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Lindahl, Mats, ProfessorORCID iD iconorcid.org/0000-0001-9132-8615
Publications (10 of 40) Show all publications
Lindahl, M. & Lundin, M. (2019). Att göra etiska överväganden kring stoff och arbetssätt kring medicinska frågor. Skolverket
Open this publication in new window or tab >>Att göra etiska överväganden kring stoff och arbetssätt kring medicinska frågor
2019 (Swedish)Other (Other (popular science, discussion, etc.))
Place, publisher, year, pages
Skolverket, 2019. p. 16
National Category
Didactics
Research subject
Natural Science, Science Education
Identifiers
urn:nbn:se:lnu:diva-80129 (URN)
Available from: 2019-02-01 Created: 2019-02-01 Last updated: 2019-02-22Bibliographically approved
Lindahl, M. (2019). Hur möter vi information om hälsa och ohälsa?. Skolverket
Open this publication in new window or tab >>Hur möter vi information om hälsa och ohälsa?
2019 (Swedish)Other (Other (popular science, discussion, etc.))
Place, publisher, year, pages
Skolverket, 2019. p. 4
National Category
Didactics
Research subject
Natural Science, Science Education
Identifiers
urn:nbn:se:lnu:diva-80126 (URN)
Available from: 2019-02-01 Created: 2019-02-01 Last updated: 2019-02-22Bibliographically approved
Lindahl, M. (2019). Medicinsk etik och risk i undervisningen. Skolverket
Open this publication in new window or tab >>Medicinsk etik och risk i undervisningen
2019 (Swedish)Other (Other (popular science, discussion, etc.))
Place, publisher, year, pages
Skolverket, 2019. p. 16
National Category
Didactics
Research subject
Natural Science, Science Education
Identifiers
urn:nbn:se:lnu:diva-80130 (URN)
Available from: 2019-02-01 Created: 2019-02-01 Last updated: 2019-02-22Bibliographically approved
Archer, T. & Lindahl, M. (2019). Physical exercise to determine resilience: Hormesic processes arising from physiologic perturbation. Journal of Public Health and General Medicine, 1(1), 1-10
Open this publication in new window or tab >>Physical exercise to determine resilience: Hormesic processes arising from physiologic perturbation
2019 (English)In: Journal of Public Health and General Medicine, Vol. 1, no 1, p. 1-10Article in journal (Refereed) Published
Abstract [en]

The propensity for regular and repeated physical exercise to induce and maintain ahormesic effect upon health parameters over a broad range of disorder conditions through the progression of resilience to neurodegenerative disorders, diabetes, stroke, sarcopenia, osteopenia, immunosenescence, and metabolic syndrome has been examined. Beyond the alleviation fragility, fatigue, stress-distress and selective vulnerability perturbations induced by different forms of physical exercise may induce hormesis and/or autophagy, through the disruption of homeostasis and manifestation of adaptive responses, to instigate multi-layered resilience. The hormesis challenges, accomplished through daily exercise, the promotion of resilience at molecular, cellular, tissue, e.g. muscle, and organ, e.g. brain, immune-functioning, bone material, physiological and behaviour-expressive levels, have been observed both from pathophysiological and etiogenetic dimensions. Regular exercise over extended periods (optimally years and decades, preferably lifelong) is expected to shift the inverted-U shaped hormesis curve to the right thereby conferred resistance to disease and ill-being and ensuring strength and health advantages. It seems likely that chronic, regular exercise, consisting of suitable proportions of endurance and resistance type, performed daily over months, years or decades ought to instigate some manner of ‘behavioural sensitization’ whereby the health benefits of equivalent levels of exercise escalate incrementally.

Place, publisher, year, edition, pages
London, UK: Vagus Inprosys, 2019
Keywords
hormesis, exercise, endurance, resistance, sarcopenia, osteopenia, metabolic syndrome, neurodegeneration health, well-being
National Category
Public Health, Global Health, Social Medicine and Epidemiology
Research subject
Social Sciences, Psychology; Health and Caring Sciences
Identifiers
urn:nbn:se:lnu:diva-80101 (URN)
Available from: 2019-01-31 Created: 2019-01-31 Last updated: 2019-02-20Bibliographically approved
Lindahl, M. (2019). Tradition och vetenskap i medicinsk kunskap och praktik. Skolverket
Open this publication in new window or tab >>Tradition och vetenskap i medicinsk kunskap och praktik
2019 (Swedish)Other (Other (popular science, discussion, etc.))
Place, publisher, year, pages
Skolverket, 2019. p. 17
National Category
Didactics
Research subject
Natural Science, Science Education
Identifiers
urn:nbn:se:lnu:diva-80128 (URN)
Available from: 2019-02-01 Created: 2019-02-01 Last updated: 2019-02-22Bibliographically approved
Bossér, U. & Lindahl, M. (2018). Lärares kommunikativa ansatser under klassrumsdiskussioner om samhällsfrågor med naturvetenskapligt innehåll. In: : . Paper presented at FND 2018 Forskning i naturvetenskapernas didaktik, Malmö universitet 7-8 november 2018.
Open this publication in new window or tab >>Lärares kommunikativa ansatser under klassrumsdiskussioner om samhällsfrågor med naturvetenskapligt innehåll
2018 (Swedish)Conference paper, Oral presentation only (Refereed)
Abstract [sv]

