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  • 1.
    Alzhanova-Ericsson, Alla T.
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Bergman, Christina
    Södertörn University, School of Culture and Education, Swedish Language.
    Dinnétz, Patrik
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Lecture attendance is a pivotal factor for improving prospective teachers’ academic performance in Teaching and Learning Mathematics2017In: Journal of Further and Higher Education, ISSN 0309-877X, E-ISSN 0013-1326, Vol. 41, no 1, p. 1-15Article in journal (Refereed)
    Abstract [en]

    The value and importance of lectures in higher education is part of a modern education discourse worldwide. This study aims to estimate the importance of lectures for prospective teachers of kindergarten, preschool and early primary school. We analysed academic achievements of prospective teachers who had either mandatorily or voluntarily attended lectures in the subject of teaching and learning mathematics. Students’ examination grades in a maths course with mandatory or voluntary lecture attendance were analysed with a logistic model testing the association between lecture attendance requirement and grades. We show that mandatory lecture attendance (1) more than double the odds of students receiving a pass grade when their situated and tacit knowledge was examined and (2) quadrupled the odds of students achieving the highest grade (pass with distinction) when both their understanding of elementary mathematics and their situated and tacit knowledge of teaching and learning mathematics were examined. Our study provides evidence for a significant positive role of lecture attendance for students acquiring skills in Teaching and Learning Mathematics. While attending lectures students receive situated tacit knowledge of the subject which is otherwise difficult, if not impossible, for them to obtain in a different way. The observed improvement may have an additional positive effect in being a step towards overcoming a maths anxiety, which is otherwise relatively common among prospective teachers.

  • 2.
    Alzhanova-Ericsson, Alla. T.
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Demetri, Mikael
    Dimiter-Taikon, Angelina
    Dimiter-Taikon, Kati
    Mashkova, Eugenia P.
    Rodell Olgac, Christina
    Södertörn University, School of Culture and Education, Education.
    Multimodal matematikdidaktik bland romska elever i Sverige och Ryssland2014In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, Vol. 191, no 41(3), p. 43-47Article in journal (Other academic)
  • 3. Amato, M
    et al.
    Capelli, L
    University of Genoa, Genoa, Italy.
    Mattsson, Jan-Eric
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies.
    Mutvei, Ann
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Siri, Anna
    National policies on STEM in the “Do Well Science” partner countries2019In: Do Well Science: Manual for Innovative Pedagoy in STEM Contents : An Erasmus+ Project to increase secondary students’ achievements in Science subjects / [ed] Massimo Amato & Anna Siri, Breslavia: Società Dante Alighieri , 2019, p. 44-49Chapter in book (Other academic)
  • 4. Amato, M
    et al.
    De Negri, E
    University of Genoa, Genoa, Italy.
    Mattsson, Jan-Eric
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies.
    Mutvei, Ann
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Siri, Anna
    Literature review on STEM education2019In: Do Well Science: Manual for Innovative Pedagoy in STEM Contents : An Erasmus+ Project to increase secondary students’ achievements in Science subjects / [ed] Massimo Amato & Anna Siri, Breslavia: Società Dante Alighieri , 2019, p. 15-27Chapter in book (Other academic)
  • 5. Amato, M
    et al.
    De Negri, E
    University of Genoa, Genoa, Italy.
    Mattsson, Jan-Eric
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies.
    Mutvei, Ann
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Siri, Anna
    Science, Technology, Engineering and Mathematics (STEM) Education in Europe2019In: Do Well Science: Manual for Innovative Pedagoy in STEM Contents : An Erasmus+ Project to increase secondary students’ achievements in Science subjects / [ed] Massimo Amato & Anna Siri, Breslavia: Società Dante Alighieri , 2019, p. 10-14Chapter in book (Other academic)
  • 6.
    Asnicar, Davide
    et al.
    University of Padova, Italy; University of Gothenburg, Sweden.
    Ašmonaitė, Giedrė
    University of Gothenburg, Sweden.
    Birgersson, Lina
    University of Gothenburg, Sweden.
    Kvarnemo, Charlotta
    University of Gothenburg, Sweden.
    Svensson, Ola
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching. University of Gothenburg, Sweden.
    Sturve, Joachim
    University of Gothenburg, Sweden.
    Sand Goby: An Ecologically Relevant Species for Behavioural Ecotoxicology2018In: Fishes, E-ISSN 2410-3888, Vol. 3, no 1, article id 13Article in journal (Refereed)
    Abstract [en]

    Locomotion-based behavioural endpoints have been suggested as suitable sublethal endpoints for human and environmental hazard assessment, as well as for biomonitoring applications. Larval stages of the sand goby (Pomatoschistus minutus) possess a number of attractive qualities for experimental testing that make it a promising species in behavioural ecotoxicology. Here, we present a study aimed at developing a toolkit for using the sand goby as novel species for ecotoxicological studies and using locomotion as an alternative endpoint in toxicity testing. Exposure to three contaminants (copper (Cu), di-butyl phthalate (DBP) and perfluorooctanoic acid (PFOA) was tested in the early life stages of the sand goby and the locomotion patterns of the larvae were quantified using an automatic tracking system. In a photo-motor test, sand goby larvae displayed substantially higher activity in light than in dark cycles. Furthermore, all tested compounds exerted behavioural alterations, such as hypo- and hyperactivity. Our experimental results show that sand goby larvae produce robust and quantifiable locomotive responses, which could be used within an ecotoxicological context for assessing the behavioural toxicity of environmental pollutants, with particular relevance in the Nordic region. This study thus suggests that sand goby larvae have potential as an environmentally relevant species for behavioural ecotoxicology, and as such offer an alternative to standard model species.

