bluuebunny/crossref_metadata_2025 huggingface dataset:
Productivity of Urochloa brizantha ‘Marandu’ influenced by strategic rest periods and nitrogen levels
Authors: Rodrigues Luan Fernandes , Santos Antônio Clementino dos , Silveira Junior Otacílio , Santos José Geraldo Donizetti dos
Published: October 2017

The effects of two strategic rest periods and associated nitrogen levels on the agronomic and productive characteristics of Urochloa brizantha ‘Marandu’ were evaluated. The trial was conducted in a completely randomized 4 × 2 split-plot design, with four blocks. The treatments consisted of associations between two rest periods and four nitrogen levels. The rest periods included one at the end of 28 days (RP28days) and another when the canopy height was 40 cm (RP40cm) and nitrogen levels of 0, 150, 300, and 450 kg N ha-1 year-1 was applied as ammonium sulfate. The following variables were evaluated: rest period (RP) per cycle, total dry matter (TDM), dry matter (kg ha-1) and proportion (%) of leaf blade (LB), stem, and senescent material (SM), tiller mass, forage density, leaf area index, height, leaf:stem ratio, and crop growth rate (CGR). The variables height, TDM, LB dry matter, stem dry matter, CGR, and forage density exhibited a linear relationship with RP28days and a quadratic relationship with RP40cm with increasing N levels. The proportions of LB and stem had linear relationships with N levels for RP28days and RP40cm. The leaf:stem ratio was affected by increasing N levels and it fit the quadratic model for both rest strategies. The SM proportion had a quadratic relationship only with RP28days. The tiller mass had a linear relationship with RP28days, whereas SM dry matter showed a linear relationship for RP40cm. The use of the RP40cm reduced the period needed to begin a new grazing cycle. The level of 450 kg N ha-1 is recommended for RP28days and levels between 380 to 400 kg N ha-1 provided better results for RP40cm.
Electrical conductivity and somatic cell count in zebu cow’s milk
Authors: Moura Emmanuella De Oliveira , Rangel Adriano Henrique do Nascimento , Borba Luis Henrique Fernandes , Galvão Júnior José Geraldo Bezerra , Lima Guilherme Ferreira da Costa , Lima Júnior Dorgival Morais de , Difante Gelson Dos Santos , Urbano Stela Antas , Aguiar Emerson Moreira de
Published: October 2017

The objective was to evaluate the physico-chemical composition, somatic cell count and electrical conductivity of the milk from lactating Zebu cows. For this, monthly milk samples were collected on the official milk control day intended for analysis of electrical conductivity of milk (ECM), somatic cell count (SCC) and milk composition. We used monthly data from 680 controls, from 10 Gyr and 17 Guzerat cows from a herd located in the city of São Gonçalo do Amarante/RN, from August to November 2013. Analyses of variance, mean test and Pearson correlation analysis were conducted. The levels of fat (% F), protein (% P), lactose (% L), total solids (% TS) and non-fat dry extract (% NFDE) were dependent variables for the ECM and SCC. The milk of Gyr cows for ECM, SCC, GOR, PROT, LACT, TS and NFDE were respectively, 3.88±1.18 mS/cm, 1629±2195 thousands cells/mL, 4.71±1.77%, 3.29±0.31%, 4.5±0.33%, 13.5±1.78%, 8.79±0.37%, and for the Guzerat breed 3.59±0.88 mS/cm 1356±1793 thousands cells/mL, 4.47±0.98%, 3.43±0.32%, 4.52±0.24%, 13.5±1.19%, 9.02±0.48%. No significant correlations between SCC and ECM characteristics were observed. However, when the correlation of each of these parameters and milk composition in different classes for each breed was analyzed, a significant correlation of the SCC was observed with the protein and lactose in Gyr, of the ECM with the lactose and SCC with total solids and fat for the Guzerat cows.
Resíduos de gesso de construção civil: minimização e estudos de lixiviação
Authors: Senes Carlos Eduardo Rubio , Lindino Cleber Antônio
Published: October 2017

O gesso é um material muito utilizado na construção civil e produz resíduos no seu processo de fabricação e na demolição de obras de construção civil. Esse trabalho buscou alternativas que diminuam a produção de resíduos no processo defabricação do gesso utilizando aditivos na sua composição, e também procurou avaliar o processo de lixiviação em meio aquoso dos resíduos de gesso produzidos em demolições de construções, devido ao seu possível uso em pisciculturas. Diferentes gessos modificados foram avaliados em vários parâmetros como tempo de cura, aspecto, resistência e alterações morfológicas, sendo que gessos modificados com terra diatomácea apresentaram resultados favoráveis. Resíduos de gesso sem contaminantes e gesso puro foram submetidos a testes de lixiviação em diferentes valores de pH para avaliar os processos químicos em dois períodos de tempo diferentes. Analisou-se parâmetros como condutividade, turbidez e teor de cálcio nas amostras lixiviadas, verificando que o gesso e seu resíduo influenciam no meio aquoso, principalmente no pH, na condutividade e na turbidez, implicando em alerta no seu uso em tanques de piscicultura.
Loan Loss Provisions, Income Smooth, Signaling, Capital Management and Pro-Cyclicality. Empirical Evidence from Mozambique’s Commercial Banks
Authors: Siueia Tito , Wang Jianling
Published: October 2017

