bluuebunny/crossref_metadata_2025 huggingface dataset:
Genetic determinism in the Finnish upper secondary school biology textbooks
Authors: Aivelo Tuomas , Uitto Anna
Published: October 2017

Genetics is a fast-developing field and it has been argued that genetics education is lagging behind. Genetics education has, for example, been suspected of indoctrinating strong genetic determinism. As the updating of the national upper secondary school curricula is about to start, we decided to study how the current curriculum manifests in Finnish biology textbooks. We studied the main four textbooks for historical gene models and definitions of genes using content analysis. Hybrid models were pervasive in textbooks. The textbooks expressed sometimes even strong genetic determinism, which might be linked to the dominance of older historical models in the textbooks. We also found instances of determinism which we call ‘weak determinism’: genes were depicted as more important factor than environment in relation to the expressed properties. Subsequently, there were no modern gene models found. We suggest gene models should be presented explicitly to reduce misconceptions about genes. We argue that genetics education needs to take more into account than environmental effects and there needs to be more emphasis on the temporal and developmental aspect of genotype-phenotype link. Specifically in Finland this could be done by a more explicit formulation of the national curriculum.
Kommunikation kring elevens förkunskap som en del av den formativa bedömningen
Communication about pupils´ prior knowledge as a part of formative assessment
Authors: Henriksson Ann-Catherine
Published: October 2017

Communicating pupils´ prior understanding and knowledge is essential when you look upon learning from a constructivist point of view. Formative assessment is an important factor influencing learningand making learning visible for the pupil and the teacher. This qualitative study focuses on how primary school teachers look upon communicating the pupils´ prior understanding and knowledge in the science subjects. The main aim of the study is to clarify class-teachers´ perceptions of communication about pupils´ prior knowledge according to the extent and the form. The semi-structured interviews were conducted in spring 2012. The teachers´ perceptions of communication about the pupils´ prior knowledge can as a result from this study be categorized into four different categories: 1. A structured control considering both the students and the teacher’s awareness. 2. A discussion about the upcoming theme. 3. The teacher feels that he or she is aware of the knowledge level without communication. 4. Avoidance of discussion and control because the teacher feels unsecure about his or her own subject knowledge. The research implies that because teaching science in very heterogeneous classes can be challenging the teachers seem to need more knowledge about how to improve the quality of formative assessment. Further, they need more knowledge about what benefits you as a teacher and the pupils get from using formative assessment.
Fem elevers föreställningar om organsystem – vad händer i kroppen när vi dricker vatten? "Five students’ ideas about organ systems – what happens in the body when we drink water?"
Authors: Enochson Pernilla Granklint , Redfors Andreas
Published: October 2017

It has earlier been shown on a group level that it is difficult for 9th grade students (15-16 years old) in a Swedish school to understand how water is transported in the human body. The detailed analysis of five Swedish students in the 9th and final year of compulsory school concerning their ideas about water transportation is presented here. The empirical data consists of drawings, answers to a questionnaire with both open ended and multiple-choice questions, and student interviews. The analysis shows that all the students struggle to produce explanations involving the three organ systems: digestive, blood and excretion systems and they seem to use a variety of explanatory models as basis for their reasoning. Possible ways of understanding this are discussed together with implications for future teaching.
Health care or Atom bombs? Interest profiles connected to a science career in Sweden
Authors: Oskarsson Magnus , Karlsson Karl-Göran
Published: October 2017

The ROSE survey explores which science topics 15-year-old students want to study. By carrying out a factor analysis on results from Sweden it was possible to describe ten interest profiles. The interest profile with the strongest connection to the students’ interest in school science consists of topics such as explosive chemicals, ABC weapons, electric shocks, atoms and molecules. Only a minority of the students has these interests, but it is this minority who appreciates school science and who chooses to study science at upper secondary school. The factor analysis also reveals large differences between genders and furthermore, that the students’ own interests govern their choice of study programme at upper secondary school.
TIMSS Advanced 2008: Fall i fysikk-kompetanse i Norge og Sverige
Authors: Angell Carl , Lie Svein , Rohatgi Anubha
Published: October 2017

TIMSS Advanced 2008 is an international comparative study, and deals with examining student achievement in mathematics and physics in the final year at upper secondary school. The theme of this article is to look at how Norwegian and Swedish students performed in physics in 2008 compared to the study conducted in 1995. The results from the TIMSS Advanced study provide an unambiguous picture. There is a significant decline in the performance in physics since the previous study in 1995 for both Norwegian and Swedish students. One important reason is related to the generally low level of results in science and mathematics at all levels in schools as shown by the downward trend for students in lower grades. The decline in physics performance can thus be explained by the fact that students with significantly weaker skills than before in mathematics and science come into upper secondary school. Lack of knowledge of basic arithmetic and algebra seems to be a contributing factor for this downwards trend in physics at upper secondary school level.
Hvordan åpne for vitenskapshistorie i naturfagundervisning
Authors: Knain Erik
Published: October 2017