  • 7.
    Blom, Eva-Lotta
    et al.
    University of Gothenburg.
    Kvarnemo, Charlotta
    University of Gothenburg.
    Dekhla, Isabelle
    University of Gothenburg.
    Schöld, Sofie
    University of Gothenburg.
    Andersson, Mathias H.
    Swedish Defence Research Agency.
    Svensson, Ola
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching. University of Gothenburg.
    Amorim, M Clara P
    ISPA-Instituto Universitário, Lisboa, Portugal / Universidade de Lisboa, Lisboa, Portugal.
    Continuous but not intermittent noise has a negative impact on mating success in a marine fish with paternal care2019In: Scientific Reports, ISSN 2045-2322, E-ISSN 2045-2322, Vol. 9, no 1, article id 5494Article in journal (Refereed)
    Abstract [en]

    Anthropogenic underwater noise is a global pollutant of increasing concern but its impact on reproduction in fish is largely unknown. Hence, a better understanding of its consequences for this important link to fitness is crucial. Working in aquaria, we experimentally tested the impact of broadband noise exposure (added either continuously or intermittently), compared to a control, on the behaviour and reproductive success of the common goby (Pomatoschistus microps), a vocal fish with exclusive paternal care. Compared to the intermittent noise and control treatments, the continuous noise treatment increased latency to female nest inspection and spawning and decreased spawning probability. In contrast, many other female and male pre-spawning behaviours, and female ventilation rate (proxies for stress levels) did not differ among treatments. Therefore, it is likely that female spawning decisions were delayed by a reduced ability to assess male acoustic signals, rather than due to stress per se and that the silent periods in the intermittent noise treatment provided a respite where the females could assess the males. Taken together, we show that noise (of similar frequency range as anthropogenic boat noise) negatively affects reproductive success, particularly under a continuous noise exposure.

  • 8.
    Capelli, L
    et al.
    University of Genoa, Genoa, Italy.
    De Nigra, E
    University of Genoa, Genoa, Italy.
    Mattsson, Jan-Eric
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies.
    Mutvei, Ann
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Siri, Anna
    A comparison of the STEM curricula in “Do Well Science” partner countries2019In: Do Well Science: Manual for Innovative Pedagoy in STEM Contents : An Erasmus+ Project to increase secondary students’ achievements in Science subjects / [ed] Massimo Amato & Anna Siri, Breslavia: Società Dante Alighieri , 2019, p. 50-65Chapter in book (Other academic)
  • 9.
    Josefsson, Pernilla
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Media Technology.
    Jää-Aro, Kai-Mikael
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Media Technology.
    Lundmark, Sofia
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Media Technology.
    Mutvei Berrez, Ann
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    The implementation of digital tools in teaching: A qualitative case study at a swedish primary school2019In: EDULEARN19 Proceedings, 2019, p. 2382-2387Conference paper (Refereed)
    Abstract [en]

    Many countries have recently implemented digital competence as an important part of their school curricula. In Sweden, the curriculum states: “Teaching should give students the opportunity to use digital tools in a way which promotes knowledge development” [3], making it mandatory to implement digital tools in teaching and learning. This poses challenges for schools and teachers: schools need to assist with infrastructure and make technology available, teachers need to acquire knowledge on how to use technology for educational purposes. Achieving technology integration to support teaching and learning in the classroom has been argued to be influenced by teachers’ attitudes and pedagogical beliefs [4], therefore the link between teachers’ pedagogical beliefs and their practices must be examined in order to fully understand the integration [1].

    This study is part of the Erasmus+ project Functional Information and Communication Technology Instruction On the Net (FICTION) [2] and investigates science teachers’ attitudes towards integration of technology, and how teachers elaborate and implement digital technologies into their teaching practices.

    In winter/spring 2019 five teachers from a local primary school took part in three focus group interviews. The first interview defined the current situation, the second generated input on how to challenge each teacher based on their needs. Each teacher was given instructions for a specific technology to try out during teaching. The teachers recorded their experiences on video for the third focus group discussion, which included an evaluation of how they perceived the specific technology to improve their students’ learning. The data so far consist of audio and video recordings from the interviews and the teachers’ experiences of using the proposed technologies in their teaching.

    Some preliminary findings are that while schools invest in infrastructure and technology, the opportunities to use the technology often are hindered by administrative issues such as scheduling, lack of time for competence development and no choice on platforms and systems to work with. The link between the teachers’ pedagogical beliefs and their practice is based on these prerequisites, but also on the teachers’ willingness to try out various technological tools. The data show that the teachers’ pedagogical perspectives and work with, e.g., formative teaching, pleasurable learning, and quality assured teaching and feedback, affect the teachers’ willingness to integrate new technologies and tools in their teaching.

    References:

    [1] Ertmer, P.A. and Ottenbreit-Leftwich, A.T. 2010. Teacher Technology Change. Journal of Research on Technology in Education. 42, 3 (Mar. 2010), 255–284.

    [2] FICTION 2018. Functional Information and Communication Technology Instruction On the Net https://fiction.pixel-online.org/

    [3] Lärarnas Riksförbund 2016. Digital framtid utan fallgropar: En undersökning om lärares och elevers digitala kompetens. Technical Report #2016–10.

    [4] Perrotta, C. 2013. Do school-level factors influence the educational benefits of digital technology? A critical analysis of teachers’ perceptions. British Journal of Educational Technology. 44, 2 (2013), 314–327.

  • 10.
    Jää-Aro, Kai-Mikael
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Media Technology.
    Josefsson, Pernilla
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Media Technology.
    Lundmark, Sofia
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Media Technology.
    Mutvei Berrez, Ann
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Professional development for ICT-based teaching2019Conference paper (Other academic)
    Abstract [en]

    In this workshop we aim to find the current best practices for professional development of educators, what knowledge teachers need and how it is best imparted. The participants share their experiences of what has worked and not in professional development of the pedagogical use of digital technology.

  • 11.
    Karlsson, Natalia
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Forskningsanktnytning i lärarutbildningen2019Conference paper (Other (popular science, discussion, etc.))
    Abstract [sv]

    Presentation bygger på forskning som ligger till grund för kvalitets-och utvecklingsarbete i matematikämnets didaktik i lärarutbildningen på Södertörns högskola. Syftet är att koppla samman lärarstudenters behållning av högskolestudier med lärares praktik i syfte att samordna vetenskaplig grund och beprövad erfarenhet.

