21 research outputs found
Engines of creationism? Intelligent design, machine metaphors and visual rhetoric
Machine metaphors are ubiquitous in the molecular sciences. In addition to their use by scientists, educators and popularizers of science, they have been promoted intensively by the Intelligent Design (ID) movement in arguments for the necessity of a god-like designer to account for the complexities of life at the molecular level. The authors have investigated the visual rhetoric employed in a movie by ID proponents, with particular emphasis on machine metaphors. The authors provide examples and argue that science communicators could reduce the persuasive impact of ID visual rhetoric based on machine metaphors by emphasizing that self-assembly is fundamental to molecular complexes.NanoSi
Is it my responsibility or theirs? Risk communication about antibiotic resistance in the Swedish daily press
Antibiotic resistance is an increasing global threat involving many actors, including the general public. We present findings from a content analysis of the coverage of antibiotic resistance in the Swedish print media with respect to the risk communication factors cause, magnitude and countermeasures. The most commonly reported cause of development and spread of resistance was unnecessary prescription of antibiotics. Risk magnitudes were mostly reported qualitatively rather than using quantitative figures. Risk-reduction measures were analyzed using a framework that distinguishes between personal and societal efficacy. Measures at the societal level were more commonly reported compared to the individual level.EvoVi
Tre terminer av pandemi â professionellt lĂ€rande i det ânya vanligaâ
Under tre terminer har hela utbildningsvÀsendet i Sverige varit hÄrt prövat av pandemin covid-19. Vi Àr fortfarande lÄngt ifrÄn att kunna summera dess lÄngsiktiga effekter. Utöver belastningen sÄ har situationen ocksÄ fört med sig nya sÀtt att arbeta, tÀnka och vara. Redaktionen för ATENA Didaktik vill med detta temanummer uppmÀrksamma och stödja det professionella lÀrande som under den senaste tiden har aktualiserats. I den hÀr texten presenteras ocksÄ hur skolan och forskning om undervisning har pÄverkats
Intentions and actions in molecular self-assembly: perspectives on studentsâ language use
<p>Learning to talk science is an important aspect of learning to do science. Given that scientists' language frequently includes intentions and purposes in explanations of unobservable objects and events, teachers must interpret whether learnersâ use of such language reflects a scientific understanding or inaccurate anthropomorphism and teleology. In the present study, a framework consisting of three âstancesâ (Dennett, <a href="#CIT0007" target="_blank">1987</a>) â intentional, design and physical â is presented as a powerful tool for analysing studentsâ language use. The aim was to investigate how the framework can be differentiated and used analytically for interpreting studentsâ talk about a molecular process. Semi-structured group discussions and individual interviews about the molecular self-assembly process were conducted with engineering biology/chemistry (<i>n</i>â=â15) and biology/chemistry teacher students (<i>n</i>â=â6). Qualitative content analysis of transcripts showed that all three stances were employed by students. The analysis also identified subcategories for each stance, and revealed that intentional language with respect to molecular movement and assumptions about design requirements may be potentially problematic areas. Studentsâ exclusion of physical stance explanations may indicate literal anthropomorphic interpretations. Implications for practice include providing teachers with a tool for scaffolding their use of metaphorical language and for supporting studentsâ metacognitive development as scientific language users.</p
Condition-related knowledge among children and adolescents with spina bifida in a Swedish county Condition-related knowledge among children and adolescents with spina bifida in a Condition-related knowledge among children and adolescents with spina bifida
Abstract Spina bifida is a congenital birth defect, resulting in physical and cognitive dysfunctions. Condition-related knowledge among children and adolescents with spina bifida is essential to facilitate independent management of their condition. The aim was to describe the condition-related knowledge among children and adolescents with spina bifida in a Swedish county. Thirteen persons with spina bifida (10 to 17 years) participated. Condition-related knowledge was assessed (n=13) using a questionnaire (KOSB) and a semi-structured interview (n=8). Interview data were analyzed using qualitative content analysis. The participants had well-developed knowledge concerning proper bladder management, but was lacking knowledge of signs of shunt malfunctioning and etiology. Some participants were uninterested in learning about their condition, despite being aware that they lacked knowledge. The findings indicate potential areas that may be included in local educational initiatives. It should be considered that persons with spina bifida may not be motivated to learn more about their condition
http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-84976 An Interactive and Multi-sensory Learning Environment for Nano Education
Abstract. Swift scientific advances in the area of nanoscience suggest that nanotechnology will play an increasingly important role in our everyday lives. Thus, knowledge of the principles underlying such technologies will inevitably be required to ensure a skilled industrial workforce. In this paper we describe the development of a virtual educational environment that allows for various direct interactive experiences and communication of nanophenomena to pupils and citizens, ranging from desktops to immersive and multi-sensory platforms. At the heart of the architecture is a nanoparticle simulator, which simulates effects such as short-range interaction, flexing of nanotubes and collisions with the solvent. The environment allows the user to interact with the particles to examine their behaviour related to fundamental science concepts
Condition-related knowledge among children and adolescents with spina bifida in a Swedish county
Spina bifida is a congenital birth defect, resulting in physical and cognitive dysfunctions. Condition-related knowledge among children and adolescents with spina bifida is essential to facilitate independent management of their condition. The aim was to describe the condition-related knowledge among children and adolescents with spina bifida in a Swedish county. Thirteen persons with spina bifida (10 to 17 years) participated. Condition-related knowledge was assessed (n = 13) using a questionnaire (KOSB) and a semi-structured interview (n = 8). Interview data were analyzed using qualitative content analysis. The participants had well-developed knowledge concerning proper bladder management, but were lacking knowledge of signs of shunt malfunctioning and etiology. Some participants were uninterested in learning about their condition, despite being aware that they lacked knowledge. The findings indicate potential areas that may be included in local educational initiatives. It should be considered that persons with spina bifida may not be motivated to learn more about their condition