How to represent the nature of science in an authentic way so that the argumentative aspect of science inquiry is not lost is investigated in terms of representations of the history of science. By comparing representations of the development of the Big Bang theory, successive shifts from Big Bang as an established fact to the processes of establishing this fact points to dilemmas and choices involved in teaching the nature of science. Texts from school textbooks, from a historian of science (Helge Kragh) and from a science sociologist (Bruno Latour) are discussed in order to point to key steps from product to process. Three levels of depth in tracing the historical development of a scientific fact are inferred.
The formality of learning science in everyday life: A conceptual literature review
Authors: Dohn Niels Bonderup
Published: October 2017

The terms non-formal and informal are attributed to learning in everyday life by many authors, often linked to their interests in particular learning practices. However, many authors use the terms without any clear definition, or employ conflicting definitions and boundaries. An analysis of relevant literature revealed two fundamentally different interpretations of informal learning. The one describes formality of education at the organizational level, while the second describes formality of learning at the psychological level. This article presents a conceptual reconciling of these two perspectives. Based on a literature review, the educational modes of education are defined as discrete entities (formal, non-formal, and informal education), whereas formality at the psychological level is defined in terms of attributes of formality and informality along a continuum (formal ↔ informal learning). Relations to other  well-established frameworks within the field of informal learning are discussed.
Metode for analyse av læreplaner i naturfag – anvendt på den norske læreplanen
Authors: Holt Anne , Øyehaug Anne Bergliot
Published: October 2017

In this paper we suggest a method for analysing curriculums in science, and we use this to investigate how the present Norwegian science curriculum prepares students for scientific informed citizenry. Science is both a body of knowledge that represents current understanding of natural systems and the process where that body of knowledge has been established and is being continually extended, refined, and revised. Both elements are truly essential, a student cannot understand science without being competent in both. Thus, there are clear recommendations about how to teach science in school, described as four strands of learning. The method analyses competence descriptions both according to the four strands and taxonomic level (depth of knowledge). The analysis shows that the Norwegian curriculum only to a certain degree correlates to recommendations about how science should be taught. Moreover, it seems like the method has potential beyond science curriculum analysis.
Semantiska vågor – elevers diskursiva rörlighet i gruppsamtal
Authors: Nygård Larsson Pia , Jakobsson Anders
Published: October 2017

In order to use and understand a scientific language students need the ability to move between everyday and scientific discourses. This article analyses exploratory talks, and use of language when students collaboratively discuss a science assignment. The aim is to develop an analytical tool that can facilitate understanding and visualization of students' language use. The concepts of discursive mobility (Nygård Larsson, 2011) and semantic waves (Martin, 2013; Maton, 2013) constitute the starting point in the analysis and the students’ discussions are explored by using the concepts of semantic gravity and semantic density. The results display that all of the students’ conversations contain a certain degree of discursive mobility. However, there exists differences in how the conversations move between everyday and scientific languages and in terms of how successful the students are to formulate a specific subject language. In some conversations, everyday expressions become a productive resource and a bridge to a more scientific language.
Implementation of empirical-mathematical modelling in upper secondary physics: Teachers’ interpretations and considerations
Authors: Angell Carl , Kind Per Morten , Henriksen Ellen Karoline
Published: October 2017

This paper reports on the implementation of an upper secondary physics curriculum with an empirical-mathematical modelling approach. In project PHYS 21, we used the notion of multiple representations of physical phenomena as a framework for developing modelling activities for students. Interviews with project teachers indicate that implementation of empirical-mathematical modelling varied widely among classes. The new curriculum ideas were adapted to teachers’ ways of doing andreflecting on teaching and learning rather than radically changing these. Modelling was taken up as a method for reaching the traditional content goals of physics teaching, whereas goals related to process skills and the nature of science were given a lower priority by the teachers. Our results indicate that more attention needs to be focused on teachers’ and students’ meta-understanding of physics and physics learning.
”Alla gör fel!” – Hinder för lärares bedömning av elevers praktiska förmågor under ett nationellt prov
Authors: Sund Per , Sund Louise
Published: October 2017

