To vaccinate or not to vaccinate: how teenagers justified their decision     

Mats Lundstr?m  Margareta Ekborg  Malin Ideland 《Cultural Studies of Science Education》2012,7(1):193-221

This article reports on a study of how teenagers made their decision on whether or not to vaccinate themselves against the new influenza. Its purpose was to identify connections between how teenagers talk about themselves and the decision they made. How do the teenagers construct their identities while talking about a specific socio-scientific issue? Seven teenagers between 17 and 19 years of age participated in the study. The informants were requested to document in video diary situations in which their decisions about the vaccination were discussed. All the teenagers recorded their diaries during the weeks of the vaccination programme. The students were also interviewed 1–4 weeks after completing their diaries. A discourse psychology framework (Potter and Wetherell 1987) was used to analyse the video diaries and the interviews. In this context, decision-making on a socioscientific issue must be understood as an appropriation and use of discursive repertoires, and also as meaning-making in relation to other fields, such as society and identity. It must also be understood in relation to the use of science repertoire—or actually, the school science repertoire—how available is this discourse in different contexts outside school? The repertoires were categorised into two main types; experienced emphases and important actors. The first included the categories of risk, solidarity and knowledge. The second included family and friends, media, school and society. The school repertoire was seldom used by the students, indicating that school and science education seem not to be an interpretative repertoire available to them. Instead, the risk, solidarity, family and friends and the media repertoires were available in their talk about vaccination. These results indicate the need to use media reports in dealing with scientific literacy and also in risk assessment discussions in school. It also indicates the importance of relating school science closely to the students’ daily life.  相似文献   

Readiness to Help Others and Tolerance: Attitude Development During the School Years and a Ten‐Year Comparison     

Mats Ekholm 《Scandinavian Journal of Educational Research》2013,57(2):71-86

Ekholm, M. 1984. Readiness to Help Others and Tolerance: Attitude Development During the School Years and a Ten‐Year Comparison. Scandinavian Journal of Educational Research 28, 71‐86. Attitude of readiness to help others and tolerance towards deviant people have a central place in modern democracies. In one of the studies reported, the development of these two types of attitudes are studied over the school years 4 to 9 in the Swedish school. About 2,000 students answered questionnaires. Readiness to help others in a school setting decreases over the school years. At the same time tolerance towards deviant people increases. A comparison between 1969 and 1979 is also made of the attitude of tolerance among 15‐year‐olds. In 1979 the students' tolerance towards a physically handicapped fellow student was more frequent than in 1969. The tolerance towards social deviant students was, however, less frequent in 1979 than in 1969. Results are also reported on how teachers' expectancies and perceptions of the tolerance of their students have changed between 1969 and 1979.  相似文献   

Students’ Ontological Security and Agency in Science Education—An Example from Reasoning about the Use of Gene Technology     

Mats Gunnar Lindahl  Cedric Linder 《International Journal of Science Education》2013,35(14):2299-2330

This paper reports on a study of how students' reasoning about socioscientific issues is framed by three dynamics: societal structures, agency and how trust and security issues are handled. Examples from gene technology were used as the forum for interviews with 13 Swedish high-school students (year 11, age 17–18). A grid based on modalities from the societal structures described by Giddens was used to structure the analysis. The results illustrate how the participating students used both modalities for ‘Legitimation’ and ‘Domination’ to justify positions that accept or reject new technology. The analysis also showed how norms and knowledge can be used to justify opposing positions in relation to building trust in science and technology, or in democratic decisions expected to favour personal norms. Here, students accepted or rejected the authority of experts based on perceptions of the knowledge base that the authority was seen to be anchored in. Difficulty in discerning between material risks (reduced safety) and immaterial risks (loss of norms) was also found. These outcomes are used to draw attention to the educational challenges associated with students' using knowledge claims (Domination) to support norms (Legitimation) and how this is related to the development of a sense of agency in terms of sharing norms with experts or with laymen.  相似文献   

Constructive,collaborative, contextual,and self‐directed learning in surface anatomy education     

Esther M. Bergman  Judith M. Sieben  Ida Smailbegovic  Anique B.H. de Bruin  Albert J.J.A. Scherpbier  Cees P.M. van der Vleuten 《Anatomical sciences education》2013,6(2):114-124