The aim of this study is to provide the first empirical evidence of income smoothing, capital management, signaling, and pro-cyclical behavior through loan loss provisions (LLP) for Mozambican commercial Banks, an example of the under-developed country. A second goal is to understand the bank lending behavior during the Mozambique’s hidden public debt crisis. The sample consists of all commercial banks observed during 2010-2016. We provide strong evidence that Mozambican commercial banks are pro-cyclical through LLP and these banks engage in income smoothing activity. However, for capital management activity and signaling behavior, we provide insignificant evidence to support these hypotheses among Mozambican commercial banks via LLP. Also, the result indicates that Mozambique’s hidden public debt crisis, the commercial banks put aside more provisions.
The Role of Soil Amendments on Population Dynamics of Insect Pests, Growth Parameters and Yield of Eggplant, Solanum melongena (L.) Moench
Authors: Baidoo P. K. , Mochiah M. B. , Asare D. , Sefah A. A.
Published: October 2017

Loss of soil fertility as a result of continuous cropping on the same piece of land has necessitated the need to improve soil fertility for better crop yields. Inorganic and organic fertilizers have been used to improve soil fertility, however, excessive use of soil amendments improve vegetative growth of plants thereby attracting large numbers of insect pests. Cow dung and poultry droppings were used as soil amendments in a field experiment using eggplant Solanum melongena. The effects of these organic manures were compared with inorganic fertilizer (NPK) and a control where there was no application of soil amendment in a randomized complete block design with 3 replicates. Parameters studied were pests’ and their numbers, plant height, number of leaves per plant, leaf area, stem girth and yield. The major insect pests identified on the plant were Bemisia tabaci, Aphis gossypii, Leucinodes orbonalis and Eublemma olivacea. Bemisia tabaci and Aphis gossypii scores were significantly larger on cow dung and poultry manure plots. Leucinodes orbonalis and Eublemma olivacea numbers were not significantly different on the treated and control plots. Mean plant height, number of leaves and yield differed significantly among the soil amended plots. Even though soil amendments improve the nutrient content of the soil and the yield of crops it could lead to increase in pests numbers and damage caused to plants.
«Contenerse en los límites de la prudencia» . Autocensura y discurso histórico en la temprana modernidad
Authors: Esteve Cesc
Published: October 2017

En este artículo doy cuenta de la formación del discurso sobre la autocensura en la historiografía en los tratados sobre el arte de la historia de autores hispánicos de los siglos XVI y XVII (c. 1550 - c. 1650). Analizo las ideas de los tratadistas sobre las razones, las formas y los efectos de la autocensura en la escritura y en la difusión de la narrativa histórica, identifico las fuentes y las tradiciones de pensamiento clásicas en las que se inscriben estas ideas y examino su desarrollo específico en la tratadística historiográfica altomoderna. Mi análisis parte de la hipótesis de interpretación de que el discurso teórico concibió y reguló la autocensura no solo como un obstáculo para el libre y recto ejercicio de la historiografía, sino también como una medida que en diversas situaciones resultaba necesaria y beneficiosa para el desarrollo y la mejora de la disciplina.
Dülmen, Richard Van (2016). El descubrimiento del individuo 1500-1800
Authors: Gil Gil Albert
Published: October 2017

Dülmen, Richard Van (2016)El descubrimiento del individuo 1500-1800Traducción de Jesús Alborés Madrid: Siglo XXI de España Editores, 174 p.ISBN 978-84-323-1790-3
Naturmöten och källsortering - En kvantitativ studie om lärande för hållbar utveckling i förskolan
Authors: Ärlemalm-Hagsér Eva , Sundberg Bodil
Published: October 2017

This Swedish quantitative study aims to fill a research gap concerning how preschool teachers understand and work with education for sustainable development. Empirical data were collected in a questionnaire distributed to 187 Swedish preschools. The questionnaires consisted of 13 multiple choice questions and five open ended questions exploring how the preschool teachers interpret education for sustainable development and environmental education both as concepts and in practice. Both education for sustainable development and environmental education were mainly associated with nature experiences, recycling and reuse of resources. Descriptions reflecting the economic and social aspects of sustainable development were mainly missing. These views were reflected in the types of activities the children were afforded. Preschools supported by in-service training had a broader understanding of the concept and worked more actively with environmental and sustainability issues with the children. This suggests the need for support for providing children with quality education about sustainability issues.
In-service Science Teacher Professional Development
Authors: Åhman Niclas , Gunnarsson Gunilla , Edfors Inger
Published: October 2017

