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  • 51.
    Gericke, Niklas
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Berglund, Teresa
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Olsson, Daniel
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Rundgren, Shu-Nu Chang
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper.
    Sustainability Consciousness as a way to evaluate ESD-implementation in Sweden2014Konferansepaper (Fagfellevurdert)
  • 52.
    Gericke, Niklas
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Boeve-de Pauw, Jelle
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013). University of Antwerp, Faculty of Social Sciences, Antwerp, Belgium.
    Berglund, Teresa
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Olsson, Daniel
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    The Sustainability Consciousness Questionnaire: The theoretical development and empirical validation of an evaluation instrument for stakeholders working with sustainable development2018Inngår i: Sustainable Development, ISSN 0968-0802, E-ISSN 1099-1719, Vol. 27, nr 1, s. 35-49Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 53.
    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.

  • 54.
    Gericke, Niklas
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Carver, Rebecca
    Norwegian Institute of Public Health, Oslo, Norway..
    Castéra, Jérémy
    Aix-Marseille Université, Marseille, France.
    Menezes Evangelista, Neima Alice
    Federal University of Bahia, Salvador, Brazil.
    Coiffard Marrec, Claire
    Aix-Marseille Université, Marseille, France.
    El-Hani, Charbel
    Federal University of Bahia, Salvador, Brazil.
    Investigating the relationship between beliefs in genetic determinism as related to knowledge in genetics and genomics2018Konferansepaper (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. This belief is especially problematic when it engenders intolerant attitudes such as racism and prejudice against sexual orientation. The rationale for this is a naturalistic fallacy in genetic deterministic discourse, assuming that what is natural (in this case genetically predetermined) is inherently good or right.

    In this study we investigate the relationship between belief in genetic determinism and knowledge of genetics and genomics. The aim is to examine whether knowledge in genetics and genomics can counteract the development of beliefs in genetic determinism. From a scientific point of view there has long been awareness that the description of the gene as an active agent determining phenotypic traits by itself is a ‘strawman model’ used in genetic studies as an instrumental model focusing on the genetic factor ignoring environmental factors. Moreover, in the last decades the development of genomics and epigenetics has reinforced the notion of gene action as probabilistic and mutually interdependent with the environment through gene activity regulatory processes, further reducing the understanding of genes as sole active agents in the construction of phenotypes. Hence, one can conjecture that knowledge in modern genetics and genomics counteracts beliefs in the excessive power of genes and, thus, beliefs in genetic determinism.

    We gathered and analyzed statistically data by means of a newly developed questionnaire instrument, “Public Understanding and Attitudes towards Genetics and Genomics” (PUGGS), applied to a group of 427 Brazilian freshmen university students. The results shows no correlations between belief in genetic determinism and knowledge in genetics and genomics. Hence, this study does not give empirical support for the argument that enhancing genetic literacy can prevent genetic deterministic beliefs. There were however indications that social factors (age and religiousness) may have importance for the formation of genetic deterministic beliefs.

    The result also shows that belief in genetic determinism is a complex construct that seems to differentiate into two constructs or belief systems: a belief in social traits and a belief in biological traits. The study did not give any support for the existence of widespread beliefs in genetic determination of social traits. This is an unexpected result, which contradicts much of what has been suggested in the literature.

     