Storskaliga och kostsamma nationella tester genomförs i hela västvärlden och tar stora lärarresurser i anspråk. Med stora satsningar som dessa är det viktigt att ställa frågan om betygsunderlaget som genereras är likvärdigt och rättvist? Denna fallstudie undersöker svenska lärares möjligheter att bedöma elevers individuella förmågor i tre undervisningsgrupper under genomförandet av ett praktiskt delmoment i det nationella provet i kemi i åk 9. Datainsamling genomfördes med två fasta videokameror och tre par spionglasögon. Trots att provinstruktioner till elever och lärare är väl utvecklade och bedömningsanvisningar till läraren är detaljerade visar resultaten i denna studie att det är svårt att bedöma elevers individuella praktiska förmågor. Det finns många olika slags faktorer som påverkar provresultatet. En sådan faktor är provet genomförs i en laborationssal där situationen skiljer sig väsentligt från miljön för ett teoretiskt prov i ett klassrum. En annan faktor är att det under den praktiska provdelen i en laborationssal närmast är omöjligt för eleverna att undvika att kommunicera. Studiens resultat visar att det finns påverkansfaktorer som sociala interaktioner och systematiska fysiska felkällor. I resultatet diskuteras hur lärares möjligheter att bedöma elevers individuella praktiska förmågor under nationella prov bättre kan säkerställas.
Different content orientations in science and technology among primary and secondary boys and girls in Sweden: Implications for the transition from primary to secondary school?
Authors: Jidesjö Anders
Published: October 2017

This paper presents Swedish results from the Relevance of Science Education (ROSE) study, which is part of a large world-wide comparative research study based at the University of Oslo. The national sample was collected in spring 2003 and originates from 751 students from 29 schools, most of whom were 15 years old. In an additional study data from primary students were collected in spring 2005, with a smaller sample of 112. Significant differences in content orientation between the primary and secondary boys and girls were found and are discussed in the context of young people’s interest in science and technology and the public function of those knowledge fields as a part of education. Earlier studies suggest the benefit of more applicative contexts as the children move through compulsory school. This statement is challenged to some degree in this paper and a stronger need to understand how the transition from primary to secondary level and specific contents are related is discussed. This is due to indications that students’ content orientations are partially dependant on age and there are significant differences due to gender to consider. A deeper examination of those elements can assist in the understanding of the relevance of science from the learners’ perspectives.
«Utvidet klasserom» – Et verktøy for å designe uteundervisning i naturfag
Authors: Remmen Kari Beate , Frøyland Merethe
Published: October 2017

Despite its rich learning potential, outdoor science activities are challenging to integrate in classroom teaching. Therefore, this paper synthesizes theory, findings and experiences from 20 years of research – and development projects aiming to integrate outdoor teaching in school science, resulting in a pedagogical model called "Extended classroom". Discussing "Extended classroom" in light of related frameworks in the literature, we propose that the "Extended classroom" offers more explicit tools for teachers in designing outdoor science activities that foster opportunities for students to develop deeper learning. In addition, "Extended classroom" seems to facilitate collaboration between classroom teachers and external professionals.
Laborativt arbete i grundskolans senare år: Lärares perspektiv
Authors: Högström Per , Ottander Christina , Benckert Sylvia
Published: October 2017

In this paper we describe the results from interviews with science teachers in lower secondary school. The teachers were asked what they wanted to achieve with laboratory work, what difficulties they experienced and if there were any differences between lab work in biology, chemistry and physics. The results show that the teachers wanted lab work to help the students develop their understanding,to make them interested and to develop their laboratory skills. Some of the teachers describedlab work that included scientific inquiry but not, specifically, knowledge about how to systematically investigate phenomena in nature. Aspects of nature of science were rare. Lack of time to discuss with the students during lab work was seen as one difficulty which resulted in problems for students to link observables to scientific ideas. Laboratory exercises in chemistry were often regarded too abstract while lab work in physics and biology were much easier to link to everyday life.
Vektlegging av lesing i naturfaget. Del 2: Hvordan fremme elevens kompetanse i å lese naturfaglige tekster?
Authors: Kolstø Stein Dankert
Published: October 2017

This article offers a tool-kit for science teachers reading instruction in science. The tool-kit is based on the importance of knowledge of text structures and skilled use of reading strategies for reading comprehension. Furthermore, the tool-kit takes into account the characteristics of the nature of science and scientific texts. By drawing upon insights from research on reading and reading instruction, the article directs attention to research which concludes that proper instruction increase students’ competency in reading expository texts with understanding. The article thus concludes that, in order to induce a change in school science towards increased focus on reading scientific texts, competencies related to reading need to be included among the learning goals in the science curriculum.
“You’ll just have to practice until you find your own way to do it!” - A narrative study about how teaching is carried out in Technical Vocational Education
Authors: Bjurulf Veronica
Published: October 2017

This article examines how different arenas contribute to students’ learning in the Energy Programme and the Industry Programme at Swedish upper secondary school. The empirical data consists of semistructured interviews with three students and observations of the students, two teachers and three supervisors, focusing on how the teaching is carried out in school and workplaces, respectively. Theresult shows that the teaching in school and at the workplaces is carried out in different ways during students’ vocational education. In school the learning is influenced by the teachers’ acting as role models. This means that the teaching is normative in the sense that the teachers are demonstrating how to do. At the workplaces, the teaching differs between different supervisors and the learning is influenced by the supervisor’s daily agenda and in the way the supervisor gives instructions.
Fundamental situations in teaching biology: The case of parthenogenesis
Authors: Evans Robert , Winsløw Carl
Published: October 2017

