Modellering som proces i naturfagsundervisningen

Modellering er en kernekompetence inden for naturfag. Elever kan anvende modeller til at forudsige og forklare fænomener. Vi har gennemført et mixed method-studie for at undersøge hvordan procesorienterede modelaktiviteter kan bidrage til elevernes forståelse. Forløbet er afprøvet i seks udskolingsklasser. Vi har konstrueret holistiske rubrics til at dokumentere gruppernes forklaringer knyttet til hver model og derefter sammenlignet scores over tid for at undersøge om der er en potentiel progression i kvaliteten af elevernes forklaringer. Resultaterne viser at der har været en signifikant udvikling i elevernes modelbaserede forklaringer, men at der også sker en opdeling af grupperne inden for progressionen i deres forklaringer

Wer ist Uhszing? : Ein Beitrag zur lettischen Mythologie

http://www.ester.ee/record=b3788551*es

Can disability predict treatment outcome among traumatized refugees?

The aim of the present study was to examine the influence of disability on changes in symptoms of PTSD, anxiety, and depression among treatment-seeking traumatized refugees. Eighty-one refugees participated in different rehabilitation programs. PTSD symptomatology was assessed by the HTQ-IV and symptoms of depression and anxiety were assessed by the HSCL-25. Disability was assessed by the WHODAS 2.0 before treatment. Following treatment, no statistically significant changes in PTSD, depression, and anxiety symptom scores were observed. Disability in the domain ‘getting along’ was a significant predictor of PTSD scores following treatment, when controlling for baseline scores. Neither total disability nor individual disability domains predicted any other symptom changes. Living with one’s partner did, however, seem to be a consistent and significant predictor of treatment outcome. The results are discussed in terms of clinical implications and future research needs

Kan modellering adskilles fra undersøgelse i grundskolens naturfagsundervisning?

Kommentar til Jørgen Løye Christiansen: “Modeller og modellering i grundskolens naturfag”. MONA, 2020‑3

Testing the validity of ICD-11 PTSD and CPTSD among refugees in treatment using latent class analysis

Introduction: The WHO has proposed posttraumatic stress (PTSD) and Complex PTSD (CPTSD) trauma-related ‘sibling’-disorders in ICD-11. The proposal has received support from research among clinical and community samples alike but only few studies have tested the validity of these disorders in a sample of refugees using the International Trauma Questionnaire especially designed for assessment of ICD-11 PTSD and CPTSD.    Methods: Latent class analysis was used to test the validity of the ICD-11 PTSD and CPTSD distinction in a heterogeneous group of 284 highly symptomatic refugees registered for treatment at a Danish treatment-center.   Results: A two-class solution fit the data best. One group reported elevated levels of PTSD-symptoms and symptoms of affective dysregulation, and one group reported elevated levels of symptoms corresponding to CPTSD. The CPTSD group was considerably larger than the PTSD-group. Discussion: The current study supports the ICD-11 distinction between PTSD and CPTSD in a sample of treatment-seeking refugees. The assistance of interpreters was needed for some of the participants which affected the reliability of the assessment. Conclusion: The ICD-11 proposal for PTSD and CPTSD is supported in a heterogenous sample of refugees using the ITQ

Hvordan påvirker naturfagslæreres undervisningstilgang elevers udvikling af undersøgelseskompetencer frem mod den fælles naturfagsprøve?

Med afsæt i et kvalitativt forskningsprojekt diskuterer artiklen, om man med implementeringen af en undersøgelsesbaseret tilgang til læring (IBSE), kan udvikle naturfagslæreres didaktiske tænkning, således at det bidrager til at fremme elevers kompetencer i forhold til den fælles naturfagsprøve. Forskningsprojektets systematiske arbejde rammesætter udviklingen af didaktiske tænkning i en vekselvirkning mellem naturfagdidaktiske oplæg, praksisafprøvning og fælles refleksion. På baggrund af observationer og fokusgruppeinterviews med fire naturfagslærere i grundskolens overbygning, konkluderes der, at naturfagslærere i høj grad fokuserer på den faglige viden i naturfagsundervisning, og ikke i samme grad på udviklingen af elevernes kompetencer i at designe, gennemføre og evaluere undersøgelser. &nbsp

Impaired synaptic function is linked to cognition in Parkinson's disease

OBJECTIVE: Cognitive impairment is frequent in Parkinson's disease, but the underlying mechanisms are insufficiently understood. Because cortical metabolism is reduced in Parkinson's disease and closely associated with cognitive impairment, and CSF amyloid‐β species are reduced and correlate with neuropsychological performance in Parkinson's disease, and amyloid‐β release to interstitial fluid may be related to synaptic activity; we hypothesize that synapse dysfunction links cortical hypometabolism, reduced CSF amyloid‐β, and presynaptic deposits of α‐synuclein. We expect a correlation between hypometabolism, CSF amyloid‐β, and the synapse related‐markers CSF neurogranin and α‐synuclein. METHODS: Thirty patients with mild‐to‐moderate Parkinson's disease and 26 healthy controls underwent a clinical assessment, lumbar puncture, MRI, 18F‐fludeoxyglucose‐PET, and a neuropsychological test battery (repeated for the patients after 2 years). RESULTS: All subjects had CSF amyloid‐β 1‐42 within normal range. In Parkinson's disease, we found strong significant correlations between cortical glucose metabolism, CSF Aβ, α‐synuclein, and neurogranin. All PET CSF biomarker‐based cortical clusters correlated strongly with cognitive parameters. CSF neurogranin levels were significantly lower in mild‐to‐moderate Parkinson's disease compared to controls, correlated with amyloid‐β and α‐synuclein, and with motor stage. There was little change in cognition after 2 years, but the cognitive tests that were significantly different, were also significantly associated with cortical metabolism. No such correlations were found in the control group. INTERPRETATION: CSF Aβ, α‐synuclein, and neurogranin concentrations are related to cortical metabolism and cognitive decline. Synaptic dysfunction due to Aβ and α‐synuclein dysmetabolism may be central in the evolution of cognitive impairment in Parkinson's disease

Students’ explanations of a complex natural phenomenon using mathematical modeling as a design feature in a model-based inquiry unit

This research investigates the ways in which mathematical modelling as a design feature support or constrain students’ understandings and explanations of a complex natural phenomenon and how students experience the relevance of mathematical modelling in a model-based inquiry (MBI) unit. To support lower secondary students in using mathematical modelling, we developed an MBI unit based on a complex natural phenomenon, a cloudburst event, in which mathematical modelling was essential to understanding and explaining the phenomenon. The research took place in two Danish schools and the unit comprised 12 lessons over a period of one week. The sample group consisted of 40 students in the 14–16 years age group. For the analysis of the students’ mathematical modelling, the research used an adaptation of the modelling cycle proposed by Blum and Leiß (2005) to interpret the students’ artefacts. A subset of participants (n = 7) was also interviewed about their models to gain insights into how students experience the relevance of mathematical modelling in the MBI unit. Results show that the majority of the students – 37 out of 40 – were able to understand the mathematical problem from the anchoring phenomenon and model the phenomenon from a mathematical perspective, but we also see that a small number of students have problems in completing all the facets of the mathematical modelling cycle and are not able to validate the solution of the mathematical problem in relation to the anchoring phenomenon. Students expressed that their own modelling process along with the mathematical modelling helped them better understand the various elements of the anchoring phenomenon