  • 55.
    Gericke, Niklas
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013).
    Clemént, Pierre
    University of Lyon, France.
    Mc Ewen, Birgitta
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 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 France2013Konferansepaper (Fagfellevurdert)
  • 56.
    Gericke, Niklas
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Dostal, O.
    Radick, G.
    Roque, R.
    Jiang, L.
    Biology Textbooks Between Science and the State: The Case of Mendelism in Sweden2016Konferansepaper (Fagfellevurdert)
  • 57.
    Gericke, Niklas
    et al.
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Drechsler, Michal
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för kemi och biomedicinsk vetenskap.
    Are Biology and Chemistry Models used from a 'Nature of Science' Perspective?: An analysis of Swedish Textbooks2006Konferansepaper (Fagfellevurdert)
  • 58.
    Gericke, Niklas
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Drechsler, Michal
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper.
    Teachers' use of textbooks – A comparative study of discipline bound differences2013Konferansepaper (Fagfellevurdert)
  • 59.
    Gericke, Niklas
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    El-Hani, Charbel
    UFBA - Federal University of Bahia, Salvador, Brasilien.
    Genetics2018Inngår i: Teaching Biology in Schools: Global Research,Issues and Trends / [ed] Kostas Kampourakis och Michael Reiss, New York: Routledge, 2018, 1, s. 111-123Kapittel i bok, del av antologi (Fagfellevurdert)
  • 60.
    Gericke, Niklas
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Grace, MarcusSouthampton University, UK.
    Challenges in Biology Education Research: A selection of papers presented at the XIth conference ofEuropean Researchers in Didactics of Biology (ERIDOB)2018Konferanseproceedings (Fagfellevurdert)
  • 61.
    Gericke, Niklas
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Grace, Marcus
    University of Southampton, Southampton.
    Introduction – challenges, trajectories and opportunities for biology education research2018Inngår i: Challenges in biology education research: A selection of papers presented at the XIth conference of European researchers in didactics of biology (ERIDOB) / [ed] Niklas Gericke & Marcus Grace, Karlstad: Karlstad University Press, 2018, 1, s. 11-16Kapittel i bok, del av antologi (Fagfellevurdert)
  • 62.
    Gericke, Niklas
    et al.
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Hagberg, M.
    Definition of Historical Models of Gene Function and Their Relation to Students' Understanding of Genetics2007Konferansepaper (Fagfellevurdert)
  • 63.
    Gericke, Niklas
    et al.
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Hagberg, M.
    Textbook authors' intentions and ideas when writing upper secondary biology textbooks in relation to nature of science (NOS)2008Konferansepaper (Fagfellevurdert)
  • 64.
    Gericke, Niklas
    et al.
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Hagberg, M.
    The phenomenon of gene function: an analysis of textbooks for upper secondary school in Sweden using historical models of gene function as a grid2007Konferansepaper (Fagfellevurdert)
  • 65.
    Gericke, Niklas
    et al.
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Hagberg, M.
    The Phenomenon of gene function as described in textbooks for upper secondary school in Sweden; A comparative analysis with historical models of gene function2007Konferansepaper (Fagfellevurdert)
  • 66.
    Gericke, Niklas
    et al.
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Hagberg, M
    The use of historical models of gene function in upper secondary school textbooks2008Konferansepaper (Fagfellevurdert)
  • 67.
    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.
    A multimodal approach to children’s meaning making of the woods2011Konferansepaper (Fagfellevurdert)
  • 68.
    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.
    Children’s meaning making of the forest2012Konferansepaper (Annet vitenskapelig)
  • 69.
    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 Incoherence as a Result of the use of Multiple Historical Models in School Textbooks2010Inngår i: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 40, nr 4, s. 605-623Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper explores the occurrence of conceptual incoherence in upper secondary school textbooks resulting from the use of multiple historical models. Swedish biology and chemistry textbooks, as well as a selection of books from English speaking countries, were examined. The purpose of the study was to identify which models are used to represent the phenomenon of gene function in textbooks and to investigate how these models relate to historical scientific models and subject matter contexts. Models constructed for specific use in textbooks were identified using concept mapping. The data were further analyzed by content analysis. The study shows that several different historical models are used in parallel in textbooks to describe gene function. Certain historical models were used more often then others and the most recent scientific views were rarely referred to in the textbooks. Hybrid models were used frequently, i.e. most of the models in the textbooks consisted of a number of components of several historical models. Since the various historical models were developed as part of different scientific frameworks, hybrid models exhibit conceptual incoherence, which may be a source of confusion for students. Furthermore, the use of different historical models was linked to particular subject contexts in the textbooks studied. The results from Swedish and international textbooks were similar, indicating the general applicability of our conclusions.

  • 70.
    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.

  • 71.
    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.

  • 72.
    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.
    Students’ understanding of models in textbooks2010Inngår i: Socio-cultural and human values in science and technology education. Proceedings of the XIV symposium of the International Organization for Science and Technology Education (IOSTE). Bled, Slovania, June 13-18, 2010. / [ed] Dolinsek, S. & Lyons, T., Ljubljana: Institute for Innovation and Development of University of Ljubljana , 2010, s. 474-482Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In this study 18 to 19 years old upper secondary students' ability to discern the use of multiple models in genetics when reading content specific excerpts in Biology textbooks are investigated. Two excerpts using different models when describing gene function was selected from authentic textbooks and nine students were given the specific task of reading the excerpts. Afterwards the students participated in semi-structured interviews. The main theme of the interview was about how the students experienced the similarities and differences between the texts, and how they understood models and conceptual change in genetics. Students recognized the existence of multiple models in a general way, but had difficulties discerning the different models and the conceptual change that occurs between them in the texts. Students had difficulties in transforming their general knowledge about multiple models into understanding of content specific models of gene function in the textbooks. These findings may have implications for students' understanding of conceptual knowledge since research has established textbooks as one of the most influential aspects in the planning and execution of biology lessons.