The aim of the present study was to explore teachers’ professional development when using the tool Content Representations (CoRe) to plan a learning study in chemistry, which they also implemented and analysed. The work of six experienced science teachers, all teaching at the 6th to 9th year (age 13 to 16 years), was followed at eight group meetings during one year. The teachers’ discussions during the group meetings were audio and/or video recorded. Recordings were transcribed and a thematic analysis was performed. The results show that two main approaches to teaching emerged in the teachers’ discussions, a pragmatic and a reflective approach, respectively. During the investigation period, the focus of the teachers’ discussions changed, from a predominantly pragmatic approach to a predominantly reflective approach. The results indicate that the work with CoRe and learning study stimulated the teachers to express and discuss their knowledge, beliefs and attitudes towards teaching, i.e. promoted their professional development.
Gapet har minskat: skillnader mellan hög- och lågpresterande flickors och pojkars attityder till biologi, fysik och kemi 1995 och 2007
Authors: Adolfsson Lena , Benckert Sylvia , Wiberg Marie
Published: October 2017

This article explores the change over time of boys’ and girls’ attitudes towards biology, physics and chemistry. We use data from the TIMSS studies for grade 8 in Sweden to investigate how the attitudes for high- and low performing pupils have changed between 1995 and 2007. The attitude is measured by four questions from the student questionnaire in the TIMSS study. The results indicate that there have been some changes in attitudes between 1995 and 2007. High-achieving pupils and especially boys have a more negative attitude towards all three subjects, biology, physics and chemistry, in 2007 compared to 1995. The low-achieving students think that they are performing better in all three subjects 2007 compared to 1995. The difference between the group that are most positive to physics and chemistry and the least positive group has diminished between the two years. The results are discussed in relation to the changes in Swedish schools during the period.
Minnesvärda episoder i undervisningen- en studie av elevers episodiska minnen från en undervisningssekvens i biologi
Authors: Magntorn Ola
Published: October 2017

This study explores primary school students’ abilities to recall events from a teaching sequence taking place 18 months earlier. The aim of the teaching sequence was to develop students’ ability to read nature in a river habitat. The concept reading nature has to do with an ability to recognise organisms and relate them to material cycling and energy flow in the specific habitat which is to be read. In this study the aim is to analyse the episodes the students recall in order to find patterns in students’ views of memorable learning events. Combining the affective and cognitive domains by first hand experiences which challenge students’ everyday conceptions and to involve them in the design of the activities make lasting impressions in the long term memories of the majority of students. These memorable episodes can be useful to relate to in the further classroom teaching about the content knowledge of science in order to make it more meaningful for the students.
Blivande lärares (åk 1-6) baskunskaper i Danmark, Finland och Sverige – 1. Kunskaper och uppfattningar om människans biologi
Authors: Palmberg Irmeli , Jeronen Eila , Svens Maria , Yli-Panula Eija , Andersson John , Johnsson Gunnar
Published: October 2017

Alarming trends in science in Nordic schools, indicating a diminishing interest among students, a lack of knowledge and competence among teachers as well as a decreasing amount of science in teacher education sparked this study of student teachers in Denmark, Finland and Sweden. This quantitative and qualitative study of teacher students’ views of human biology made it clear that human biology is seen as basic teacher knowledge by a majority of the students, in Finland in particular. The student teachers’ level of knowledge in human biology is very low. They have difficulties in explaining basic body functions, for example in relation to the human blood circulation system. They lack understanding of how various body organs work together, a fact that makes teaching and pupil guidance more difficult. Nordic teacher education should provide more time for diagnosing and developing student teachers’ critical and scientific thinking skills as well as problem-based science teaching.
Blivande lärares uppfattningar och förståelse av baskunskap i ekologi i Danmark, Finland och Sverige
Authors: Palmberg Irmeli Elisabeth , Jonsson Gunnar , Jeronen Eila , Yli-Panula Eija
Published: October 2017

Students’ and student teachers’ decreasing interest in and knowledge of science are, according to many national and international assessments, alarming trends in the Nordic countries. This quantitative and qualitative study of student teachers’ knowledge of core concepts and processes in ecology confirms the low level of student teachers’ understanding of these issues, although a majority consider these issues to be basic knowledge for their teacher competencies. Many of the student teachers did not know what biosphere or succession is. They also had difficulties in explaining what a seed contains and what its role is in the plant’s lifecycle. Several student teachers also had difficulties to explain why photosynthesis is important and how it works. The increasing ecological and environmental illiteracy is discussed as one of the implications for teacher education.
Science verbs as a tool for investigating scientific phenomena – a pedagogical idea emerging from practitioner-researcher collaboration
Authors: Areljung Sofie
Published: October 2017

