Tag: biology

139 – Analogy competence for science teachers

In this episode of Forskningspodden, we sit down with Biology researcher Stina Eriksson, whose work sheds new light on a tool many science teachers rely on every day: analogies. Analogies help students grasp tricky scientific ideas by connecting them to something familiar – but when used carelessly, they can create misconceptions. Stina’s research investigates the knowledge and skills required by science teachers to use analogies as pedagogical tools. Stina has done this by developing the Analogy Competence for Science Teachers (ACT) framework, which clarifies what teachers need to know and do to use analogies effectively. The framework breaks analogy use into three parts: choosing accurate analogies, planning how to introduce them, and guiding students through the analogical reasoning process. In our conversation, we learn more about the ACT framework and how it can be helpful for science teachers.

Stina Eriksson’s licentiate thesis can be downloaded from DiVA: Analogy competence for science teachers: The development and validation of the ACT framework

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135 – Glochidiosis and behaviour

Freshwater mussels of the order Unionida are endangered but play a vital role in aquatic ecosystems. Their larvae (glochidia) temporarily parasitize fish, attaching to gills before maturing into free-living adults. Conservation efforts to reintroduce these mussels are generally supported as Unionids are well-known ecosystem engineers. However, public concern arises due to their parasitic nature. Sebastian Rock’s doctoral thesis investigates how two rare European mussel species affect the behaviour of their fish hosts. The results suggest that mussels can influence host movement and habitat choice, possibly expressing an “extended phenotype”—traits of the parasite affecting the host. In our interview, Sebastian let us know more of how his findings can deepen our understanding of mussel-host interactions and inform future conservation strategies.

Sebastian Rock’s doctoral thesis can be downloaded from DiVA: Glochidiosis and behaviour

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102 – Students’ art-based exploration of science in a third space

Research shows that due to contextual differences between museums and schools, teachers often find it difficult to adapt their teaching to museum settings. Therefore, there is a need for museums to develop and improve student experiences of school trips to their institutions. Against this backdrop, museum educator and researcher Harald Raaijmakers‘ has developed a museum programme which aims to bridge borders between educational contexts and school disciplines. Harald’s research aims at validating the programme and to analyse students’ aesthetic experiences and imagination in art-based exploration of science issues. In our conversation, Harald explains that elaborated museum-school partnerships can create a third space where science education becomes integrated with society and students’ lived experiences.

Harald Raaijmakers’ licentiate thesis can be downloaded from DiVA: Powerful eyes, imaginative minds: Experiencing contemporary art and science in a third space

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52 – Utbildning för hållbar utveckling

För att unga människor ska kunna verka för hållbar utveckling har det gjorts stora globala satsningar på utbildning. Som ett led i detta arbete har många länder satsat på certifieringsprogram, som är tänkta att stödja skolornas implementering av utbildning för hållbar utveckling. Hittills finns dock få studier som undersöker effekterna av sådana certifieringsprogram, och det är denna kunskapslucka som Daniel Olsson fyller med sin forskning. Genom stora enkätundersökningar till skolelever i Sverige och Taiwan har Daniel kunnat mäta elevers medvetenhet om hållbar utveckling. I vårt samtal berättar Daniel om resultaten av studierna, och vilka implikationer han ser för den svenska skolan. Daniel Olssons doktorsavhandling kan hämtas från DiVA: Student Sustainability Consciousness : Investigating Effects of Education for Sustainable Development in Sweden and Beyond

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