  • 73.
    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.
    Students’ understanding of models in textbooks2010Inngår i: XIV IOSTE Symposium, Bled, Slovenia, conference proceedings / [ed] Slavako Dolinsek, Terry Lyons, IRI UL, Institute for innovation and Development of University of Ljubljana , 2010Konferansepaper (Fagfellevurdert)
  • 74.
    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.

  • 75.
    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.
    Jorde, Doris
    University of Oslo, Faculty of Education, Norway.
    Upper secondary students’ understanding of the use of multiple models in biology textbooks: The importance of conceptual variation and incommensurability2013Inngår i: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 43, nr 2, s. 755-780Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this study we investigate students' ability to discern conceptual variation and the use of multiple models in genetics when reading content-specific excerpts from biology textbooks. Using the history and philosophy of science as our reference, we were able to develop a research instrument allowing students themselves to investigate the occurrence of multiple models and conceptual variation in Swedish uppersecondary textbooks. Two excerpts using different models of gene function were selected from authentic textbooks. Students were given the same questionnaire-instrument after reading the two texts, and the results were compared. In this way the students themselves made a classification of the texts which could then be compared with the researchers' classification of the texts. Forty-one upper secondary students aged 18-19 participated in the study. Nine of the students also participated in semi-structured interviews. Students recognized the existence of multiple models in a general way, but had difficulty discerning the different models and the conceptual variation that occurs between them in the texts. Further they did not recognize the occurrence of incommensurability between multiple models. Students had difficulty in transforming their general knowledge of multiple models into an understanding of content specific models of gene function in the textbooks. These findings may have implications for students'understanding of conceptual knowledge because research has established textbooks as one of the most influential aspects in the planning and execution of biology lessons, and teachers commonly assign reading passages to their students without further explanation.

  • 76.
    Gericke, Niklas
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Hudson, Brian
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013). University of Sussex, UK.
    Olin-Scheller, Christina
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Powerful knowledge and transformation processes across school subjects2018Konferansepaper (Fagfellevurdert)
  • 77.
    Gericke, Niklas
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Hudson, Brian
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013). University of Sussex, UK.
    Olin-Scheller, Christina
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Stolare, Martin
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013). CSD, ROSE.
    Powerful knowledge and transformations processes across school subjects: interdisciplinary perspectives from the field of subject didactics2018Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In this paper we outline an empirical research framework building on the concepts of powerful knowledge and transformation. Powerful knowledge as an idea was coined by Michael Young (2009) to re-establish the importance of knowledge in teaching and curriculum development. Powerful knowledge is defined by Young as a subject specific coherent conceptual disciplinary knowledge that when learnt will empower students to make decisions, and become action-competent in a way that influence their lives in a positive way. 

    We develop the concept of powerful knowledge in two important ways. First, instead of only discussing powerful knowledge as an idea related to educational practices, we take a research position suggesting that powerful knowledge could be used as a tool in educational research related to subject specific education. In doing so we, in line with Deng (2015), propose to align the curricular concept of powerful knowledge to the European research tradition of didactics in general, and subject didactics in particular. Second, we develop the concept of powerful knowledge by refuting the dichotomization suggested by Young (2015) that curriculum (‘what to teach’) can be separated from pedagogy (‘how to teach’). Instead we view these two questions as interrelated in didactical research.

    We suggest an expansion of the concept of powerful knowledge by using the analytical concept of transformation as a key concept in describing powerful knowledge in different disciplines, institutions and school subjects. The reason for this is that the concept of transformation is a central issue for didactical research from different European research traditions. Transformation as we understand it can be described as an integrative process in which the content knowledge is transformed into knowledge that is taught and learned through various transformation processes outside and within the educational system in relation to individual, institutional and societal level. Such processes of transformation are apparent in concepts related to a number of different frameworks including: ‘transposition’ (Chevallard 2007), ‘omstilling’ (Ongstad 2006) and ‘reconstruction’ (Duit et al. 2012), and are also reflected in the work of Bernstein (1971) in relation to the concept of ‘re-contextualisation’ within the curriculum tradition. The school subject is never a simple reduction of the discipline. The content knowledge is always transformed to fit the educational purpose of teaching. Hence, to study the concept of powerful knowledge within school subjects we need to study its transformation processes, and address the ‘why’ question in addition to the ‘what’ and ‘how’ questions.