Undervisning kring samhällsfrågor med naturvetenskapligt innehåll, SNI, kännetecknas av att beaktande av en rad olika perspektiv, till exempel etiska och sociala, är viktiga vid sidan av kunskaper i och om naturvetenskap. Genom att ge eleverna möjligheter att diskutera och argumentera kring sina och andras perspektiv, kan de utveckla förståelse för frågornas komplexitet och bilda sig en personlig uppfattning i frågan. Tidigare forskning har visat att undervisning kring SNI med öppenhet för olika perspektiv och betydande inslag av elevdeltagande kan innebära stora utmaningar för lärare i naturvetenskap. Syftet med denna studie var att få kunskap om hur klassrumsdiskussioner om SNI kan utformas och genomföras för att främja målen med undervisningen. I studien deltog två gymnasielärare som undervisar i kursen Naturkunskap 1b i årskurs 1 på det Samhällsvetenskapliga programmet. Datamaterialet utgjordes av ljudinspelningar från fyra lektioner som innehöll diskussioner om SNI. Lärarnas användning av olika kommunikativa ansatser under lektionerna analyserades. De kommunikativa ansatserna kan beskrivas som interaktiva respektive icke-interaktiva samt inkluderande flera eller endast ett perspektiv på SNI-frågan. Resultaten synliggör på vilket sätt lärares användning av olika kommunikativa ansatser kan främja eller begränsa utrymmet för elevernas perspektiv i diskussioner om SNI och möjligheten att belysa komplexiteten i en SNI. Studien bidrar därmed med kunskap som kan användas vid överväganden om utformning och genomförande av undervisning kring SNI för att främja olika mål. Vidare föreslås att kommunikativa ansatser kan användas av lärare som ett analytiskt redskap för att reflektera kring och utveckla aspekter av undervisningspraktiken i relation till de mål de vill uppnå.

Keywords
samhällsfrågor med naturvetenskapligt innehåll, klassrumskommunikation
National Category
Didactics
Identifiers
urn:nbn:se:lnu:diva-78731 (URN)
Conference
FND 2018 Forskning i naturvetenskapernas didaktik, Malmö universitet 7-8 november 2018
Funder
Swedish Research Council, VR-UVK 721-2011-5534
Available from: 2018-11-08 Created: 2018-11-08 Last updated: 2019-02-22
Bruun, J., Lindahl, M. & Linder, C. (2018). Network analysis and qualitative discourse analysis of a classroom group discussion. International Journal of Research and Method in Education
Open this publication in new window or tab >>Network analysis and qualitative discourse analysis of a classroom group discussion
2018 (English)In: International Journal of Research and Method in Education, ISSN 1743-727X, E-ISSN 1743-7288Article in journal (Refereed) Epub ahead of print
Abstract [en]

A new methodology is proposed for qualitative discourse analysis (QDA) aimed at gaining enhanced insights into learning possibilities and indicators that arise during classroom group discussions. The constitution of this new methodology has two principle components: a discourse analysis approach that aims to identify the relationships between content and group dynamics; and a network analysis (NA) approach that uses the same data to identify meaning-related structural dynamics found in the data. The proposed methodology pairs these two components to create a supplementary iterative interchange that facilitates the attainment of greater analytic insights than are achievable by either of the two components individually. The critical aspects of the methodology are illustrated and discussed using real classroom data in ways that provide a procedural exemplar. The strengths and limitations of the proposed methodology are also discussed.