  • 12.
    Karlsson, Natalia
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Lärarstuderandes förmågor och attityder2016Conference paper (Refereed)
  • 13.
    Karlsson, Natalia
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Matematik i lärarutbildningen: Studenters kunskaper i och uppfattningar om matematik: En forskningsrapport från MIL- och SKUM-projekten2015Report (Other academic)
    Abstract [sv]

    Under de senaste decennierna har såväl svenska som internationella undersökningar visat på svenska elevers bristande kunskaper i matematik. En konsekvens av detta är att de studenter som nu kommer till högskolan tillhör en generation som enligt TIMSS (2011) och PISA (2015) lyckats mindre bra med den matematik de läst i skolan.

    I undervisningen på lärar­utbildningen på Södertörns högskola har vi konstaterat att många av dagens studenter har en proce­durell och ytinriktad uppfattning om matematik och att de bygger sina kunskaper på formler som de inte alltid kan hantera. Denna upp­fattning om ämnet gör det svårt för dem att utgående från dagens utbild­ningsramar uppnå rimliga mål i lärarutbildningen. Detta är bak­grunden till projekten SKUM (Studenters kunskaper i och uppfattning om matematik) och MIL (Matematik i lärarutbildningen) för vilka det övergripande syftet varit att bygga upp kunskaper som kan ligga till grund för en funktionell lärar­utbildning. En sådan utbildning bör vila på veten­skap­lig grund och vara väl anpassad till dagens studenter och deras möjlig­heter att till­godo­göra sig undervisningen på högskolan.

    I den här rapporten presenteras resultaten från en diagnos om grund­läg­gande aritmetik (taluppfattning) och algebra. Lärarstuderande med inrikt­ning mot årskurs 4 till 6 fick diagnosen vid starten av sin första kurs i mate­matikämnets didaktik. Avsikten var att kartlägga studenternas styrkor och svagheter med avsikten att därefter planera en utbildning som var anpassad till deras förmågor och attityder till ämnet. Resultaten visar att de flesta av studenterna hade mer eller mindre allvarliga brister när det gällde att lösa enkla uppgifter. Det innebar i sin tur att de fick svårt att följa under­vis­ningen på högskolan.

  • 14.
    Karlsson, Natalia
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Matematiska strukturer i matematikundervisningen2014Other (Other academic)
  • 15.
    Karlsson, Natalia
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Studenters systematiska missuppfattningar av multiplikativa strukturer2019Conference paper (Other academic)
  • 16.
    Karlsson, Natalia
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Vet inte, har inte en aning, kommer inte ihåg2015In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, no 3, p. 49-52Article in journal (Other academic)
    Abstract [sv]

    De studerande som antagits till svenska lärarutbildningar har var och en uppsättning förmågor i matematik. Hur ser denna ut i relation till vad eleverna i nionde klass kan förväntas uppvisa? Vi tar här del av ett projekt där just dessa lärarstuderandes förmågor undersökts.

  • 17.
    Karlsson, Natalia
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Kilbon, Wiggo
    Konkretisering och förmågorna2016In: Konkretisering och förmågorna, 2016Conference paper (Other academic)
    Abstract [sv]

    Med konkretisering menar vi all didaktisk verksamhet som leder till abstraktion, alltså förståelse av, och förmåga att, använda begrepp, strukturer och metoder. Under föreläsningen diskuterar vi, med belysande exempel för-och nackdelar med olika sätt att konkretisera. Vi behandlar såväl induktiva metoder som bygger på åskådlighet eller erfarenhet som deduktiva metoder som bygger på att undersöka och analysera innebörden av begrepp.

  • 18.
    Karlsson, Natalia
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Kilborn, Wiggo
    Att konkretisera och förstå multiplikationstabellen2016In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, Vol. 198, no 2, p. 20-24Article in journal (Other academic)
    Abstract [sv]

    Vari ligger skillnaden i att kunna använda sig av multiplikationstabellen och att förstå multiplikation? Behöver det ena utesluta det andra? Vilka möjligheter och hinder finns med de konkretiserande bilder som används i undervisningen? Dessa är några av de frågeställningar som diskuterar mönster och multiplikation i artikeln.

  • 19.
    Karlsson, Natalia
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Kilborn, Wiggo
    Det räcker om de förstår den: En studie av lärares och elevers uppfattningar om multiplikation och multiplikationstabellen2018 (ed. 1)Book (Refereed)
    Abstract [sv]

    För att bygga upp en matematikundervisning som utgår från aktuell forskning och skolans behov, krävs en hållbar lärarutbildning. Eftersom lärarutbildningen måste utgå från studenternas aktuella kunskaper i matematik, blir en central fråga hur de tillägnat sig sina kunskaper och uppfattningar. Mot denna bakgrund har vi genomfört en studie med fokus på multiplikation och dess invers division. Studien har i huvudsak genomförts i årskurserna 3 och 5.

    Studien visar att undervisningen om multiplikation i årskurs 3 enbart handlar om upprepad addition. Undervisningen om multiplikationstabellen handlar inte om mönster i multiplikationstabellen utan enbart om att göra så kallade ”hopp” i tabellen. Detta gör det svårt för eleverna att senare förstå begrepp och mönster som är grundläggande för att kunna generalisera sina kunskaper till nya talområden och för att förstå den grundläggande algebran. Vi menar, att detta leder till problem som vi under senare år kunnat iaktta bland våra lärarstudenter.

  • 20.
    Karlsson, Natalia
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Kilborn, Wiggo
    Göteborgs universitet.
    En hållbar matematikundervisning: Från addition till bråk2020Conference paper (Refereed)
    Abstract [sv]

    Vi har i flera år studerat hur undervisningen av multiplikation och tal i bråkform går till. Genom att analysera ett stort antal lektioner, från årskurs 2 till årskurs 8, har vi kunnat kartlägga orsaker till hur vanliga missuppfattningar om bråk, och operationer med tal i bråkform, har uppstått. Under vår föreläsning kommer vi inte bara att presentera detta utan även ge exempel på hur dessa missuppfattningar kan undvikas.

  • 21.
    Karlsson, Natalia
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Kilborn, Wiggo
    En jämförelse av skolkulturer2013In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, no 2, p. 43-48Article in journal (Other academic)
    Abstract [sv]

    I denna artikel jämförs svenska och ryska kursplaner. Syften, förmågor och centrallt innehåll diskuteras. Författarna menar att den vaga skrivningen av kursplanen i Lgr11 inte ger lärare tillräckligt stöd för att skriva lokala arbetsplaner, något som i sin tur kan leda till otydliga mål för undervisningen och dålig kontinuitet från förskoleklass till gymnasiet.