    Moreover, the concept of powerful knowledge and the transformation processes the content of powerful knowledge undergo, must be placed in a wider context, where questions addressing societal challenges are raised. In a changing society the argument is being made that it is not obvious that powerful knowledge only stems from academic disciplines. For example, how does the emerging and rapidly changing media landscape affect powerful knowledge and how could powerful knowledge be understood in a connected classroom? How should interdisciplinary topics such as sustainability and migration be taught? What is powerful knowledge in such topics then emerges as a relevant question.

  • 78.
    Gericke, Niklas
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Hudson, Brian
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013). University of Sussex, UK.
    Olin-Scheller, Christina
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013). Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för språk- och litteraturdidaktik (from 2013). Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för språk, litteratur och interkultur (from 2013).
    Stolare, Martin
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013).
    Powerful knowledge, transformations and the need for empirical studies across school subjects2018Inngår i: London Review of Education, ISSN 1474-8460, E-ISSN 1474-8479, Vol. 16, nr 3, s. 428-444Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 79.
    Gericke, Niklas M.
    et al.
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Hagberg, Mariana
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Scientific Models of Gene Function: a Historical Overview2009Inngår i: Ämnesdidaktiska brobyggen  -: didaktiska perspektiv inom lärande och forskning, Karlstad: Karlstad University Press , 2009, s. 124-131Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 80.
    Gericke, Niklas
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Mc Ewen, Birgitta
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Vad är epigenetisk allmänbildning? – En Delfistudie2018Konferansepaper (Fagfellevurdert)
    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.

  • 81.
    Gericke, Niklas
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Mc Ewen, Birgitta
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Thörne, Karin
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Epigenetic literacy and the implementation of epigenetics in school biology2018Konferansepaper (Fagfellevurdert)
    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.

  • 82.
    Gericke, Niklas
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Olsson, Daniel
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Berglund, Teresa
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    An Evaluation-study of the ESD-implementation in Sweden2015Konferansepaper (Fagfellevurdert)
  • 83.
    Gericke, Niklas
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Olsson, Daniel
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Berglund, Teresa
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    An investigation of ESD-implementation in Swedish schools by assessing students’ Sustainability Consciousness2017Konferansepaper (Fagfellevurdert)
  • 84.
    Gericke, Niklas
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Olsson, Daniel
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Berglund, Teresa
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Investigating the effect of ESD-implementation in the Swedish school system by assessingstudents’ sustainability consciousness2015Konferansepaper (Fagfellevurdert)
  • 85.
    Gericke, Niklas
    et al.
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper. Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Olsson, Daniel
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Berglund, Teresa
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    The effect of ESD-implementation in the Swedish school system on students’ sustainability consciousness2014Konferansepaper (Fagfellevurdert)
  • 86.
    Gericke, Niklas
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Olsson, Daniel
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Berglund, Teresa
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Uitto, Anna
    Saloranta, Seppo
    Boeve-de Pauw, Jelle
    van Petegem, Peter
    Goldman, Daphe
    An investigation of ESD-implementation in Swedish schools by assessing students’ sustainability consciousness2015Konferansepaper (Fagfellevurdert)
  • 87.
    Gericke, Niklas
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Ottander, Christina
    Umeå universitet.
    On the issue of‘ Research in 'Didactics of Biology’2014Konferansepaper (Fagfellevurdert)
  • 88.
    Gericke, Niklas
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Ottander, Christina
    Umeå universitet.
    On the issue of ’research in didactics of biology’: Definitions and demarcations2016Inngår i: Proceedings of the 10th Conference of European Researchers in Didactics of Biology / [ed] T. Tal, A. Yarden, Haifa, Israel: Technion Israel Institute of Technology and The Weitzmann Institute of Science , 2016Konferansepaper (Fagfellevurdert)
  • 89.
    Gericke, Niklas
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Ottander, Christina
    Umeå universitet.
    On the issue of’research in didactics of biology’: Definitions and demarcations2016Inngår i: The future of biology education research: A selection of papers presented at the 10thconference of European Researchers in Didactics of Biology / [ed] Tali Tal, Anat Yarden, Haifa, Israel: The Technion, Israel Institute of Technology and The Weitzmann Institute of Science , 2016, 1, s. 155-162Kapittel i bok, del av antologi (Fagfellevurdert)
  • 90.
    Gericke, Niklas
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Per, Sund
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013). Stockholms universitet.
    Bladh, Gabriel
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013).
    How to teach sustainability within secondary biology education?: A study on teachers’ ideas on powerful knowledge2018Konferansepaper (Fagfellevurdert)
  • 91.
    Gericke, Niklas
    et al.
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Rundgren, C-J
    Two aspects of learning difficulties in genetics2006Konferansepaper (Fagfellevurdert)
  • 92.
    Gericke, Niklas
    et al.
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Schüllerqvist, Bengt
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Centrum för de samhällsvetenskapliga ämnenas didaktik.
    Ämnesdidaktisk komparation: Länder, ämnen, teorier, metoder, frågor och resultat2012Inngår i: Ämnesdidaktisk komparation: Länder, ämnen, teorier, metoder, frågor och resultat / [ed] Gericke, N. & Schüllerqvist, B., Karlstad: Karlstad University Press, 2012, 1, s. 5-12Kapittel i bok, del av antologi (Fagfellevurdert)
  • 93.
    Gericke, Niklas
    et al.
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Schüllerqvist, BengtKarlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för politiska och historiska studier.
    Ämnesdidaktisk komparation: Länder, ämnen, teorier, metoder, frågor och resultat2012Konferanseproceedings (Fagfellevurdert)
    Abstract [sv]