This theoretical paper considers the notion of fundamental situation in the sense of Brousseau’s theory of didactical situations. It introduces some precise elements of this theory in which a teacher provides an environment for student work that aims to enable students, through constructive inquiry, to acquire well defined pieces of scientific knowledge. Situations become fundamental if they not only allow, but force students to construct the target knowledge. A classical example from mathematics is presented, where the target knowledge is a theorem of plane geometry presented as a puzzle. Then a new fundamental situation in biology is described for parthenogenetic reproduction, which has recently turned out to occur in Komodo dragons. An explicit demand to generate and test hypotheses that could explain the given example of dragon reproduction, using authentic DNA data, is given to students. The paper concludes with an analysis of the extent to which this fundamental situation in biology is authentic to the theory of didactical situations.
Learning and the variation in focus among physics students when using a computer simulation
Authors: Ingerman Åke , Linder Cedric , Marshall Delia , Booth Shirley
Published: October 2017

This article presents a qualitative analysis of the essential characteristics of university students’ “focus of awareness” whilst engaged with learning physics related to the Bohr model with the aid of a computer simulation. The research is located within the phenomenographic research tradition, with empirical data comprising audio and video recordings of student discussions and interactions, supplemented by interviews. Analysis of this data resulted in descriptions of four qualitatively distinct focuses: Doing the Assignment, Observing the Presentation, Manipulating the Parameters and Exploring the Physics. The focuses are further elucidated in terms of students’ perceptions of learning and the nature of physics. It is concluded that the learning outcomes possible for the students are dependent on the focus that is adopted in the pedagogical situation. Implications for teaching physics using interactive-type simulations can be drawn through epistemological and meta-cognitive considerations of the kind of mindful interventions appropriate to a specific focus.
Teknologi og design i nye læreplaner i Norge: Hvilken vinkling har fagområdet fått i naturfagplanen?
Authors: Bungum Berit
Published: October 2017

The new curriculum for compulsory education in Norway deﬁnes “Technology and design” as a multidisciplinary area, and this area has received a relatively strong position in the curriculum for science. This article describes the process of deﬁning Technology and design in the formal curriculum. It then presents an analysis of how the curriculum approaches Technology and design in various phases towards the ﬁnal formal curriculum. The analysis focuses on how ideas from Design & Technology as a subject in England and Wales have inﬂuenced the formation of the curriculum, and what relationship between science and technology it communicates. It is concluded that there has been a shift from new ideas towards more traditional science content during the process. The new science curriculum nevertheless facilitates a “partnership approach” to science and technology teaching in Norwegian schools, rather than communicating a view of technology as “applied science”
Nya former för lärande: Leken som ett redskap i lärandet i miljö i grundskolans tidigare årskurser
Authors: Persson Christel
Published: October 2017

The aim of this study is to show how play, as a dimension in teaching and learning, can act as catalystin learning in environmental issues. The research question is how primary school children use scientificand technological conceptions in order to describe and understand environmental contexts. In thisarticle nine-year-old boys and girls deal with conceptions like food-chains and food-webs but alsowhether man is part of nature or not. The analysis is based on metacognitive dialogues where thescience teacher and the children are interacting. The discussion points out what possibilities andboundaries play as a tool can provide in teaching and learning in environmental education.
Lärares teknikdidaktiska kompetens och dess betydelse för elevers teknikintresse
Authors: Mattsson Gunilla
Published: October 2017

In Sweden there is presently a discussion about the benefit of pedagogical content knowledge for teachers in compulsory school. The results of the study indicate that the pupils get an increased interest in technology, which is positively correlated to the didactic competence of the teachers in technology. This competence is strongly connected to the teachers’ formal studies in technology education.Their teaching increased the interest of the pupils in technology and in choosing technology for upper secondary school. The educated teachers also presented teaching much more in accordance with the Swedish curriculum Lpo94 than the non-educated teachers.
An exploration of cluster structure in scientific literacy in PISA: Evidence for a Nordic dimension?
Authors: Olsen Rolf V.
Published: October 2017

The cognitive items covering the domain of scientific literacy in the Programme for International Student Assessment (PISA) are explored through an analysis of the item residuals (item-by-country interactions) with the aim of looking for a distinct Nordic pattern. The findings of a cluster analysis indicate that the profile across the Nordic countries is not very distinct. However, stable profiles are established for a number of other groups of countries, and the Nordic countries are shown to be membersof a larger group of countries which is labelled North-West European countries. Furthermore, item characteristics are used to find possible explanations for the profiles.
Et meningsfullt naturfag for dagens ungdom?
Authors: Schreiner Camilla , Sjøberg Svein
Published: October 2017