  • 22.
    Karlsson, Natalia
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Kilborn, Wiggo
    Formativ bedömning och didaktiskt stöd i matematik för lärarstudenter: Diagnoser med didaktisk uppföljning2017Book (Other academic)
    Abstract [sv]

    Boken omfattar diagnoser som är ett utprövat material för att stärka det grundläggande matematikkunnande, främst riktat till blivande lärare inom lärarutbildning med inriktning på förskola och grundskolans tidiga år.

  • 23.
    Karlsson, Natalia
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Kilborn, Wiggo
    Grundläggande algebra, funktioner, sannolikhetslära och statistik: matematikdidaktik för lärare2014 (ed. 1)Book (Other academic)
    Abstract [sv]

    De matematiska strukturer som ligger till grund för skolans matematik förtjänar att lyftas fram eftersom de gör matematiken överskadlig och begriplig. I den boken visar författarna hur dessa matematiska strukturer kan förklara matematiska samband samt konkretisera och generalisera ämnesinnehållet.

  • 24.
    Karlsson, Natalia
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Kilborn, Wiggo
    Konkretisering och undervisning i matematik: matematikdidaktik för lärare2015Book (Other academic)
    Abstract [sv]

    I den första delen av boken görs en genomgång av hur man i svenska kursplaner och den didaktiska och undervisningsmetodiska litteraturen uppfattat konkretisering i matematikundervisningen. I den andra delen av boken görs en utredning av konkretiseringens roll vid abstraktion av ett matematikinnehåll. Det ges därefter rad exempel på hur en konkretisering i praktiken kan leda till abstraktion.

  • 25.
    Karlsson, Natalia
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching. Södertörn University, Teacher Education.
    Kilborn, Wiggo
    Matematik och språk: Kommunikation och resonemangsförmåga2018Conference paper (Refereed)
  • 26.
    Karlsson, Natalia
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Kilborn, Wiggo
    Matematikdidaktik i praktiken: att undervisa i årskurs 1-62015Book (Other academic)
    Abstract [sv]

    I en rad undersökningar har man konstaterat att svenska elever har otillräckliga kunskaper i matematik. Dessa elever har nu kommit till högskolan. Detta ställer nya och stora krav på såväl lärarutbildningen som på den matematikdidaktiska litteraturen.

    Boken är avsedd för lärare i årskurserna 1-6 och ger en såväl teoretisk bakgrund i form av didaktisk ämnesteori som en praxisnära beskrivning av hur denna teori kan användas för att förklara matematiska samband och som underlag för att planera och konkretisera undervisning.

    Stor uppmärksamhet ägnas åt matematiska förmågor och variation av undervisningens innehåll - viktiga föruttsättningar för en individualisering av matematikundervisningen.

  • 27.
    Karlsson, Natalia
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Kilborn, Wiggo
    När kan elever börja räkna med kvadratrötter?2013In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, no 1, p. 11-14Article in journal (Other academic)
    Abstract [sv]

    Näri elevernas skolgång är det lämpligt att introducera kvadratrötter? tecknet i sig och användningen av irrationella tal kan skymma intressanta och angelägna användningsområden för kvadratrötter i denna artikel ifrågasätts varför många lärare dröjer så länge med att introducera kvadratrötter. Vi får också förslag på hur area kan användas för att grundlägga en förståelse för begreppet.

  • 28.
    Karlsson, Natalia
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Kilborn, Wiggo
    Om proportionalitet2016In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, no 3, p. 25-28Article in journal (Other academic)
    Abstract [sv]

    En typ av problem i skolans matematikundervisning som vållar svårigheter för elever och därmed också för deras lärare är de som bygger på proportionalitet. Artikelförfattarna följer här upp en artikel från Nämnaren 2015:3 och diskuterar hur en laboration kan leda eleverna in i proportionalitetstänkande.

  • 29.
    Karlsson, Natalia
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Kilborn, Wiggo
    Problemlösning och matematisk modellering2015Book (Other academic)
    Abstract [sv]

    I nationalencyklopedin beskrivs matematik som en "abstrakt och generell vetenskap för problemlösning, metodutveckling..". För en elev handlar detta om att lära sig använda matematiska modeller som inte bara löser enstaka problem utan modeller som kan modifieras och generaliseras till att lösa olika problem och nya typer av problem. Det som idag kallas problemlösning borde därför snarare heta matematisk modellering.

    Målen för skolans problemlösning bör vara klara. Dels handlar det om att förbereda eleverna för vanligt förkommande rutinproblem i vardagen, dels om att resonera sig fram till lösningar på nya typer av problem. Detta gäller också att bygga upp ett positivt förhållningssätt till problemlösning.

    Boken vänder sig till blivande och verksamma lärare på grundskola och gymnasieskola.

  • 30.
    Karlsson, Natalia
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Kilborn, Wiggo
    WK Utbildningskonsult AB.
    Problemlösningsförmåga och matematiska modeller2016In: Problemlösningsförmåga och matematiska modeller, 2016Conference paper (Other academic)
  • 31.
    Karlsson, Natalia
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching. Södertörn University, Teacher Education.
    Kilborn, Wiggo
    Teori, praktik och kontinuitet: Multiplikativa strukturer och lärares matematikdidaktiska kompetenser2018Conference paper (Refereed)
  • 32.
    Karlsson, Natalia
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Kilborn, Wiggo
    Vad ska eleverna lära sig och vad lär de sig?: Vanliga missförstånd i matematikunderviningen2020Book (Refereed)
    Abstract [sv]

    Vanliga missförstånd i matematikundervisningen

    Redan under de första skolåren bildar sig elever en uppfattning om matematik. Om denna uppfattning är mindre bra kan den kan skapa problem under senare skolår. Sådana problem återfinns även hos lärarstudenter och är ofta så väl befästa att de är svåra att förändra. Detta gäller inte minst hur elever och studenter uppfattar centrala begrepp som multiplikation, bråk och proportionalitet. 