This paper communicates the pedagogical idea of approaching scientific phenomena through verbs. The idea has sprung from a collaboration between preschool practitioners and a researcher, addressing science education in preschool (children aged 1-5 years). Drawing on a joint problem inventory, the project group aimed to create a teaching model that supports inquiry-oriented approaches to science, and teachers’ ability of distinguishing chemical processes and physics phenomena in everyday practice. The core idea of the teaching model turned out to be a list of everyday verbs, connected to scientific phenomena. Starting from verbs appear to help teachers to recognise the scientific phenomena in everyday practice. Further, the verbs guide the formulating of questions that can be answered by scientific inquiry, such as: ''what matters to how something melts/rolls/mixes?''.
Nanoteknik och riskbedömning som nytt kunskapsinnehåll i gymnasiets naturvetenskapliga kurser – en designstudie
Authors: Enghag Margareta , Schenk Linda
Published: October 2017

Nanoscience and nanotechnology (NST) is a rapidly developing knowledge area, which need incorporating in the school science curricula. The many uncertainties of risks and benefits with NST also open up for using NST as a socio-scientific issue (SSI). We present the two first iterations of a teaching sequence aimed for upper secondary school physics. The sequence contains content knowledge on NST and risk assessment and employs traditional classroom teaching, and a debate about NST as a SSI. The aims are to explore 1) students assessments of risks and benefits with NST, and 2) what design principles for teaching nanoscience and risk assessment that emerge as significant. We found that the risk assessment exercise stimulated student argumentation and discussion during the SSI debate. The teachers preferred to focus on the SSI activity, but found it challenging to fit NST content knowledge into the traditional teaching approach. Design principles found are discussed.
Technology Education in Elementary School: Boys’ and Girls’ Interests and Attitudes
Authors: Björkholm Eva
Published: October 2017

This paper reports the results of an initial study investigating gender differences in interests and attitudes by pupils, aged 8-12 years, to school technology teaching in Sweden. The types of learning activities and content topics in technology teaching preferred by girls and boys were studied, as well as the differences regarding self-confidence in technology. The pupils’ attitudes to technological professions were also investigated. The study was conducted in ten schools. A total of 256 pupils completed a questionnaire that was administrated during their school technology sessions. The analysis of the answers showed that a vast majority of both boys and girls experienced school technology as very positive. No gender differences in preferences for different types of content and activities were detected. The pupils’ judgement of their own capability in the field of technology showed that both boys and girls considered themselves to be very competent. The boys felt, however, somewhat more certain about their competence compared with the girls. Gender differences were found in views of possible future occupations, but the pupils’ views of future occupations in technology showed no significant gender differences.
Science and mathematics teachers’ core teaching conceptions and their implications for engaging in cross-curricular innovations
Authors: Andersen Hanne Møller , Krogh Lars Brian
Published: October 2017

Previous studies have found core teaching conceptions (CTCs) to influence teachers’ actions, i.e. how they engage with new teaching practices (e.g. Lotter, Harwood, & Bonner, 2007). This study explores typical CTCs and their subject specific nature in a sample of teachers from physics, biology, and mathematics in Danish upper secondary school. Teachers’ CTCs were investigated through their essay responses to a set of open core questions, administered through a web-platform. Results demonstrate that teachers’ CTCs come in subject specific flavours, encompassing their purpose for teaching the subject, their conceptions of teaching and learning, and their conceptions of interdisciplinary teaching. It is argued that such differences shape teachers’ engagement with new cross-curricular innovations in the Danish context. Assessing and addressing typical and personal CTCs are found to be crucial to a successful implementation of current reform-initiatives, for teacher training, and for self-regulated professional development among teachers.
Students’ language use when talking about the evolution of life - negotiating the meaning of key terms and their semantic relationships
Authors: Olander Clas , Ingerman Åke
Published: October 2017

In this paper, we explore an idea from Vygotsky about the meaning and sense of words, and how it manifests itself in students’ talk. This is done by analysing the discussions of 15-year old Swedish students participating in teaching activities concerning biological evolution. It turned out that the students seldom articulated the scientific terms. Instead, they contextualised by using three strategies – paralleling, transferring, and delimiting. All three of these strategies have merits and drawbacks in connection with ‘meaning’ of single terms. However, when combining the terms into thematic patterns, the students formed rather sound and coherent scientific explanations. This is understood as relying on the students’ use of an interlanguage where colloquial expressions serve as an asset in sense-making. The verbalisation of an explanation in an interlanguage is advantageous when communicating in social life outside the science classroom, and thus the possibility of further sense making is enhanced.
Hva inspirerer til fysikkstudier? En undersøkelse av begynnerstudenter på fysikk
Authors: Rødseth Silje , Bungum Berit
Published: October 2017