Can school science become more attractive, interesting and meaningful for young people of today? The point of departure for raising this question is the decline in enrolment in studies in science and technology (S&T) that is apparent in many OECD countries. We draw on perspectives from literature on late modernity and identity construction and we use data from the international comparative project ROSE (the Relevance of Science Education) to shed light on how young people perceive S&Tand some of their criteria for their educational choices. Our focus is on the Nordic situation, but we also provide comparisons with other cultures. We show that young people in all kinds of countries share a positive view on the importance S&T for society and the future development. We note, however, some remarkable differences when it comes to the willingness to engage in S&T-related studies and careers. We use Norwegian data to illustrate the values and concerns that are important for the choice of future jobs for young people. We suggest that there is a mismatch between these values and the values that young people meet in science at school. We argue that science curricula must change to accommodate some of the values of the young generation.
Kan elevene mindre enn før? Naturfagkompetanse i Norden i perioden 1995 – 2003
Authors: Kjærnsli Marit , Lie Svein , Turmo Are
Published: October 2017

This article presents and discusses changes in science competency in the period from 1995 to 2003 in the Nordic countries based on analyses of data from PISA and TIMSS. One central feature of the PISA and TIMSS surveys is to study changes in students’ competency over time in absolute terms. Some items are kept secure from cycle to cycle, and based on these items it is possible to create trend data, i.e. to place students who have taken tests at different times on the same cognitive scale. This is done by the use of modern psychometrical methods. The results show a decline in Norway and Sweden, while a positive development is found in Finland.
Hvordan introduseres og videreutvikles kunnskap om vannets kretsløp i norske lærebøker for grunnskolen? "How is the water cycle presented in Norwegian textbooks for compulsory education?"
Authors: Hansen Pål Kirkeby
Published: October 2017

The water cycle is introduced at grade 3 in science textbooks. The topic is continued at grades 6/7, and further developed at grades 8/9 both in science and geography textbooks. The water cycle is one of the “big ideas in science”. This investigation is about how the water cycle is presented in textbooks, if the texts and illustrations are adapted to the pupils’ age level, and how the textbooks simplify this rather complex topic. Could the simplifications foster misconceptions? The investigation shows someprogression from the introduction at grade 3 via grades 6/7 to grades 8/9. However, the texts and illustrations might give the pupils a representation of the water cycle as to be local, one dimensional, limited to the atmosphere, oceans, rivers and lakes; and to take only a few hours or days pr. cycle. If not the textbooks are supplied by teaching, the pupils might leave compulsory education with a naive understanding of the water cycle.
Science and Mathematics as part of practical projects in technology and design: An analysis of challenges in realising the curriculum in Norwegian schools.
Authors: Bungum Berit , Esjeholm Bjørn-Tore , Lysne Dag Atle
Published: October 2017

Technology and design is seen by many as having a potential for students to work with science and mathematics in practical contexts. The view is particularly evident in the Norwegian curriculum, where technology and design is defined as an interdisciplinary topic involving Science, Mathematics and Art & Crafts. This paper reports from a video study of the use of mathematics and science in student projects in technology and design. It was found that the projects contained little conceptual knowledge from mathematics and science even when their purpose was to do so. Through an inductive analysis informed by perspectives on technology and technological knowledge, we identify four issues that explain why this is the case: (i) Problem solving by other means, (ii) Focus on product quality, (iii) Not the right type of knowledge, and (iv) Concepts and procedures not necessary for the purpose. These issues are related to the nature of technology rather than to pedagogy, and the results suggest that technology and design as a domain of knowledge should be represented in the curriculum in its own right and not as an arena for learning science and mathematics.
Developing teaching responsiveness to children’s inquiry in science: A case study of professional development for pre-school teachers
Authors: Louca Loucas T. , Tzialli Dora , Skoulia Thea , Constantinou Constantinos P.
Published: October 2017

Supporting inquiry in the science classroom is challenging work, demanding that teachers utilize abilities for addressing and responding to children’s inquiry. These abilities include, (a) knowledge of the various forms of in-class scientific inquiry; (b) abilities for evaluating elements of children’s inquiry which teachers identify; and (c) a repertoire of instructional strategies, from which to choose in order to respond to children’s in-class inquiry. Developing these abilities depends largely on teachers’ preparation and subsequent professional development (PD) in teaching science.  Our purpose in this paper is to describe the design of a professional development program (PDP) for pre-school teachers in Cyprus, seeking to help them develop teacher responsiveness to children’s inquiry. We draw on data from an implementation of this PDP to illustrate how teachers have begun developing their sensitivity towards children’s in-class inquiry and building a repertoire of responses.
Björn Andersson – et liv for elevene, lærerne og naturfagene
 Björn Andersson – a life for students, teachers and science
Authors: Sjøberg Svein
Published: October 2017