Anatomy education often consists of a combination of lectures and laboratory sessions, the latter frequently including surface anatomy. Studying surface anatomy enables students to elaborate on their knowledge of the cadaver's static anatomy by enabling the visualization of structures, especially those of the musculoskeletal system, move and function in a living human being. A recent development in teaching methods for surface anatomy is body painting, which several studies suggest increases both student motivation and knowledge acquisition. This article focuses on a teaching approach and is a translational contribution to existing literature. In line with best evidence medical education, the aim of this article is twofold: to briefly inform teachers about constructivist learning theory and elaborate on the principles of constructive, collaborative, contextual, and self‐directed learning; and to provide teachers with an example of how to implement these learning principles to change the approach to teaching surface anatomy. Student evaluations of this new approach demonstrate that the application of these learning principles leads to higher student satisfaction. However, research suggests that even better results could be achieved by further adjustments in the application of contextual and self‐directed learning principles. Successful implementation and guidance of peer physical examination is crucial for the described approach, but research shows that other options, like using life models, seem to work equally well. Future research on surface anatomy should focus on increasing the students' ability to apply anatomical knowledge and defining the setting in which certain teaching methods and approaches have a positive effect. Anat Sci Educ 6: 114–124. © 2012 American Association of Anatomists.  相似文献   

Curriculum debate and policy change     

Ole Elgström  Mats Hellstenius 《课程研究杂志》2013,45(6):717-738

This article investigates the underlying themes and principles that inform curriculum debate and how they are articulated in current school policy discussions. This topic is approached with the help of a case study covering the debate on which subjects should be mandatory for students at the upper secondary school curriculum in Sweden. The focus is on the arguments for and against the inclusion of History among these core subjects. The aim is to order and structure this debate and to link the arguments found to basic underlying principles. Why was History considered important or unimportant? What arguments are found about the best way to teach History? This study employs a 4-fold distinction which distinguishes between perennialism, essentialism, progressivism, and reconstructivism as four schools of thought, each outlining its own particular view on what kind of knowledge is important and how such knowledge should be taught. One major finding is that two of the schools—progressivism and essentialism—completely dominate the debates under study. There existed a major fault line between those who emphasized the instrumental value of History as a tool for fostering good citizens, and those who considered History part of essential general knowledge about society.  相似文献   

Toward Creativity Management: Idea Generation and Newsroom Meetings     

Mats Nylund 《媒体管理杂志》2013,15(4):197-210

This study combines theories of creativity with an empirical examination of newsroom practices at a Finnish newspaper. The focus is especially on newsrooms meetings, the “morning meeting,” and a special idea-generation meeting. The method used is participant observation and discourse analysis. Research indicates that (a) trust and encouragement, (b) appropriate levels of challenge and resources, (c) variety, in general and especially in team composition, together with (d) the idea that freedom and autonomy at work can have a direct, positive effect on organizational creativity. The empirical results reveal the many sides of creativity. Based on the data, creativity at ordinary newsroom meetings is rather limited, but not extraneous. Idea development occurs at meetings, but idea generation mostly takes place outside of formal meetings. Many meetings are limited to discussing what other news media have already covered. Ideas based on reporters’ personal experiences are infrequent. Occasionally, it seems to be more important to demonstrate your knowledge, rather than acquiring it by asking open-minded questions. Detailed analysis of communicative practices can provide a more solid understanding of the complexities of creativity in various media settings.  相似文献   

Queerly Remembered: Rhetorics for Representing the GLBTQ Past     

Teresa Bergman 《Quarterly Journal of Speech》2019,105(1):119-123

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Dominant Epistasis Between Two Quantitative Trait Loci Governing Sporulation Efficiency in Yeast Saccharomyces cerevisiae     

Juraj Bergman  Petar T. Mitrikeski  Krunoslav Br?i?-Kosti? 《Food Technology and Biotechnology》2015,53(4):367-378

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奥运纪念邮票演绎史     

曼弗雷德·伯格曼  安红燕 《体育文化导刊》2007,(4):75

奥林匹克集邮是与奥林匹克运动会并肩发展的。正是在第1届奥运会时发行了第一套奥林匹克邮票。多年来,随着奥林匹克集邮在筹备奥运资金、推动奥林匹克运动发展及传播奥运文化等方面的贡献,奥运集邮与奥林匹克运动两者的关系也愈见弥深。如果说古代奥运会的维持是缘于与宗教的结  相似文献   

Shaping strategic research: power,resources, and interests in Swedish research policy     

Mats Benner  Sverker Sörlin 《Minerva》2007,45(1):31-48

'Strategic research’ has become a goal of government policy throughout the industrial world. This paper follows the emergence of new approaches to the funding of 'strategic research’ in Sweden, by examining three research foundations created in the late 1990s, and considers their ambitions, limitations, and achievements.  相似文献