Low recruitment to studies in science and technology is a matter of great concern, and many initiatives are made in order to motivate young people to pursue a career in subjects such as physics. This article presents a study of how a sample of Norwegian first year university students of physics look upon their choice of study and what they see as main sources of inspiration in this regard. The study is undertaken by means of a survey and interviews with students. Results indicate that teachers are important for inspiration, but also that many students rather see their interest in physics as a genuine, inborn characteristic of their personality. Interviews revealed that parents and family also have been highly important for the students’ development of interest in physics.
Students’ Ideas Regarding Science and Pseudo-science in Relation to the Human Body and Health
Authors: Lundström Mats , Jakobsson Anders
Published: October 2017

This study investigates the pseudo-scientific and superstitious ideas Swedish upper-secondary students articulate and if there is a relationship between their ideas and their knowledge of the human body and health. The study is based on a questionnaire among 300 students in which the students were asked to consider statements related to different treatments that may influence the human body and health, and questions about physiology, health and nutrition. The analysis reveals that a relatively large group of students give credance to statements such as that some people can transfer thoughts or that the phases of the moon can affect a person’s health. The analysis also shows that there is no apparent relationship between the students’ pseudo-scientific beliefs and their scientific knowledge about the human body. Furthermore, although the results do not indicate a gender difference with regards to the power of faith in pseudo-scientific ideas, they do indicate that male and females consider these questions differently. The results imply a need for discussion and critical investigation in school science concerning the relationship between science and pseudo-scientific ideas in order to enhance critical thinking and development of the understanding of the nature of science.
Science in society or science in school: Swedish secondary school science teachers’ beliefs about science and science lessons in comparison with what their students want to learn
Authors: Oscarsson Magnus , Jidesjö Anders , Strömdahl Helge , Karlsson Karl-Göran
Published: October 2017

This article presents comparisons concerned with secondary school science teachers’ and their students’ beliefs about science and technology and also what science content secondary science teachers teach and what their students want to learn. Student data are part of the Relevance of Science Education (ROSE) study and the teacher data are part of an extensive study carried out only in Sweden. The results indicate that both secondary science teachers and their students are optimistic about science and technology as essential parts of societal development. When content from these knowledge fields is considered for instruction, significant disparities exist between what teachers teach and what their students want to learn. Additional results concerning the secondary science teachers’ beliefs, ‘out-ofschool experiences’, ‘Science Technology and Society’ (STS) approaches and ‘inquiry-based instruction’ are pointed out as important for the development of science instruction in secondary schools. The results are discussed in the contexts of students’ voices and teachers’ beliefs.
Ämnesintegrerad undervisning i naturvetenskap – Vad är det?
Authors: Persson Helena , Ekborg Margareta , Garpelin Anders
Published: October 2017

Biology, chemistry and physics might be taught as separate subjects, but sometimes they are taught as combined with one another or with other subjects. Nationally and internationally the concept integrated science teaching lacks a uniform definition. To find out more about how practicing teachers define and perform integrated teaching, interviews were undertaken with five teachers, teaching science in school year 7 to 9 (age 13-16) in the Swedish compulsory school. Two ways of integrating scienceteaching were found; one combining the science subjects and one combining the science subjects with other school subjects. Results showed differences in the ways of teaching integrated science, in the interpretation of what the teachers meant by science integrating teaching and which obstacles and possibilities they saw. Visions about working with integrated science in the future and how these visions correspond to teacher’s reality is also discussed.
Images of physics: an explorative study of the changing character of visual images in Norwegian physics textbooks
Authors: Bungum Berit
Published: October 2017

Images are important elements of the communication of physics in textbooks. This paper presents an explorative study of visual images in a sample of nine different Norwegian physics textbooks from 1943 till present. Analysis makes use of the dimensions content specialization, framing and formality. A set of five modes of imaging physics, that also takes characteristics of physics as a discipline into account, is constructed. A meta-analysis of transitions and contrasts between the modes represented in textbooks is then presented in a historical perspective. It is found an increased content specialisation during the time period investigated, which involves a shift from realistic to conventional images. This is associated with an altered focus from experiments to models of physics. In newer textbooks, realism is rather present through images of real scientists at work and through pedagogical models. Based on analysis of framing in images, it is argued that the role of the learner is hence altered from a potential scientist to the one of a consumer of the products of science. Further, it is shown how pedagogical models common in newer textbooks may entail an under-communicated abstraction, where the content specialisation is low while the formality of the image remains high.
Bruk av metaforer om kjemiske bindinger i kreativ skriving
Authors: Holt Anne , Øyehaug Anne Bergliot
Published: October 2017