This article is written in memory of Professor Björn Andersson (1939-2013), the pioneer in the emerging field of science education research in Sweden. In 1976 he was the first to present a PhD in the field of science education in the Nordic countries, and later he became the first to hold a chair in this field in Sweden. The article lifts his PhD (Andersson, 1976) as an example for how a PhD should be written and argues that it should be re-read today. The theses has a clear purpose and research agenda, a well-argued theoretical foundation, a solid anchoring to classroom context, sound choices of methods, excellent analysis of empirical data, both qualitative and qualitative, and a clear presentation of findings and implications. In the decades that followed, Björn was the key person to build the field of science education research in Sweden. This article presents just a few aspects of his wide scope of interests and activities as they have unfolded on the national as well as on the international scene. Björn brought international perspectives to Sweden, and he also represented Sweden abroad. Now, nearly 40 years after Björn graduated, the field of science education in Sweden and the other Nordic countries is well established and flourishing. Björn combined a series of qualities and can serve as a model for new generations: a concern for the learner, teachers and their classroom activities, and a care for coworkers. He provides an example of how to combine an academic activity with a devotion to improve the quality of teaching and learning.
Engagerande samtal i det naturvetenskapliga klassrummet
Inquiry based dialouge in science classroom
Authors: Löfgren Ragnhild , Johnsson Klas , Schoultz Jan , Domino Østergaard Lars
Published: October 2017

This study focuses on classroom communication within an inquiry-based science education (IBSE) program, called NTA (Naturvetenskap och Teknik för Alla). The overall aim of the study is to highlight the ways in which productive and engaging conversations are conducted in the classroom. We have analysed the work within the unit ”The Chemistry of food” and the theme testing of fat in food in grade five and six in a Swedish and a Danish science classroom. We have used video cameras and mp3-players to follow the classroom interaction. Our findings indicate that the classroom communication was focused on everyday science content and that the introduction and the summary of the theme were very important for the pupils’ possibilities to productive disciplinary engagement.
Elevers møte med komplekse utfordringer i digitale spill i naturfag
Students’ dealing with complex issues in video gaming in school science
Authors: Nordby Mette , Knain Erik
Published: October 2017

In this design-based study we have examined students’ encounters with a computer game, Energispillet.no, in school. How do students deal with complex issues related to energy and environment in a digital simulation-based video game? How does the meetings between the gaming arena and the school arena unfold? The study was conducted in a vocational class (electricity), two groups with respectively 3 and 4 pupils. We have analyzed spoken and written student texts with selected elements from Halliday’s systemic functional grammar. In our material, we saw two different encounters between the gaming arena and the school arena. One group that predominantly interpreted Energispillet in a gaming frame and one group that drew on working methods associated with both gaming- and school arena. In the game the students encounter “texts” that do not convey facts or certain knowledge, but on the contrary entrusts the players to do their own considerations. Based on their own values ​​and attitudes students must jointly make use of knowledge from different disciplines such as natural science, social studies, economics and ethics to make ongoing assessments, argue points of view, and make informed choices during gameplay. One group explored the game extremely and one-sided and reflected on the complex issues in the game once they left the game world. The other group did more joint reflection, both during and after gaming.
Att skapa sammanhang: lärare i naturvetenskapliga ämnen, ämnesövergripande samarbete och etiska perspektiv i undervisningen
To create coherence: science teachers, interdisciplinary collaboration and ethical perspectives in the educational practice
Authors: Bursjöö Ingela
Published: October 2017

This paper focuses on how experienced science teachers talk about interdisciplinary collaboration and ethical perspectives in their educational practice, two important components in science education and central in research on socio-scientific issues and education for sustainable development. The teachers in this interview study were asked in detail about how they integrate such components in their teaching practice. The findings indicate that the teachers in the study value interdisciplinary collaboration and try to integrate ethical aspects in their teaching. However, the science teachers in this study encounter problems in the practical implementation as it demands excellent communication in the team. Furthermore, the science teachers rate their ethical competence as rather low. They also show signs of a decrease in their professional capital, as in decisions they can make related to their teaching practice. The process of interacting with and learning from others, here called social learning, is vital for interdisciplinary collaboration and integration of ethical aspects. Such issues place severe demands, not only on the science teacher, but also on the whole educational system.
Research on teaching and learning in Physics and Chemistry in NorDiNa Papers
Authors: Kinnunen Päivi , Lampiselkä Jarkko , Meisalo Veijo , Malmi Lauri
Published: October 2017

