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  • 751.
    Åström, Maria
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Integrated and Subject-specific: an empirical exploration of Science education in Swedish compulsory schools2007Licentiate thesis, monograph (Other scientific)
  • 752.
    Åström, Maria
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Integrated or subject-specific science education: What enable the students to better scientific literacy?: Nationella forskarskolan för naturvetenskapernas och teknikens didaktik (The Swedish National Graduate School inScience and Technology Education, FontD)2006Conference paper (Other academic)
    Abstract [en]

    This thesis is an explorative experimental study in two parts of different ways of organising

    Science education in the Swedish context. The first study deals with the question if students

    attain higher scores on test results if they have been working with integrated Science

    compared to subject-specific Science i.e. Biology, Chemistry and Physics. The second study

    concerns the similarities and differences between integrated Science education and Science

    education in Biology, Chemistry and Physics, especially in the teaching organisation.

    The introduction describes the nature of integrated curriculum, what integrated learning is,

    issues about integrated Science education, in what way integration is carried out, between

    subjects or within subjects, what the opposite to integrated Science is (here named as subjectspecific

    science education) in the Swedish context and what the Swedish curriculum has to

    say about integrated Science. Previous studies in integrated curriculum looking at students’

    results are referred to, and it is argued for the use of the OECD’s PISA assessment instrument

    in this study.

    The thesis consists of two studies, one quantitative and one qualitative, within the above

    framework. The quantitative study is an attempt to find differences in scores on students’

    written results on a large-scale assessment in scientific literacy between students studying in

    different organisations of Science education. The qualitative study is an attempt to describe

    differences at classroom level between integrated Science and subject-specific Science. This

    gives a quite rich description of four schools (cases) in a small town and how they organise

    their teaching integrated or subject-specific.

    No differences in students’ results between different Science organisations were found in the

    quantitative study in this thesis. Possible explanations for the lack of differences in students’

    results are discussed in the article. An additional investigation that attempts to test the variable

    used in the quantitative study is carried out in the thesis, with an attempt to sharpen the

    teacher organisation variable. This is done to find out if it is possible that there can be found

    differences with the sharpened variable.

    The qualitative study gives a glimpse of some differences in the implemented curriculum

    between schools working with integrated Science education and a school that works subjectspecifically.

    The teachers do the overall lesson plans in different ways according to which

    organisation according to integrated or subject-specific Science they work with. When asked

    in a survey what kind of Science organisation they have, students from the four schools

    studied answered differently between schools and also, sometimes, within the same school. A

    further analysis of this second study is carried out by defining a conceptual framework used as

    structure and a possible explanation for differences between students’ views and teachers’

    views on the organisation of Science education. This latter analysis tries to give an enriched

    description in mainly the two levels of the implemented and attained curricula, and tries to

    discuss the difference in students’ attained curriculum.

    A final discussion concludes the thesis and concerns an elaboration of the results of the thesis,

    problems with the main variable involved in the two studies and the possibility that the

    teacher actions effects also the magnitude of students’ achievement on tests.

  • 753.
    Åström, Maria
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Integrative science education - pros, cons and occurrence in Swedish compulsory school2004In: International Organization for Science and Technology Education / XI IOSTE Symposium, 25-30 July 2004, Lublin, Poland, 2004Conference paper (Other scientific)
    Abstract [en]

    This article concerns the question of organizing science education. A post millennium description gives some empirical findings among the Swedish compulsory schools and among the teachers in the study when focusing on the question of organizing science education. This article aims at describing different ways of organizing science education in the Swedish school system at the compulsory level. That is, teaching science education in an integrative manner or as a specific subject, e.g. biology, chemistry and physics, and its prerequisites. Understanding the science content is of importance in understanding in which way a specific subject in the science sphere can be brought to the students. Therefore, it is of great interest to lay an up-to-date foundation on this matter and to describe teachers´ �best ways� of teaching science to the student. This is initially done by describing different ways of organizing science education in the Swedish compulsory schools of today. Another aim in the article is to describe some empirical findings. The sample was a random choice of schools. Students were fifteen years old in the last year of compulsory school in Sweden. The article will give some examples of different ways of teachers planning their teaching in classes using more of a curriculum integrated structure or a more subject differentiated structure. Different schools have different ways of organizing the structure of their science education, but this study shows that more than half of them teach science parted in different subjects. One third of the schools only teach integrated science. The remaining part of the schools teach the science content integrated - as well as in a specific manner - to the same group of students. So, as the pros and cons on integrative teaching science have been debated since the late sixties, and was much wished upon in the eighties, it still, today causes much debate among teachers.

