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  • 51.
    Rundgren, Carl-Johan
    et al.
    Linköpings universitet, Lärande, Estetik, Naturvetenskap (LEN).
    Hirsch, Richard
    Linköpings universitet, Institutionen för kultur och kommunikation.
    Tibell, Lena A. E.
    Linköpings universitet, Visuell informationsteknologi och applikationer.
    Chang Rundgren, Shu-Nu
    Linköpings universitet, Utbildningsvetenskap.
    Help-words – a Creative Way of Making Sense of visualizations in molecular life science2010Konferansepaper (Fagfellevurdert)
    Abstract [en]

    When confronted with the representations and terms of science, students make meaning using the knowledge and language they possess. They make frequent use of conventional expressions, but they also use words that seemingly have no conventional meaning, here labelled help-words. This study explores the verbal resources upper secondary students use to make meaning of molecular life science. The paper gives a description of the phenomenon of non-conventionalised expressions, help-words, based on a study of 20 upper secondary students. The results indicate that help-words are meaningful in learning situations, especially in abstract disciplines such as molecular life science.

  • 52.
    Rundgren, Carl-Johan
    et al.
    Linköpings universitet, Lärande, Estetik, Naturvetenskap (LEN).
    Hirsch, Richard
    Linköpings universitet, Filosofiska fakulteten.
    Tibell, Lena
    Linköpings universitet, Visuell informationsteknologi och applikationer.
    Chang Rundgren, Shu-Nu
    Linköpings universitet, Lärande, Estetik, Naturvetenskap (LEN).
    Students’ Use of Terms and Conceptual Understanding inMaking Meaning of Visualizations of Protein Function2010Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Molecular life science has become one of the fastest-growing fields regarding scientific and technical innovation. Images, diagrams and other forms of visualizations are playing increasingly important roles in molecular life science research, teaching and learning. This study examines how upper secondary students interpret visualizations of protein function. Thirteen upper secondary students and four tertiary students (majoring in biochemistry) were interviewed in semi-structured interviews. The interviews were structured around two 2D illustrations of proteins and an animated representation of water molecules being transported through a channel in the cell membrane. In the analysis of the transcripts, a score, based on the SOLO-taxonomy, was developed to evaluate the depth of students’ conceptual understanding. Furthermore, the relative use of scientific terms, metaphors, deictic and non-conventionalized expressions in the students’ explanations was also disclosed. The results indicate that the beginner students frequently use metaphors which came from their school education or created by themselves, i.e. spontaneous metaphors. Students also make use of non-conventionalized expressions that seemingly have no meaning in relation to scientific concepts and processes. The results from this study indicated that there was no simple positive correlation between use of scientific terms and the depth of conceptual understanding. Interestingly, in the interviews, non-conventionalized expressions were used to express conceptual understanding and they play a role in the meaning-making of the students. Moreover, the results revealed that difficulties in science education may to a large degree be connected to the potential problems concerning communicating the precise and general nature of scientific terms.

  • 53.
    Rundgren, Shu-Nu Chang
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper (from 2013). Stockholm Univ, Dept Educ, Stockholm, Sweden..
    Rundgren, Carl-Johan
    Stockholm Univ, Dept Math & Sci Educ, Stockholm, Sweden..
    What are we aiming for?: A Delphi study on the development of civic scientific literacy in Sweden2017Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 61, nr 2, s. 224-239Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Based on the EU FP 7 project, PROFILES, this article presents our findings from a three-round Delphi study conducted in Sweden that aimed at establishing a consensus on how science education should be developed for citizens to enhance civic scientific literacy. A total of 100 stakeholders (9th graders, school teachers, scientists, and science education researchers) were involved in our Delphi study in 2012-2013. The results revealed that there were some highly ranked consensus ideas: environmental issues, inquiry skills, motivation/interest, and holistic comprehension. The conclusions of our research imply the importance of involving different stakeholders in the educational reconstruction process; we suggest that schoolteachers in particular should play a vital role.