    Boken bygger på en studie om bråk och proportionalitet som genomförts i årskurserna 2, 4, 5 och 8, i vilken fem lärare under vardera fem lektioner har arbetat med bråk och proportionalitet. Vi har i vår studie kunnat följa hur det går till, när eleverna bygger upp de missuppfattningar som vi ser bland lärarstudenterna. 

    I boken reflekterar vi över vad det innebär att undervisningen ska vila på vetenskaplig grund och vilka faktorer som är avgörande för att undervisningen ska gynna elevers lärande i matematik. 
Vi ger också en rad praxisnära exempel på hur man kan analysera och reflektera över sin undervisning i avsikt att höja dess kvalitet.

    Boken vänder sig till aktiva lärare och lärarstudenter.

  • 33.
    Karlsson, Natalia
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Kilborn, Wiggo
    Vägen från naturliga tal till irrationella tal2014In: Matematik i kulturens tecken. Matematikbiennalen februari 2014. Umeå universitet / [ed] Institutionen för matematik och matematisk statistik. Umeå universitet, Umeå: Umeå universitet , 2014, p. 59-Conference paper (Other academic)
  • 34.
    Karlsson, Natalia
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Kilborn, Wiggo
    University of Gothenburg.
    Olteanu, Constanta
    Linnaeus University.
    Teachers and student - teacher's challenges with addition and multiplication strategy problems2019In: Proceedings 43rd Annual Meeting of the International Group for the Psychology of Mathematics Education / [ed] Mellony Graven, Hamsa Venkat, Anthony A Essien and Pamela Vale, Pretoria, South Africa: PME , 2019, Vol. 4, p. 53-Conference paper (Refereed)
  • 35.
    Karlsson, Natalia
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Ljubimova, Olga
    Pestov, Konstantin
    Mathematical modeling of heat transfer processes with phase transitions in layered materials2016Report (Other academic)
    Abstract [en]

    In this paper we propose a model and numerical scheme for quantifying the motion of the phase transition front and the temperature fields in layered materials using boundary conditions of the third kind at the surface.

  • 36.
    Larsson, Josefine
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Lind, E. E.
    SLU.
    Corell, H.
    Göteborgs universitet.
    Grahn, Mats
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Smolarz, K.
    University of Gdańsk, Gdynia, Poland.
    Lönn, Mikael
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Regional genetic differentiation in the blue mussel from the Baltic Sea area2017In: Estuarine, Coastal and Shelf Science, ISSN 0272-7714, E-ISSN 1096-0015, p. 98-109Article in journal (Refereed)
    Abstract [en]

    Connectivity plays an important role in shaping the genetic structure and in evolution of local adaptation. In the marine environment barriers to gene flow are in most cases caused by gradients in environmental factors, ocean circulation and/or larval behavior. Despite the long pelagic larval stages, with high potential for dispersal many marine organisms have been shown to have a fine scale genetic structuring. In this study, by using a combination of high-resolution genetic markers, species hybridization data and biophysical modeling we can present a comprehensive picture of the evolutionary landscape for a keystone species in the Baltic Sea, the blue mussel. We identified distinct genetic differentiation between the West Coast, Baltic Proper and Bothnian Sea regions, with lower gene diversity in the Bothnian Sea. Oceanographic connectivity together with salinity and to some extent species identity provides explanations for the genetic differentiation between the West Coast and the Baltic Sea (Baltic Proper and Bothnian Sea). The genetic differentiation between the Baltic Proper and Bothnian Sea cannot be directly explained by oceanographic connectivity, species identity or salinity, while the lower connectivity to the Bothnian Sea may explain the lower gene diversity. © 2016.

  • 37.
    Lebedeva Karlsson, Natalia
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Morozov, Vitaly
    Vladivostok State University of Economics and Service, Valdivostok, Russia.
    Solodukhin, Konstantin
    Vladivostok State University of Economics and Service, Valdivostok, Russia.
    Нечёткие методы формализации стратегических карт Стейкхолдер организаций [Fuzzy methods of formalizing strategy maps of Steakholder organizations]2017In: Azimuth of Scientific Research: Economics and Management [Азимут научных исследований: Экономика и управление], ISSN 2309-1762, Vol. 6, no 4(21), p. 216-220Article in journal (Refereed)
  • 38.
    Lindsay, Willow R.
    et al.
    University of Gothenburg.
    Andersson, Staffan
    University of Gothenburg.
    Bererhi, Badreddine
    University of Gothenburg.
    Höglund, Jacob
    Uppsala University.
    Johnsen, Arild
    University of Oslo, Oslo, Norway.
    Kvarnemo, Charlotta
    University of Gothenburg.
    Leder, Erica H.
    University of Oslo, Oslo, Norway.
    Lifjeld, Jan T.
    University of Oslo, Oslo, Norway.
    Ninnes, Calum E.
    University of Gothenburg / University of Florida, Gainesville, FL, USA.
    Olsson, Mats
    University of Gothenburg.
    Parker, Geoff A.
    University of Liverpool, Liverpool, UK.
    Pizzari, Tommaso
    University of Oxford, Oxford, UK.
    Qvarnstrom, Anna
    Uppsala University.
    Safran, Rebecca J.
    Univrsity of Colorado, Boulder, CO, USA.
    Svensson, Ola
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Edwards, Scott, V
    Harvard University, Cambridge, MA, USA / Chalmers University of Technology.
    Endless forms of sexual selection2019In: PeerJ, ISSN 2167-8359, E-ISSN 2167-8359, Vol. 7, article id e7988Article in journal (Refereed)
    Abstract [en]