    Den tredje nordiska ämnesdidaktiska konferensen, NOFA 3, genomfördes 11 – 13 maj 2011 på Karlstads universitet. Temat för konferensen var ämnesdidaktisk komparation av olika slag: länder, ämnen, teorier,metoder, frågor och resultat. Konferensen organiserades som ettsamarbete mellan tre ämnesdidaktiska forskningsmiljöer vid Karlstadsuniversitet: CSL (Centrum för språk och litteraturdidaktik), CSD (Centrum förde samhällsvetenskapliga ämnenas didaktik) och SMEER (Science, Mathematics,Engineering Educational Research). Ledande forskare från Danmark, Finland, Norge och Sverige samlades i Karlstad. Av de 256 deltagarnas 120 presentationer har 13 artiklar efter peer-review granskning valts ut för denna bokpublikation. Artiklarna representerar både bredd och djup av aktuell ämnesdidaktisk forskning i ett nordiskt perspektiv och vänder sig till forskare, lärarutbildare och lärare inom skolväsendet.

  • 94.
    Gericke, Niklas
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Smith, Mike
    Mendel and Mendelian Genetics in School Biology2015Konferansepaper (Fagfellevurdert)
  • 95.
    Gericke, Niklas
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Smith, Mike, U.
    Mercer University School of medicine.
    Mendel in the classroom: Historical controversies & modern use2013Konferansepaper (Annet vitenskapelig)
  • 96.
    Gericke, Niklas
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Smith, Mike, U.
    Mercer University School of Medicine.
    Twenty-First-Century Century Genetics and Genomics: Contributions of HPS Informed Research and Pedagogy2014Inngår i: International Handbook of Research in History, Philosophy and Science Teaching / [ed] Matthews, M.R., Dordrecht: Springer, 2014, 1, s. 423-467Kapittel i bok, del av antologi (Fagfellevurdert)
  • 97.
    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.

  • 98.
    Grace, Marcus
    et al.
    University of Southampton.
    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

  • 99.
    Grice, Marie
    et al.
    Uddevalla kommun.
    Mogren, Anna
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Grantz, Helene
    Uddevalla kommun, Grundskolans utvecklingsenhet.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Kompetenser för lärare inom utbildning förhållbar utveckling – konstruktionen av ett enkätinstrument2018Inngår i: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 23, nr 3-4, s. 262-289Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

    Empiriska studier om lärares kompetens för undervisning inom utbildning för hållbar utveckling (UHU) är efterfrågade, men få forskningsinstrument finns tillgängliga. Studiens syfte är att ta fram ett enkätinstrument som kan beskriva lärares kompetens att implementera UHU. Ett andra syfte är att undersöka samband mellan UHU-kompetens och bakgrundsvariablerna: kön, ålder, undervisningsämne och antal år i yrket. I studien undersöks gymnasielärares (n=183) förhållningssätt till undervisning om UHU på en skola med ett uttalat UHU-arbete där förhållningssätt ses som ett uttryck för lärares UHU-kompetens. Utvecklingen av enkätinstrumentet baseras på det internationellt vedertagna OECD-ramverket DeSeCo:s (Definition and Selection of Competencies) definition av kompetensbegreppet. Explorativ faktoranalys identifierade fyra dimensioner av UHU-kompetens: didaktik, motivation, kapacitet och hinder. Inga korrelationer hittades mellan dimensionerna och bakgrundsvariablerna, vilket kan bero på en gemensam skolkultur. I framtida studier behöver instrumentets validitet för lärare som inte arbetat med UHU studeras.

  • 100.
    Kilstadius, Margaretha
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Defining contagion literacy: a Delphi study2017Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 39, nr 16, s. 2261-2282Artikkel i tidsskrift (Fagfellevurdert)
    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.

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