This article provides an overview of teaching and learning processes in research on physics and chemistry education published in NorDiNa 2005–2013. Using the didactic triangle as our theoretical framework we developed a typology to analyse the data and used this to categorise 89 related research papers, from all levels of education (primary, secondary and tertiary). The results suggest that students’ characteristics, their understanding of the content and learning outcomes are studied frequently. In contrast, science teachers are studied much less. Most papers reported studies that had been done at the teaching organisation level. Course level studies and society level studies were also frequent. However, international level studies were few in this data pool. We conclude by discussing less popular research topics in the science education field.
Supporting student learning processes during preparation, fieldwork and follow-up work: Examples from upper secondary school in Norway
Authors: Remmen Kari Beate , Frøyland Merethe
Published: October 2017

Fieldwork can enrich students’ science learning. In the context of a research project on geoscientific fieldwork for upper secondary students in Norway, this article discusses how student learning processes can be supported throughout sequences of classroom and fieldwork activities. Video observation of activities, instructional artifacts and teacher interviews were collected from three teachers and their students. The data analyses address: (1) the implementation of recommendations for fieldwork, and (2) the nature of student learning processes. After analyzing six cases of fieldwork including classroom preparation and follow-up work, we found only one case in which the students showed deeper learning processes and the teacher was satisfied with the activities and the students’ learning outcome. Therefore, the recommendations for fieldwork did not function as intended. The discussion focuses on the most successful case to see if recommendations for fieldwork can be reconsidered in order to support student learning processes more effectively.
O estado pós-positivista: uma análise a partir das perspectivas construtivista e pós-estruturalista das Relações Internacionais
Authors: Barros Marinana Andrade
Published: October 2017

O desenvolvimento de teorias pós-positivistas nas Relações Internacionais resultou na emergência de novas visões sobre elementos até então concebidos como dados e constantes e, portanto, pouco questionados no âmbito das abordagens teóricas tradicionais do campo. Nesse contexto, este artigo tem por objetivo analisar como o Estado é caracterizado em relação à sua ontologia e ao conceito de soberania pelas perspectivas construtivista e pós-estruturalista. Ao investigar as bases teóricas pós-positivistas e estabelecer um paralelo entre elas e as teorias positivistas consideradas como mainstream – especialmente o Neorrealismo e o Neoliberalismo – torna-se possível compreender o significado da inserção de variáveis marginalizadas pelas perspectivas racionalistas nos estudos sobre o Estado tais quais identidade, cultura, compartilhamento de ideias, discurso, tempo, espaço e ética. Conclui-se que as reflexões sobre o principal objeto de estudo das RI pelas correntes pós-positivistas, ainda que possuam importantes limites, podem auxiliar no avanço das discussões metateóricas devido à flexibilidade incutida em seus argumentos.
A produção acadêmica brasileira em temas emergentes em gestão de pessoas de 2011 a 2015
Authors: Martins Mariana , Costa Silvia Pedroso da , Fernandes Kenny Moreno Santos , Faria Ana Rute Ribeiro Matos de , Ribeiro Livia Maria de Padua
Published: October 2017

A partir de estudos bibliométricos é possível retratar o estado da arte de um determinado campo da ciência, e investigações desse tipo demonstram utilidade na verificação de tendências, como o crescimento ou a redução do interesse da academia por determinadas temáticas. O objetivo deste estudo foi mapear a produção acadêmica de 2011 a 2015, sobre temas considerados emergentes na área de Gestão de Pessoas. Para isso, foram analisados 104 artigos publicados nos principais periódicos brasileiros na área de Administração, classificados entre A2 e B2 conforme a WebQualis da CAPES, considerando a caracterização da produção, o conteúdo e as características metodológicas de cada artigo. A maior parte dos artigos está publicado nos periódicos Cadernos EBAPE.BR, RAP, RAM, RAC, REAd e O&S. Os periódicos Cadernos EBAPE.BR e RAP se destacaram entre os outros, com maior número de publicações. Dentre os resultados encontrados, foi possível observar que os temas Gestão de Pessoas na Administração Pública e Gestão da Diversidade não podem mais ser considerados emergentes, uma vez que possuíram um grande número de publicações durante o período. Outros temas, como o Teletrabalho ou a Gestão de pessoas altamente qualificadas, no entanto, ainda requerem maior atenção por parte da academia, já que, juntos, representaram menos de 5% do total de artigos identificados neste estudo.
Why Translation Is Difficult: A Corpus-Based Study of Non-Literality in Post-Editing and From-Scratch Translation
Authors: Carl Michael , Schaeffer Moritz Jonas
Published: October 2017