    In recent years, the field of sexual selection has exploded, with advances in theoretical and empirical research complementing each other in exciting ways. This perspective piece is the product of a "stock-taking'' workshop on sexual selection and sexual conflict. Our aim is to identify and deliberate on outstanding questions and to stimulate discussion rather than provide a comprehensive overview of the entire field. These questions are organized into four thematic sections we deem essential to the field. First we focus on the evolution of mate choice and mating systems. Variation in mate quality can generate both competition and choice in the opposite sex, with implications for the evolution of mating systems. Limitations on mate choice may dictate the importance of direct vs. indirect benefits in mating decisions and consequently, mating systems, especially with regard to polyandry. Second, we focus on how sender and receiver mechanisms shape signal design. Mediation of honest signal content likely depends on integration of temporally variable social and physiological costs that are challenging to measure. We view the neuroethology of sensory and cognitive receiver biases as the main key to signal form and the 'aesthetic sense' proposed by Darwin. Since a receiver bias is sufficient to both initiate and drive ornament or armament exaggeration, without a genetically correlated or even coevolving receiver, this may be the appropriate 'null model' of sexual selection. Thirdly, we focus on the genetic architecture of sexually selected traits. Despite advances in modern molecular techniques, the number and identity of genes underlying performance, display and secondary sexual traits remains largely unknown. In-depth investigations into the genetic basis of sexual dimorphism in the context of long-term field studies will reveal constraints and trajectories of sexually selected trait evolution. Finally, we focus on sexual selection and conflict as drivers of speciation. Population divergence and speciation are often influenced by an interplay between sexual and natural selection. The extent to which sexual selection promotes or counteracts population divergence may vary depending on the genetic architecture of traits as well as the covariance between mating competition and local adaptation. Additionally, post-copulatory processes, such as selection against heterospecific sperm, may influence the importance of sexual selection in speciation. We propose that efforts to resolve these four themes can catalyze conceptual progress in the field of sexual selection, and we offer potential avenues of research to advance this progress.

  • 39.
    Mattsson, Jan-Eric
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Biology.
    Lönn, Mikael
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Mutvei, Ann
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Art studies as tools for understanding observations in science2017In: Conference proceedings New perspectives in science education: 6th Conference Edition: Florence, Italy: 16-17 March 2017, Limena: Libreriauniversitaria.it , 2017, p. 513-516Conference paper (Refereed)
    Abstract [en]

    Observations are fundamental in science as they has to include cognitive activities based on the perceived sensations. These activities have to be transformed to written or spoken language. In order to practice and visualize these processes we present a method based on Roland Barthes concepts studium and punctum. About 60 students aiming at becoming primary school teachers (years 4–6) were followed during a period of the first two years of their education. The results on all course examinations during these years (n=17) were compared to the quality of two reflective texts. One from the end of the first year on the impression of art works by David Hockney or Bill Viola, another of experiences from field sites used at the beginning of their studies. They wrote reflections on their experiences including observations and their personal and professional development during their teacher training. The texts where analysed by using the 4 R’s of Doll’s. Results of VARK tests assessing the learning style of the students from the beginning of their education were used. The choice of science courses can be shown to be correlated to different factors depending of the selection of these but there was no general pattern behind the choice of science. Training of observation in different contexts and reflections on these in relation to personal development seem to promote better professional understanding.

  • 40.
    Mattsson, Jan-Eric
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Biology.
    Lönn, Mikael
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Mutvei, Ann
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    To communicate the theory of evolution to all from babies to adults2017In: Conexão Ciencia, ISSN 1980-7058, Vol. 12, no 2, p. 408-415Article in journal (Refereed)
    Abstract [en]

    Teaching evolution is a tricky business. Less teaching seems to give better understanding of the theory. Evolutionary processes are dialectic relations between many actors, individuals, groups, abiotic and biotic factors etc., different from mechanistic descriptions of relations between singular objects in other scientific theories. This difference, in combination with religious beliefs confuses efforts to get understanding and acceptance of the theory of evolution. With the new curriculum for Swedish compulsory school, science education has to be linked to students’ own experiences in order to promote critical thinking and skills useable in daily life. Further, biology in science teaching during the first school years is focused on general observations and fundamental concepts, not on scientific methods and evolutionary processes. Thus, students often experience biology as a subject filled with facts about simple relations and teleological explanations, making the theory of evolution superfluous. The objectives here were to design teaching in evolutionary theory adapted to the professional needs of students and to assess the learning outcome. Three different courses in evolutionary theory were included. Two pre-service teacher training programs, for nursery school and for year 4–6 in the compulsory school, and one for students in environmental studies were included. Assessments of learning outcome were made by analyses of texts written by the students. The quality of the science knowledge content and the personal and professional development were assessed by using the 4 R’s of Doll. Associations between concepts and understanding were evaluated using clustering and ordination statistical techniques. The learning outcome was good showing visible progressions in the understanding. Thus, it is important to assess the understanding of concepts rather than estimating their frequency in students texts.

  • 41.
    Mattsson, Jan-Eric
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies.
    Mutvei, Ann
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Surrealistic Perspectives Useful in Science Education.2018In: New perspectives in science education: 7th edition: Florence, Italy, 22-23 March, 2018, Libreriauniversitaria.it , 2018Conference paper (Refereed)
    Abstract [en]

    This paper was induced by the observation of how children, about 6 years old, at the Magritte Museum in Brussels were introduced to the idea that the depiction of an object always differ from the object itself. They looked at a painting and discussed how facial expressions in general only partly reveal the character of a person. It clearly demonstrated how the children understood that no matter how naturalistically we depict an object, we never do catch the item itself. The picture helped them with assistance of a supervisor to create this view.Many students are trained in trying to understand what the teacher wants to hear rather than to understand the principles of the theories taught. In science, and most other subjects in school, this results in a knowledge concept based on the quality in the reproduction of texts, formulas, or drawings and the use of important words for concepts in relation to the original presentations. Instead, teaching should result in useful skills based on the understanding of the theories taught.Methods used in presentations of art work at galleries and museums could also be used when science is taught and learned at science museums and in the classrooms. The discrepancy between the representation and reality open up new fields of interpretations which can be used by the teacher to create curiosity. Whatever is demonstrated for students they should be induced to discuss how this should be interpreted and to construct the reality behind instead of trying to remember the representation itself.As the creation of understanding appears in the mind of the student the teacher has to create situations stimulating the wish to understand the reality behind the object instead of the wish to reproduce the mind of the teacher. Here we give some examples of how this method could be used in science education but also how it can be used when assessing the results of teaching.