  • 754.
    Åström, Maria
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Is there a relation between integrated or subject specific science teaching and student knowledge in science?: European Science Education Research Association, Barcelona, 28/8-1/9 20052005Conference paper (Other scientific)
    Abstract [en]

    A poster presentation of the results of a statistical enquiry of the organisation of science in biology, physics and chemistry of as one subject of science

  • 755.
    Åström, Maria
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Några korta bilder från ICASE 2007 i Perth, Australien2007In: LMNT-nytt / Riksföreningen för lärarna i matematik, naturvetenskap och teknik, ISSN 1402-0041, no 2, p. 4-5Article in journal (Other scientific)
  • 756.
    Åström, Maria
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Referat om OECD:s PISA-utvärdering år 20032003In: LMNT-nytt, ISSN 1402-0041, p. 29-29Article in journal (Other academic)
  • 757.
    Åström, Maria
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Swedish National Mathematics and Science Tests: Bedömningar och bedömningsgrunder2000In: LMNT-nytt / Riksföreningen för lärarna i matematik, naturvetenskap och teknik, ISSN 1402-0041, no 2Article in journal (Other scientific)
  • 758.
    Åström, Maria
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    The process of developing relevant content - Assessment in Science Education in Sweden2003In: Preecedings of ICASE 2003 World Conference on Science and Technology Education, 2003Conference paper (Other scientific)
  • 759.
    Åström, Maria
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Hummelgård, Magnus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Olin, Håkan
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Karlsson, Karl Göran
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Project as a way to integrate science at university level2006In: Third Scandinavian Symposium on research in science education, 2006Conference paper (Other scientific)
  • 760.
    Åström, Maria
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Karlsson, Karl-Göran
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Using hierarchical linear models to test differences in Swedish results from OECD's PISA 2003: Integrated and Subject-specific science education2007In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, no 2, p. 121-131Article in journal (Refereed)
    Abstract [en]

    The possible effects of different organisations of the science curriculum in schools participating in PISA 2003 are tested with a hierarchical linear model (HLM) of two levels. The analysis is based on science results. Swedish schools are free to choose how they organise the science curriculum. They may choose to work subject-specifically (with Biology, Chemistry and Physics), integrated (with Science) or to mix these two. In this study, all three ways of organising science classes in compulsory school are present to some degree. None of the different ways of organising science education displayed statistically significant better student results in scientific literacy as measured in PISA 2003. The HLM model used variables of gender, country of birth, home language, preschool attendance, an economic, social and cultural index as well as the teaching organisation.

  • 761.
    Åström, Maria
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Karlsson, Karl-Göran
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Vad har hänt med naturvetenskapen? Några svenska resultat från PISA 2003.2005Conference paper (Refereed)
    Abstract [sv]

    Problemställning: Vi vill undersöka vilka förändringar som skett i de svenska resultaten inom Scientific literacy i PISA 2003 jämfört med motsvarande resultat i PISA 2003. Vi har två specifika frågeställningar: 1. Vilka förändringar finns med avseende på elevernas medelresultat i kognitivt avseende mellan de båda undersökningarna? 2. Vilka förändringar finns i resultaten för olika undergrupper? Vi vill särskilt studera effekterna av socioekonomisk bakgrund, invandrarbakgrund och prestationsnivå. Metod: För den första frågeställningen används de data som publicerats i den internationella och nationella rapporteringen från PISA 2003. För frågeställningarna under den andra punkten sker utvidgade statistiska analyser av såväl bakgrundsdata som elevresultat som insamlats inom ramen för PISA 2003. För elever på olika prestationsnivåer görs också vissa jämförelser på nordisk nivå.

  • 762.
    Åström, Maria
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Karlsson, Karl-Göran
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Hummelgård, Magnus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Olin, Håkan
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Building a Scanning Tunneling Microscope: A Continuing Project in an Engineering Physics Program (poster)2007In: Proceedings of CONASTA 56 and ICASE 2007 World Conference on Science and Technology Education, 8 – 12 July 2007 The Sheraton Hotel and Mercedes College, Perth, Western Australia, 2007, p. 113-114Conference paper (Refereed)
  • 763.
    Åström, Maria
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Lindh, B.
    Refererat från ICASE 2003 i Penang, Malaysia2003In: LMNT-nytt / Riksföreningen för lärarna i matematik, naturvetenskap och teknik, ISSN 1402-0041, no 2, p. 16-19Article in journal (Other scientific)
  • 764.
    Åström, Maria
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Mattsson, G
    Sagar, H
    Svensson, M
    IOSTE XI konferens om naturvetenskapens didaktik i Polen 25-30 juli 20042004In: LMNT-nytt, ISSN 1402-0041, no 2Article in journal (Other scientific)
    Abstract [sv]

    Konferensreferat från IOSTE 11

  • 765.
    Östberg, Tomas
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Jonsson, Anders
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Natural Sciences.
    Bylund, Dan
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Natural Sciences.
    Lundström, Ulla
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Natural Sciences.
    The effects of carbon sources and micronutrients in fermented whey on the biodegradation of n-hexadecane in diesel fuel contaminated soil2007In: International Biodeterioration & Biodegradation, ISSN 0964-8305, E-ISSN 1879-0208, Vol. 60, no 4, p. 334-341Article in journal (Refereed)
    Abstract [en]

    The effect of organic amendments on the biodegradation of n-alkanes and phenanthrene in diesel contaminated soil was evaluated. The organic amendments used were fermented and non fermented sweet milk whey and the mineralization was estimated by analysis of evolved 14CO from added 14C-hexadecane, 14C-octadecane and 14C-phenanthrene. The addition of 2100 mg dry weight (dw) sweet whey kg-1 soil dw at the start of the experiment increased the extent of mineralization after 184 days compared to a control, from 45 % to 61 % for n-hexadecane and from 35 % to 46 % for n-octadecane. The stimulation was characterized according to a three-half-order kinetic such as if a greater part of the substrates was mineralized according to first order kinetics. Similar stimulation was achieved from the fermented whey when 210 mg dw kg-1 soil dw was added to the soil every second week during the 184 days of incubation.