The paper develops a definition of translation literality that is based on the syntactic and semantic similarity of the source and the target texts. We provide theoretical and empirical evidence that absolute literal translations are easy to produce. Based on a multilingual corpus of alternative translations we investigate the effects of cross-lingual syntactic and semantic distance on translation production times and find that non-literality makes from-scratch translation and post-editing difficult. We show that statistical machine translation systems encounter even more difficulties with non-literality.
Irritating CAT Tool Features that Matter to Translators
Authors: O'Brien Sharon , Ehrensberger-Dow Maureen , Connolly Megan , Hasler Marcel
Published: October 2017

CAT tools have become a fixture of professional translation over the last two decades yet are still treated with suspicion or disinterest by many freelancers. Acknowledged to contribute to consistency and speed, they can constrain and otherwise negatively affect the translation process in various ways. Surveys of professional translators and observations at the workplace suggest that there is a degree of frustration associated with the use of CAT tools and room for improvement in their usability. A recent large-scale survey of professional translators included specific items for CAT tool users about whether any features of their tools were irritating or missing. Many reported that there were and also availed themselves of the opportunity to provide detailed comments about them. More than half of the CAT tool users said that they found some features irritating, and a quantitative and qualitative analysis of their comments revealed that the most common issues concerned the complexity of the user interface and segmentation. There were some differences in the responses between freelance, institutional and commercial translators but almost none across age groups. The comments about missing features also tended to be about making the tools easier to use. The focus in the survey reported here was on identifying negative aspects of tools with a view to mitigating them and tailoring the tools more to translators’ needs. However, there is also room for research exploring the positive aspects of tools in the interests of optimising their usability and reducing cognitive friction
Detainees' perception of the doctors and the medical institution in Spanish police stations: An impediment in the fight against torture and ill-treatment
Authors: Draminsky Petersen Hans , Morentin Benito
Published: October 2017

Background: As part of a program by the Basque Government (Spain) and the University of the Basque Country, persons who have alleged exposure to torture and ill-treatment have been examined by psychologists and psychiatrists according to the Istanbul Protocol (IP). Medical examinations of detainees with the aim, inter alia, to document abuses is fundamental for torture prevention. The IP prescribes how this should be done to ensure data collection and prevent reprisals for having reported ill-treatment to the doctor. Objectives: The objectives were to assess detainees' perception of the medical examinations which they underwent at different types of Spanish police institution and to compare practice between institutions; and, to compare information from the period 1969-1991 with that from 1992-2014. Methods: All information about medical examinations of incommunicado detainees from 202 extensive IP reports was analysed according to a 19-item tool developed for the purpose dealing with the doctors' professional performance, the confidence of the detainees in the doctors, reprisals and procedural safeguards (Annex 1). All information was classified as acceptable, unacceptable /insufficient or totally unacceptable. Findings: Very often the detainees perceived the doctors' professional performance as insufficient or totally unacceptable and the doctors did not instil their confidence. Threats of police reprisals and failure to observe procedural safeguards were often reported. There were no differences in the comparison between institutions. When comparing the two study periods an improvement was found over time. However, 64% of the scores came out as totally unacceptable or insufficient for the most recent period indicating that the medical institution in police stations where the detentions had taken place failed to constitute a preventive means against torture and ill-treatment. Limitations: Only 57% of the 202 reports assessed contained relevant information; data was retrieved retrospectively; the interviews were done years after detention without a particular focus on medical examinations.
Solitary confinement, Section 350, Evin prison in Tehran
Authors: Khodaei S M
Published: October 2017

I was born in 1985 in Tehran, Iran. I started my political and human rights activism at university by founding a secular student association and publishing student magazines. Because of this, the university disciplinary committee did not allow me to study for two semesters. I was arrested by intelligence officials in 2008 and spent 38 days in solitary confinement in Evin prison (Tehran). That was the first time I was faced with psychological torture. During the repression after the presidential election in 2009, I was arrested for a second time. It was by the Revolutionary Guards (‘Sepah-e- Pasdaran’) and this time I spent about nine months in solitary confinement. This time marked me in many senses. Finally, because of those two incidents, I was convicted by the Revolutionary Court and sentenced to prison. After about six years in Section 350, Evin Prison, I was freed in 2014.
La seconde guerre mondiale, le Conseil supérieur du travail et les lois ouvrières de 1944 (1940-1945)
Authors: Chartier Roger
Published: October 2017

Voici le septième d'une série de textes sur la législation québécoise du travail (et sur les services connexes du Ministère du travail) de 1885 à nos jours. Ces notes pourront un jour servir à une histoire plus méthodique des relations du travail au Québec.
Contracting-out at Arbitration
Authors: Verge Pierre
Published: October 2017

A comparative study of arbitral decisions rendered in the United States, the Canadian Common Law Provinces and Quebec over grievances arising in the contest of collective agreements that contain no specific provision on the subject out of Management's action of arranging with an outside firm to have it perform work hitherto done by members of the bargaining unit. The possible effect of new section 10a of the Quebec Labour Relations Act on this practice of contracting out will also be considered.