  • 42.
    Mouwitz, Lars
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching. Linnéuniversitetet.
    Välkommen till matematikens kök: kropp, sinnen och platser i matematiklärandet2014In: Konst och lärande: essäer om estetiska lärprocesser / [ed] Anders Burman, Huddinge: Södertörns högskola , 2014, p. 133-152Chapter in book (Refereed)
  • 43.
    Mutvei, Ann
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Lönn, Mikael
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies.
    Mattsson, Jan-Eric
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies.
    Development of observation skills in science education for enhanced understanding2018In: Electronic Proceedings of the ESERA 2017 Conference: Research, Practice and Collaboration in Science Education / [ed] Odilla Finlayson, Eilish McLoughlin, Sibel Erduran & Peter Childs, Dublin, Ireland: Dublin City University , 2018, p. 2086-2094Conference paper (Refereed)
    Abstract [en]

    Observation is a skill necessary for the development of knowledge in science and is used,e.g., in studies to notice patterns and connections between abiotic and biotic factors, or inlaboratory experiments where detailed observations are necessary to achieve understanding.Observation does not only include viewing details but also hearing, smelling and tasting toget all available information from the senses. How students perceive the information dependson their previous personal experiences. It is therefore essential for students to practice theability to observe and to understand the contextual importance for learning. Here we presenta study where 55 pre-service preschool teacher students attended a science course for 10weeks with a variety of exercises. Late in the course they visited a Natural History Museum, agreenhouse with plants adapted to Mediterranean climate conditions and an art museum.Evaluation of written reflections after the visits were done by using the quality marker 4R’sof Doll’s (Relations, Recursion, Richness and Rigor) for the Natural History Museum and thegreenhouse and Roland Barthes concepts studium and punctum for the art museum. Ourresults showed that the students described their experiences from the visits in a personal waywith high quality. The variation of activities was important for the students’ ability to observeand to understand how to design pedagogic activities for children in preschool.

  • 44.
    Mutvei, Ann
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Lönn, Mikael
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Mattsson, Jan-Eric
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Biology.
    Digestion as an example of integrated teaching of chemistry and biology2017In: Conexão Ciencia, ISSN 1980-7058, Vol. 12, no 2, p. 89-95Article in journal (Refereed)
    Abstract [en]

    Most people are uncertain about how nutrients enter and are distributed in the body. They may be capable of naming the different parts of the digestive system on a torso but have vague ideas of the relation between these organs and the chemical processes they govern. Reasons for this are poor understanding of gas exchange, the role of the circulatory system, and that most processes are intracellular. In order to create a more holistic view of the biology and chemistry of digestion these subjects may be taught simultaneously and integrated. Here practical exercises and lectures about digestion and nutrients for pre-service primary school teachers are presented. The practical work included food preparation in order to investigate the change of the properties of the macromolecules of nutrients. A simple drawing of a body was used in order to visualize the routes of nutrients and the role of gas exchange in digestion. An evolutionary perspective on digestion was used in order to explain the ancient origin of most chemical processes in the digestive system and in the whole body. The material produced by the students at their final examinations was used for assessing their use and understanding of concepts, the quality based on Doll’s 4R’s and the degree of holistic understanding of the digestive system. The findings show that the pedagogic design used gives a general picture of digestion and energy transfer usable for teaching in primary school.

  • 45.
    Mutvei, Ann
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Lönn, Mikael
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Mattsson, Jan-Eric
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Biology.
    Technology in preschool: from idea to product2017In: Conference proceedings New perspectives in science education: 6th Conference Edition: Florence, Italy: 16-17 March 2017, Limena: Libreriauniversitaria.it , 2017, p. 604-609Conference paper (Refereed)
    Abstract [en]

    Teaching pre-service preschool teachers in technology is a challenge. Technology is a fairly new subject in school, students lack experiences and are not aware of the aim of the subject. In addition technology also include the consequences of technological choices for individuals, society and environment. The curriculum for pre-school in Sweden emphasize development of children´s knowledge in science, technology and their ability to identify technology in everyday life. The education of pre-service teachers involves visualization of their own tacit knowledge and experiences to be used in the teaching of technology. Here a course during a three weeks period with 55 pre-service teacher students is presented. They worked in groups with construction exercises, museum visit and outdoor technology walk. The students wrote summaries of the processes together with critical reflections. The written exams on the identification of technology in everyday life were analysed by using the quality markers 4R’s of Doll’s and compared with marks on their examination tasks. Our results show that many students could describe the processes of construction with high quality showing several perspectives of understanding, e.g., the advantage of group activity, their own development of understanding and how to teach children in preschool.

  • 46.
    Mutvei, Ann
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Mattsson, Jan-Eric
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies.
    How to Form Creative Learners in Science2019In: New Perspectives in Science Education: 8th edition: Florence, Italy, 21-22 March 2019, Filodiritto Editore , 2019, no 8, p. 98-102Conference paper (Refereed)
    Abstract [en]

    Creative learning involves meaningful learning, ownership of learning, control of learning processes and innovation when new understanding is realised. In order to produce learning situations where creative learning is achieved, teachers have to create trustful atmospheres where students are allowed to think and discuss without critical evaluation of the teacher. It is also important to create practical exercises in which theoretical models are processed and connected to observations. During many years we have tried to develop courses in science with the goal to promote students to become independent learners and explorers out of their own prerequisites. Different methods and designs of teaching have been investigated and the variation of the student’s creative learning was observed. To continue this development, we here are investigating a chemistry course. Chemistry involves considerable amounts of abstract thinking. Further, as many students had bad experiences from school this was a challenge. 17 preservice teacher students were trained by one teacher to become independent and creative in their own learning of chemistry. The course of 10 full days over three weeks included practical activities mixed with discussions in groups followed by discussion with the teacher in order to connect theory with practical exercises. The students wrote short reflections after each week answering the questions: What do you take with you from your own learning processes and/or in meeting other’s learning processes? What surprised and/or amazed you most? The three reflections where analysed by qualitative methods scoring demonstrations of professional development, process thinking and learning processes. Our results showed that students negative to chemistry changed their opinion and enjoyed thinking of phenomena in everyday life with chemical perspectives. All students expressed the importance of practical exercise and group discussions in their own learning. The reflections contained detailed chemical explanations, concepts used properly and were describing their learning processes. They also used their experiences when they discussed how to design teaching situations. Thus, the design of the course promoted creative thinking and deepened their understanding of chemistry.