The basis for this study is to use students' creative texts in science as a mean to gain insight into their conceptual ideas. Eight grade students' creative writing tasks (n = 26) were analyzed with respect to the conceptual metaphors that were used to describe the abstract concept chemical bonding. The conceptual metaphors were identified and sorted into two main categories; location event-structure conceptual metaphors and object event-structure conceptual metaphors. Results show that most metaphors can be categorized as location event-structure conceptual metaphors. Embodied concepts and everyday language rooted in senso-motoric experiences from students’ daily life as well as from former science education seem to play a central role when they attempt to make meaning of the abstract concept ‘chemical bonding’ within a creative writing context. Creative writing tasks in science may have an unutilized potential for both uncovering and developing understanding of abstract phenomena on sub-microscopic level, such as chemical bonding.
Puppets and engagement in science: a case study
Authors: Keogh Brenda , Naylor Stuart , Maloney Jane , Simon Shirley
Published: October 2017

The PUPPETS Project set out to determine whether the use of hand-held puppets would help teachers change the nature of their whole class discourse to enhance children’s talk and engagement in primary science lessons. The research provided evidence of an increase in discourse focused on argument and reasoning, and a positive impact on children’s engagement and motivation. This case study focuses on one of the strategies (demonstration lessons) used to help teachers implement key findings from the PUPPETS Project research. Data were gathered from groups of teachers who observed demonstration lessons. The purpose of the case study was to explore the value of demonstration lessons as a potential model for teacher professional development within the PUPPETS Project. Teachers responded positively to the demonstration lessons and engaged in significant professional dialogue about the use of puppets that mirrored findings from the original research. Their response suggests that demonstration lessons provide a useful complement to the strategies currently used for teacher professional development.
Train, teach; taught? How the content of specific science subject matter knowledge sessions impacts on trainee teachers’ classroom practice and children’s learning
Authors: Kind Vanessa , Wallace Rob
Published: October 2017

The impact science sessions for trainee science teachers have on 11-14 year olds’ learning of science was assessed using questionnaires and a “Video-Interview (trainee) –Interview (pupils)” (V-I-I) technique devised for this study. V-I-I involved: video-recording trainee-taught lessons; and two interviews – with a pupil group to probe learning occurring in the lesson and with the trainee.Eighty UK-based trainees taking a one-year postgraduate teacher education course completed the questionnaire probing perceptions about university- and school-based training sessions designed to develop science subject matter knowledge (SMK) and pedagogical content knowledge (PCK). Six trainees participated in V-I-I.Most trainees saw all sessions as SMK-based, regardless of teacher educators’ intended purposes. Lesson videos revealed ”describing” activities, task completion and good behaviour as main focii. Explanation of key science ideas and use of materials and /ideas from training sessions were largely absent. Trainee interviews revealed contrasts: most perceived a lesson as “successful” when children completed tasks quietly. Other trainees realised their understanding impacted on pupils’ learning science concepts. Pupil interviews showed positive attitudes towards science and learning difficult ideas, but little specific learning of topics taught.
Student reasoning while investigating plant material
Authors: Näs Helena , Ottander Christina
Published: October 2017

In this project, 10-12 year old students in three classes, investigated plant material to learn more about plants and photosynthesis. The research study was conducted to reveal the students’ scientific reasoning during their work. The eleven different tasks helped students investigate plant anatomy, plant physiology, and the gases involved in photosynthesis and respiration. The study was carried out in three ordinary classrooms. The collected data consisted of audio-taped discussions, students’ notebooks, and field notes. Students’ discussions and written work, during the different plant tasks, were analysed to see how the students’ learning and understanding processes developed. The analysis is descriptive and uses categories from a modified general typology of student’s epistemological reasoning. The study shows students’ level of interest in doing the tasks, their struggle with new words and concepts, and how they develop their knowledge about plant physiology. The study confirms thatstudents, in this age group, develop understanding and show an interest in complicated processes in natural science, e.g. photosynthesis.
Vocational students’ meaning-making in school science – negotiating authenticity through multimodal mobile learning
Authors: Nordby Mette , Knain Erik , Jónsdóttir Guðrún
Published: October 2017

This article presents a qualitative study focusing school science in two vocational classes, upper secondary school, Norway. The fact that many vocational students find little meaning in school science forms the backdrop. The students were introduced to teaching combining an excursion to a district heating plant and classroom lessons, with the use of mobile phones for documentation. Thematic analysis is used to explore the students’ experiences by analysing their behaviour and utterances. A multimodal semiotic analysis is used to examine the students' digital stories. By offering the students teaching in a real life vocational facility, we found that the students engaged in the related school science subject matter. They do perceive the use of phones for documentation as personal authentic and relevant working method. The learning potential arising when the mobile learning bridged the two learning venues overshadowed the possible pitfalls of using smartphones.
Quality of Kindergarten Teacher Training in regard to Science: a Joint Nordic Approach
Authors: Sortland Merete Økland , Tikkanen Tarja Irene , Heggen Marianne Presthus , Holter Kari , Langholm Guri , Broström Stig , Bollingberg Karen , Damgaard Birgitte , Frøkjær Thorleif , Gustavsson Laila , Ladstein Sigve , Nappen Kari Grutle , Norðdahl Kristín , Harju-Luukkainen Heidi , Staffans Eva , Thulin Susanne
Published: October 2017

