty of Social and Life Sciences, Department of Biology.
    Thomasson, Maria
    Karlstad University, Faculty of Social and Life Sciences, Department of Biology.
    Wahlberg, Sara
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Helldén, Gustaf
    Karlstad University, Faculty of Social and Life Sciences, Department of Biology.
    Student teacher content knowledge of life in an aquatic ecosystem and their experience in a teaching situation - a case study2008In: Planning science instruction: From insight to learning to pedagogical practices: Proceedning of the 9th Nordic research symposium on Science education, 11th-15th June 2008, Reykjavik, Iceland / [ed] Macdonald, Allyson, Reykjavik: Science education research group, School of education, University of Iceland , 2008, p. 140-142Conference paper (Refereed)
  • 9.
    Wahlberg, Sara
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences (from 2013).
    Teaching and Learning Protein Synthesis through Domain-Specific Language in Upper Secondary Education2019Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of this licentiate thesis is to contribute to understanding of upper secondary teaching and learning of protein synthesis with a focus on domain-specific language. It is based on two studies, designated Studies I and II. Study I addressed upper secondary students’ understanding of protein synthesis through their usage of domain-specific concepts. Data collected through semi-structured group interviews show that students can better reason about core concepts than peripheral concepts, and they compartmentalise the concepts into five clusters. Study II focused on chemistry and biology textbooks’ presentation of protein synthesis through domain-specific concept usage and effects of context on these presentations. The textbooks were analysed using a content analysis approach involving data mining techniques implemented by a computer-generated algorithm. The results reveal that chemistry textbooks focus more on peripheral concepts and generally tend to identify fewer relationships among more concepts than biology textbooks, which emphasise core concepts and tend to highlight more relationships among fewer concepts. Jointly, Studies I and II reveal four facets of teaching and learning protein synthesis: ‘mechanistic or conceptual descriptions’, ‘compartmentalisation’, ‘mRNA as a core concept’ and ‘canonical representation’. By acknowledging the results reported herein, teaching can improve the facilitation and reduce the hindrance in learning protein synthesis through the awareness of the domain-specific language usage. 

  • 10.
    Wahlberg, Sara
    et al.
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Gericke, Niklas
    Karlstad University, Faculty of Social and Life Sciences, Department of Biology.
    Clusters of concepts in the protein synthesis: A study of Swedish upper secondary science students' reasoning2009Conference paper (Refereed)
  • 11.
    Wahlberg, Sara
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Conceptual Demography in Upper Secondary Chemistry and Biology Textbooks' Descriptions of Protein Synthesis: A Matter of Context?2018In: CBE - Life Sciences Education, ISSN 1931-7913, E-ISSN 1931-7913, Vol. 17, no 3Article in journal (Refereed)
    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.

  • 12.
    Wahlberg, Sara
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences (from 2013).
    Descriptions of the protein synthesis in upper secondary biology and chemistry textbooks – An educational data mining approach2016Conference paper (Refereed)
  • 13.
    Wahlberg, Sara
    et al.
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Solli, A
    Frändberg, B
    Rocksén, M
    Thörne, K
    Communicating about molecules2009Conference paper (Refereed)
  • 14.
    Wahlberg, Sara
    et al.
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    van Stam, Jan
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences. Karlstad University, Faculty of Technology and Science, Materials Science.
    Bringing chemistry to children: Children's university2009Conference paper (Refereed)
1 - 14 of 14
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