  • 47.
    Mutvei, Ann
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Mattsson, Jan-Eric
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies.
    Professional Experience of Teacher Students Enhances their Understanding of Evolutionary Concepts2018In: New perspectives in science education: 7th edition: Florence, Italy, 22-23 March 2018, Libreriauniversitaria.it , 2018Conference paper (Refereed)
    Abstract [en]

    During more than ten years we have been educating preservice preschool teacher students with early childhood education and at least three years of working experience from preschool. The studies give the students possibilities to use and connect their practical knowledge with theoretical studies in order to become preschool teachers. Large parts are self-studies, individually or in groups, using textbooks, films and other web-based material while they are working in preschool and only have lectures and exercises one day each week at the university campus. On the third semester, a 10 weeks course in science and technology is included. During this they write four reflections about exercises, lectures and theories from campus including how they shall use their knowledge at work. Here the fourth reflection about evolutionary theories is analysed. Instead of lectures or exercises about evolution textbooks, educational films and articles from newspapers were included to be used for reflections, and also gave comments on their student peers. These students showed a high level of professional experience but they were not aware of how to use their experience to understand patterns and phenomena in nature. The written reflections were assessed by using the quality markers 4R´s of Doll’s (Relations, Recursion, Richness and Rigor). The assessment was focused on use of evolutionary theories and if they gave comments on their experience working with children. The results show that many students used the theories correctly. Many also related to important issues that should be brought up in preschool. In general, the students used their previous experiences in order to construct their own, reasonable, views of the theory of evolution.

  • 48.
    Norbäck Ivarsson, Lena
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science. Södertörn University, Centre for Baltic and East European Studies (CBEES), Baltic & East European Graduate School (BEEGS).
    Andrén, Thomas
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Moros, Matthias
    Leibniz Institute for Baltic Sea Research Warnemünde, Rostock, Germany.
    Andersen, Thorbjörn Joest
    University of Copenhagen, Copenhagen, Denmark.
    Lönn, Mikael
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching. University of Gävle.
    Andrén, Elinor
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Baltic Sea Coastal Eutrophication in a Thousand Year Perspective2019In: Frontiers in Environmental Science, ISSN 2296-665X, Vol. 7, article id 88Article in journal (Refereed)
    Abstract [en]

    Sediment cores from three sites along the east-coast of Sweden, north-western Baltic Proper, have been studied with respect to lithologies, geochemistry and diatom assemblages to trace and date early human impact with emphasis on nutrient discharge. The three sites Bråviken, Himmerfjärden and Ådfjärden, have been impacted to various degree during the last millennia by multiple stressors like excessive nutrient discharge and hazardous substances, leading to coastal hypoxia, eutrophication and pollution. These stressors are mainly caused by drivers in the drainage area as increased human population, changed land use and point sources as industries and a sewage treatment plant. Even though their detailed history differs, the results show similar general patterns for all three sites. We find no evidence in our data from the coastal zone supporting the hypothesis that the extensive areal distribution of hypoxia in the open Baltic Sea during the Medieval Climate Anomaly was caused by human impact. Timing of the onset of man-made eutrophication, as identified from d15N and changes in diatom composition, differs between the three sites, reflecting the site specific geography and local environmental histories of these areas. The onset of eutrophication dates to 1800 CE in Bråviken and Himmerfjärden areas, and to 1900 CE in the less urban area of Ådfjärden. We conclude that the recorded environmental changes during the last centuries are unique in a thousand year perspective.

  • 49.
    Olteanu, Lucian
    et al.
    Linnaeus University.
    Karlsson, Natalia
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Olteanu, Constanta
    Linnaeus University.
    Programming and angles - patterns of variation2019In: Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education / [ed] Mellony Graven, Hamsa Venkat, Anthony A Essien and Pamela Vale, Pretoria, South Africa: PME , 2019, Vol. 4, p. 81-Conference paper (Refereed)
  • 50.
    Porseryd, Tove
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Larsson, Josefine
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Kellner, Martin
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Bollner, Tomas
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Dinnétz, Patrik
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Porsch Hällström, Inger
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Altered non-reproductive behavior and feminization caused by developmental exposure to 17α-ethinylestradiol persist to adulthood in three-spined stickleback (Gasterosteus aculeatus)2019In: Aquatic Toxicology, ISSN 0166-445X, E-ISSN 1879-1514, Vol. 207, p. 142-152Article in journal (Refereed)
    Abstract [en]

    The synthetic estrogen 17α-ethinylestradiol (EE2), ubiquitous in the aquatic environment and commonly detected in sewage effluents, interferes with the endocrine system in multiple ways. Exposure during sensitive windows of development causes persistent effects on fertility, reproductive and non-reproductive behavior in mammals and fish. In the present study, three-spined stickleback (Gasterosteus aculeatus) were exposed to nominal 0 and 20 ng/L EE2 from fertilization to 7 weeks post-hatch. After 8 months of remediation in clean water three non-reproductive behaviors, not previously analyzed in developmentally EE2-exposed progeny of wild-caught fish, were evaluated. Chemical analysis revealed that the nominal 0 and 20 ng/L exposure contained 5 and 30 ng/L EE2, respectively. Therefore, the use of control fish from previous experiments was necessary for comparisons. Fish exposed during development showed significant concentration-dependent reduction in anxiety-like behavior in the scototaxis (light/dark preference) test by means of shorter latency to first entrance to the white compartment, more visits in white, and longer total time in white compared to unexposed fish. In the novel tank test, developmental exposure significantly increased the number of transitions to the upper half of the aquaria. Exposure to EE2 during development did not alter shoal cohesion in the shoaling test compared with unexposed fish but fish exposed to 30 ng/L EE2 had significantly longer latency to leave the shoal and fewer transitions away from the shoal compared to fish exposed to 5 ng/L EE2. Skewed sex ratio with more females, sex reversal in genetic males as well as intersex in males was observed after exposure to 30, but not 5 ng/L EE2. In conclusion, EE2 exposure during development in three-spined stickleback resulted in persistent effects on anxiety-like behaviors. These long-term effects from developmental exposure are likely to be of higher relevance for natural populations than are short-term effects from adult exposure.

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