This article presents a new joint Nordic study module consisting of a theoretical framework, the kindergarten teacher students’ case study and a reflection talk, in natural science for the kindergarten teacher education. The module is developed through an interdisciplinary collaboration in the Nordplus network: Learning of science concepts by kindergarten children: Nordic study module for the kindergarten teacher education (NATGREP), with science and quality in the kindergarten teacher education in focus. The introduction describes the Nordic kindergartens shortly, and concepts as quality and competence are shortly discussed. It is followed by the module’s theoretical framework. Then the study module’s development process is described accompanied by reflections of the student’s case studies in relation to the theoretical framework. At the end, the work with the study module is summarised, and the main conclusion is that the study module contributes positively to the students’ skills development, both in science and quality.
Endringer i lærerstudenters kompetanser? En casestudie fra en ny lærerutdanning ved UiT Norges arktiske universitet
Authors: Olufsen Magne , Karlsen Solveig , Ødegaard Marianne
Published: October 2017

From 2017 the Norwegian teacher education in primary and lower secondary school will be a five-year master education. UiT - The Norwegian Arctic University started a master education already in 2010. The main differences between the old and new program are: increased credits in both pedagogy and the master subject, more emphasize on pedagogical content knowledge (PCK) and more focus on the master subject early in the education. In this case study, teacher supervisors evaluate students’ knowledge in their school practice. All teacher supervisors in the study with practice from both former and new education, experienced that the master students had increased subject matter knowledge and PCK. These changes in preservice teacher knowledges can possibly be explained by changes in the education program. Our results show that early emphasize on subject, increased focus on PCK and subject matter knowledge are important features in the development of the pre-service teachers’ professional knowledge.
Vektlegging av lesing i naturfaget. Del 1: Vil den nye norske læreplanen i naturfag øke elevenes lesekompetanse?
Authors: Kolstø Stein Dankert
Published: October 2017

In the Norwegian curriculum reform, coined ”Kunnskapsløftet,” reading is introduced as one of five basic skills to be emphasised in all subjects, including science. Due to the presence of science-related information and debate in society, competence in reading scientific texts should be considered an important aspect of scientific literacy. In this article I review literature which indicates that many students find it hard to read scientific texts, many science teachers are not aware of the importance of teaching students to read in science, and reading instruction is not common in school science. I therefore present an examination of the emphasis on reading in the new Norwegian science curriculum. Based on the analysis I conclude that, contrary to the intension in the curriculum reform, reading has not received the necessary emphasis to change this picture.
Primary school student teachers’ views about making observations
Authors: Ahtee Maija , Suomela Liisa , Juuti Kalle , Lampiselkä Jarkko , Lavonen Jari
Published: October 2017

Scientific observation plays a central part in the formation of scientific knowledge and thus it has animportant role in the teaching and learning of science. Despite its importance there are only a few studies that focus on the problems in making observations. The paper begins with the collection offactors effecting scientific observation. In order to find out primary school student teachers’ conceptions of scientific observation 110 student teachers were asked to write what things they connect tomaking scientific observations. For the majority of the student teachers making observations seemsto mean in the first place just noticing things. Only about 30% of the student teachers connectedearlier experiences and knowledge with observations and only 30% of the student teachers mentioned processing of information. To become efficient at it, student teachers need plenty of practice and experience of the different features of scientific observation.
Teaching biological evolution - internal and external evaluation of learning outcomes
Authors: Olander Clas
Published: October 2017

This paper reports from a study where teachers and researchers collaborate on designing and validatingtopic-oriented teaching-learning sequences. In an iterative process, data about learning andteaching biological evolution are generated through continuous cycles of design, teaching, evaluation,and redesign. The study involved 180 Swedish students aged 11 – 16, and the overall learning aim was that the students should be able to use the theory of evolution as a tool when explaining the development of life on earth. The aim of this paper is to validate the students’ learning outcome, estimated as appropriation of scientific ways of reasoning in written answers. The students’ answers of questions are analysed before and after interventions (internal evaluation), and compared with the answers from a national sample (external evaluation). The students in the experimental group did develop their reasoning, and they attained the aim, to a greater extent than a national sample.
En studie av lärares intentioner med och genomförandet av ämnesintegrerad naturvetenskaplig undervisning i skolår 9. "Teachers’ intentions with integrated science teaching and how it is implemented in the 9th grade classroom."
Authors: Persson Helena , Ekborg Margareta , Ottander Christina
Published: October 2017