  • 766.
    Östberg, Tomas
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Natural Sciences.
    Jonsson, Anders
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Lundström, Ulla
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Information Technology and Media.
    Enhanced biodegradation of diesel fuel hydrocarbons in soil by the addition of fermented whey2005Conference paper (Other academic)
    Abstract [en]

    Industrial organic byproducts such as whey or fermented whey contain easily accessible carbon and micronutrients which could be used to stimulate microbial degradation of hazardous organic contaminants in soil. In this work we have investigated the possibility to use fermented whey as a growth supplement to enhance the aerobic degradation of diesel fuel hydrocarbons in soil. Experiments were carried out with two soils, a sand soil and a loamy sand soil, contaminated with diesel fuel at a concentration of 5000 mg kg-1 soil dry weight (dw). Fermented whey was added at different dosages to nutrient amended soil microcosms. Petroleum hydrocarbon mineralization was monitored by analysis of evolved 14CO2 from added 14C-labeled n-hexadecane. Mineralization curves were fitted to a three-half-order kinetics model. Enhanced mineralization was observed in sand soil at 7 and 22C and in loamy sand soil at 22C but the stimulatory effect was most pronounced in the sand soil at 22C, where the addition of 6 and 60 ml fermented whey kg-1 soil dw, increased the final degree of n-hexadecane mineralization from 49% in the control soil to 60 and 67% respectively. The increased total mineralization was characterized by an increase in the amount of substrate mineralized by first-order kinetics despite a decrease in the first order rate constant, k1. The highest concentration of fermented whey, 60 ml kg-1, gave rise to substrate competition, diauxie, which resulted in an extended lag phase.

  • 767.
    Östberg, Tomas
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Jonsson, Anders
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Natural Sciences.
    Lundström, Ulla
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Natural Sciences.
    Enhanced degradation of n-hexadecane in diesel fuel contaminated soil by the addition of fermented whey2007In: Soil & sediment contamination: an international journal, ISSN 1532-0383, Vol. 16, no 2, p. 221-232Article in journal (Refereed)
    Abstract [en]

    The objective of this work has been to investigate the possibility of using fermented whey as an organic growth supplement in order to enhance the aerobic degradation of n-hexadecane in soil. Fermented whey was added at different dosages to nutrient amended soil microcosms contaminated with 5000 mg diesel fuel kg-1 dry weight (dw). The target substance was 14C-labeled n-hexadecane, and the biodegradation was monitored by analysis of evolved 14CO2. Biodegradation curves were fitted to a three-half-order kinetics model. Enhanced biodegradation was observed in sand at 7 and 22C and in loamy sand at 22C but the effect was most pronounced in the sand soil at 22C. The addition of 6 or 60 ml fermented whey kg-1 soil dw, increased the degree of n-hexadecane biodegradation at the end of the experiment, 167 days, from 49% in the untreated sand to 60 or 67% respectively. This increase in biodegradation was characterized by an increase in the amount of substrate biodegradation by first-order kinetics despite a decrease in the first order rate constant, k1. The highest concentration of fermented whey, 60 ml kg-1, gave rise to substrate competition, diauxie, which resulted in an extended lag phase.

  • 768.
    Östberg, Tomas L.
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Jonsson, Anders P
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
    Lundström, Ulla S.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Natural Sciences.
    Accelerated biodegradation of n-alkanes in aqueous solution by the addition of fermented whey2006In: International Biodeterioration & Biodegradation, ISSN 0964-8305, E-ISSN 1879-0208, Vol. 57, no 3, p. 190-194Article in journal (Refereed)
    Abstract [en]

    The effect of fermented whey on the aerobic degradation of n-alkanes by a microbial consortium was investigated in an aqueous system. Microbial degradation of 100 mg n-alkanes (C12, C14, C16 and C18) in mineral nutrient medium was assessed by measuring the decrease in n-alkanes, production of CO2 and increase in biomass. The addition of fermented whey at a concentration of 5 mg dry weight to a nutrient medium receiving a small-sized inoculum (103.4 CFU ml-1)shortened the lag phase from 8 to 3 days, but the degradation rate during the degradation phase was not enhanced. The shortened lag phase at low initial concentration of microorganisms indicates that the fermented whey stimulates growth in the initial phase, without reducing the consortium's capacity for n-alkane degradation.

13141516 751 - 768 of 768
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