Place, publisher, year, edition, pages
UK: Taylor & Francis Group, 2018
Keywords
Discourse analysis, network analysis, classroom group discussion, socioscientific issues, educational design and practice
National Category
Educational Sciences
Research subject
Natural Science, Science Education
Identifiers
urn:nbn:se:lnu:diva-78335 (URN)10.1080/1743727X.2018.1496414 (DOI)
Funder
Swedish Research Council, 2011-34409-85898-21
Available from: 2018-10-16 Created: 2018-10-16 Last updated: 2018-12-18
Nielsen, J. A. & Lindahl, M. (Eds.). (2018). Research, Practice and Collaboration in Science Education: Part 8: Scientific Literacy and Socio Scientific Issues. Paper presented at European Science Education Research Association (ESERA), 21-25 Aug, 2017, Dublin, Ireland. Dublin, Ireland: Dublin City University
Open this publication in new window or tab >>Research, Practice and Collaboration in Science Education: Part 8: Scientific Literacy and Socio Scientific Issues
2018 (English)Conference proceedings (editor) (Refereed)
Place, publisher, year, edition, pages
Dublin, Ireland: Dublin City University, 2018
National Category
Didactics
Research subject
Natural Science, Science Education
Identifiers
urn:nbn:se:lnu:diva-77955 (URN)978-1-873769-84-3 (ISBN)
Conference
European Science Education Research Association (ESERA), 21-25 Aug, 2017, Dublin, Ireland
Available from: 2018-09-24 Created: 2018-09-24 Last updated: 2019-02-22Bibliographically approved
Åkerblom, D. & Lindahl, M. (2017). Authenticity and the relevance of discourse and figured worlds in secondary students' discussions of socioscientific issues. Teaching and Teacher Education: An International Journal of Research and Studies, 65, 205-214
Open this publication in new window or tab >>Authenticity and the relevance of discourse and figured worlds in secondary students' discussions of socioscientific issues
2017 (English)In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 65, p. 205-214Article in journal (Refereed) Published
Abstract [en]

The purpose of this paper is to examine how authenticity influences students' discussions of socio-scientific issues (SSI). The students were found to bridge school knowledge and everyday knowledge, i.e. enter a "third space", in their explorative discussions. When the SSI task changed into a decision-making discussion for communication with an authentic stakeholder, the students excluded many perspectives. In the process, authenticity caused a loss of relevance for one discourse and several figured worlds, including the students' emotional reasoning. While losing emotional aspects, students' reasoning became more precise when grounded in rational reasoning, supporting well-informed decisions.

Keywords
Socioscientific issues, Authenticity, Reasoning, Group discussion, Discourse analysis
National Category
Educational Sciences Natural Sciences
Research subject
Natural Science, Science Education
Identifiers
urn:nbn:se:lnu:diva-66969 (URN)10.1016/j.tate.2017.03.025 (DOI)000401215400019 ()
Available from: 2017-07-20 Created: 2017-07-20 Last updated: 2018-02-06Bibliographically approved
Bossér, U. & Lindahl, M. (2017). Students' Positioning in the Classroom: a Study of Teacher-Student Interactions in a Socioscientific Issue Context. Research in science education
Open this publication in new window or tab >>Students' Positioning in the Classroom: a Study of Teacher-Student Interactions in a Socioscientific Issue Context
2017 (English)In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898Article in journal (Refereed) Epub ahead of print
Abstract [en]

The integration of socioscientific issues (SSI) in science education calls for emphasizing dialogic classroom practices that include students’ views together with multiple sources of knowledge and diverse perspectives on the issues. Such classroom practices aim to empower students to participate in decision-making on SSI. This can be accomplished by enhancing their independence as learners and positioning them as legitimate participants in societal discussions. However, this is a complex task for science teachers. In this study, we introduce positioning theory as a lens to analyse classroom discourse on SSI in order to enhance our knowledge of the manners by which teachers’ interactions with students make available or promote different positions for the students, that is, different parts for the students to play as participants, when dealing with SSI in the classroom. Transcripts of interactions between one teacher and six student groups, recorded during two lessons, were analysed with respect to the positioning of the students as participants in the classroom, and in relation to the SSI under consideration. The results show that the teacher-student interactions made available contrasting student positions. The students were positioned by the teacher or positioned themselves as independent learners or as dependent on the teacher. Furthermore, the students were positioned as affected by the issue but as spectators to public negotiations of the issue. Knowledge about the manner in which teacher-student interactions can function to position students seems important for dialogic classroom practices and the promotion of student positions that sustain the pursuit of intended educational outcomes.

Place, publisher, year, edition, pages
Springer, 2017
Keywords
classroom discourse, teacher-student interactions, positioning theory, socioscientific issues, climate change
National Category
Didactics
Research subject
Natural Science, Science Education
Identifiers
urn:nbn:se:lnu:diva-67208 (URN)10.1007/s11165-017-9627-1 (DOI)
Funder
Swedish Research Council, VR-UVK 721-2011-5534
Available from: 2017-08-10 Created: 2017-08-10 Last updated: 2018-12-07
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-9132-8615

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