In this paper we report a study about two teachers’ intentions with integrated science in lower secondary school and how these intentions turn out in their classrooms. The study is based on intention alanalysis of interviews and classrooms observations. The teachers’ intentions are a result of internal and external factors. Internal factors for organizing teaching as integrated science were to let the students get a holistic understanding of the science content, to be able to apply knowledge and to see the relevance in their daily lives. External factors were school organization and syllabuses. In practice the teachers clearly connected to the students’ daily life while the holistic approach did not seem to be as important. In classroom reality the external factors became important and made the teachers change their actions.
Use of Transfer Teachers in Developing a Teaching-Learning Sequence: A Case Study in Physiotherapy Education in Finland
Authors: Nurkka Niina
Published: October 2017

This paper describes how two transfer teachers implemented a teaching-learning sequence designed and developed by the model of educational reconstruction. This is part of a wider study where the purpose of the study was to determine how the understanding of moment of force and its applications can be improved by developing and evaluating a teaching-learning sequence on the moment of force in physiotherapy training. An eight lesson teaching-learning sequence was designed, consequently implemented and evaluated in two pilot studies and two teaching experiments. In the teachingexperiments the teaching-learning sequence was implemented by two Finnish teachers (transfer teachers) who were not engaged in the planning of the sequence. The teacher in the second teaching experiment followed the guidance notes better than in the first, which may have resulted from the changes in the teaching-learning sequence and adjustment of the guidance notes following the first teaching experiment. The results of this study can be applied in designing and developing teaching-learning sequences, lesson materials and guidance notes (including the guidance of the classroom discourse) for teachers.
From Epistemological Constrains towards Epistemological Resources in the Science Classroom
Authors: Sormunen Kari
Published: October 2017

This paper relates to the research of personal epistemology. Two different models are presented which originate from the areas of research on the developmental levels of epistemological beliefs and the epistemological resources. In addition the concept of pupils’ ‘epistemic views’ is defined for the purpose in this particular study. The empirical aim of this study was to discover how pupils assessed their own knowledge, their physics teacher’s knowledge and also that of scientists. The context of the study was 12 hours of science lessons, during which eighteen 7th-grade pupils were taught the modelling idea connected to the topic ‘structure of matter’. The core data in this qualitative case study was based on post-interviews. The pupils’ views could be classified into all developmental levels of epistemological views. Some of the pupils even possessed beliefs suitable to all levels; this sample challenges the developmental nature of the beliefs. The pupils’ epistemic views were compatible with the epistemological resources model, but also new resources were discovered. It seems that in the science classroom the pupils’ views should be regarded as epistemological resources instead of treating them as epistemological constrains.
Vilka fysikaliska och miljömässiga förklaringar återfinns i elevers diskussioner om begreppet hållbart energisystem?
Authors: Engström Susanne
Published: October 2017

The article describes a pilot study, an introduction to a series of investigations of upper secondary school pupils’ explanations of sustainable energy. The physics syllabus have the intentions on one hand to guide pupils into science-education and on the other to give insights to pupils in order to participate in the debate on e.g. energy usage. The results obtained, from questionnaire and group discussions, indicate that pupils can get caught in narrow physical explanations of the concept of sustainable energy systems. Some pupils discuss an environmental explanation parallel but show insecurity. One interpretation is that pupils feel an inappropriateness connecting environment and physics. An implication is that the concept of energy quality might be an accessible way for pupils to relate concepts of physics with environmental questions.
Naturvetenskaplig undervisning och det dubbla uppdraget
Authors: Gustafsson Barbro
Published: October 2017

The aim of this contribution is to discuss the significance of a democratic approach in science education. Initially, the concept of ”democracy” is outlined. According to the deliberative view, democracy is learnt and practiced in communication with others. Furthermore, according to sociocultural theory, communication also enhances scientific content knowledge. This implies that deliberative discussions could be helpful in carrying out teachers’ dual assignment: to transmit knowledge and foster independent, judicious, democratic citizens. The discussion is approached through the presentation of a simulated teaching sequence. Based on this scenario, in which a socioscientific issue is the theme for deliberation, the possibilities and limitations of a deliberative approach in science education is discussed.
Learning physics as a whole – On supporting students making sense of their studies
Authors: Ingerman Åke , Booth Shirley , Linder Cedric
Published: October 2017

How do students in a university degree programme make sense of their situation, and how can we as teachers support them in seeing their learning as a whole in relation to their main subject physics? This question is discussed first in relation to an empirical investigation of students’ ways of making sense of their study situation, and secondly draws on experience from two attempts to address issues emerging from that investigation. Based on the results we identify issues that potentially need addressing in many science and engineering programmes that are organised around a set of courses given by subject specialists and where students’ choices of courses are limited. These issues primarily concern the authority for learning, the development of a “physics knowledge object” as a programme goal, and the risk that students ended up only focussing on features of the courses’ organisation to give meaning to their studies. Finally, we discuss ways to support students’ sense making, as a process of learning for the “college of teachers” in such programmes.