  • 54.
    Sie, Y.-L.
    et al.
    Tamkang University, Taiwan.
    Wang, T.-H.
    Tamkang University, Taiwan.
    Chang, H.-P.
    Tamkang University, Taiwan.
    Chang, Shu-Nu
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier.
    Shih, T. K.
    Tamkang University, Taiwan.
    A SCORM-based caching strategy for supporting ubiquitous learning environment2006Inngår i: Lecture Notes in Computer Science, ISSN 0302-9743, E-ISSN 1611-3349, Vol. 4158, s. 551-560Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    With respect to the diverseness of learning devices and the different conditions of the internet connection availability, users might confront with some inevitable problems in traditional distance learning environment. The learning activities are always interfered while the network connection is failed. Furthermore, the learning contents become more and more miscellaneous with on-line multimedia presentations, and it is necessary for learners to wait for the learning resources to be downloaded from the remote learning server. In this paper, we propose a solution, called Caching Strategy, to solve those issues under the ubiquitous learning scope. According to some specific factors, we aim to provide the most needed learning resources for learners on the mobile learning devices even if the internet connection is not available intermittently. With our proposed methods, the waiting time of learning contents delivery can be reduced as well to smooth the learning activities online. In order to increase the efficiency of the strategy, we carefully examine some specific factors about the learning sequencing defined in the Sharable Content Object Reference Model (SCORM). After applying this strategy to distance learning system, the efficient ubiquitous learning will be easier to come true.

     

  • 55.
    Tseng, Yuen-Hsien
    et al.
    National Taiwan Normal University, Taipei, Taiwan.
    Chang, Chun-Yen
    National Taiwan Normal University, Taipei, Taiwan.
    Chang Rundgren, Shu-Nu
    Linköpings universitet, Lärande, Estetik, Naturvetenskap (LEN).
    Rundgren, Carl-Johan
    Linköpings universitet, Lärande, Estetik, Naturvetenskap (LEN).
    Mining Concept Maps from News Stories for Measuring Civic Scientific Literacy in Media.2010Inngår i: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 55, nr 1, s. 165-177Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Motivated by a long-term goal in education for measuring Taiwanese civic scientific literacy in media (SLiM), this work reports the detailed techniques to efficiently mine a concept map from two years of Chinese news articles (901,446 in total) for SLiM instrument development. From the Chinese news stories, key terms (important words or phrases), known or new to existing lexicons, were first extracted by a simple, yet effective, rule-based algorithm. They were subjected to an association analysis based on their co-occurrence in sentences to reveal their term-to-term relationship. A given list of 3,657 index terms from science textbooks were then matched against the term association network. The resulting term network (including 95 scientific terms) was visualized in a concept map to scaffold the instrument developers. When developing an item, the linked term pair not only suggests the topic for the item due to the clear context being mutually reinforced by each other, but also the content itself because of the rich background provided by the recurrent snippets in which they co-occur. In this way, the resulting instrument (comprised of 50 items) reflect the scientific knowledge revealed in the daily news stories, meeting the goal for measuring civic scientific literacy in media. In addition, the concept map mined from the texts served as a convenient tool for item classification, developer collaboration, and expert review and discussion.

  • 56.
    Walan, Susanne
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Chang Rundgren, Shu-Nu
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper.
    Investigating preschool and primary school teachers´ self-efficacy and needs in teaching science: A pilot study2014Inngår i: CEPS Journal, ISSN 1855-9719, Vol. 4, nr 1, s. 51-67Artikkel i tidsskrift (Fagfellevurdert)
  • 57.
    Walan, Susanne
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap.
    Chang Rundgren, Shu-Nu
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper.
    Student responses to a context- and inquiry-based three-step teaching model2015Inngår i: Teaching science, ISSN 1449-6313, Vol. 61, nr 2, s. 33-39Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Research has indicated that both context- and inquiry-based approaches could increase student interest in learning sciences. This case study aims to present a context- and inquiry-based combined teaching approach, using a three-step teaching model developed by the PROFILES project, and investigates Swedish students' responses to the activity. A Likert scale questionnaire was used for the data collection. The results of a total of 105 15-year-old students showed that, overall, the students were highly positive about this science teaching module.

  • 58.
    Walan, Susanne
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013).
    Chang-Rundgren, Shu-Nu
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper.
    Mc Ewen, Birgitta
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för kemi och biomedicinsk vetenskap.
    Student's responses to an inquiry- and context-based science teaching module2014Konferansepaper (Fagfellevurdert)
  • 59.
    Walan, Susanne
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013).
    Chang-Rundgren, Shu-Nu
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper.
    Mc Ewen, Birgitta
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för kemi och biomedicinsk vetenskap.
    The indicators to evaluate teachers' professional development in context-based science teaching2014Konferansepaper (Fagfellevurdert)
12 51 - 59 of 59
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