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Lindahl, Mats, ProfessorORCID iD iconorcid.org/0000-0001-9132-8615
Publications (10 of 41) Show all publications
Lindahl, M. & Lundin, M. (2019). Att göra etiska överväganden kring stoff och arbetssätt kring medicinska frågor: [ ingår i Lärportalens modul Medicin, hälsa och ohälsa, Del 3: Etik i klassrummet, gymnasieskolan ]. Stockholm: Skolverket
Open this publication in new window or tab >>Att göra etiska överväganden kring stoff och arbetssätt kring medicinska frågor: [ ingår i Lärportalens modul Medicin, hälsa och ohälsa, Del 3: Etik i klassrummet, gymnasieskolan ]
2019 (Swedish)Other (Other academic)
Place, publisher, year, pages
Stockholm: Skolverket, 2019. p. 16
Series
Lärportalen
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: 2019-03-06Bibliographically approved
Lindahl, M. (2019). Hur möter vi information om hälsa och ohälsa?: [ ingår i Lärportalens modul Medicin, hälsa och ohälsa, Del 1: Medicin och hälsa, gymnasieskolan ]. Stockholm: Skolverket
Open this publication in new window or tab >>Hur möter vi information om hälsa och ohälsa?: [ ingår i Lärportalens modul Medicin, hälsa och ohälsa, Del 1: Medicin och hälsa, gymnasieskolan ]
2019 (Swedish)Other (Other academic)
Place, publisher, year, pages
Stockholm: Skolverket, 2019. p. 4
Series
Lärportalen
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: 2019-03-06Bibliographically approved
Lindahl, M. (2019). Medicinsk etik och risk i undervisningen: [ ingår i Lärportalens modul Medicin, hälsa och ohälsa, Del 6: Medicinsk etik och riskbedömning, gymnasieskolan ]. Stockholm: Skolverket
Open this publication in new window or tab >>Medicinsk etik och risk i undervisningen: [ ingår i Lärportalens modul Medicin, hälsa och ohälsa, Del 6: Medicinsk etik och riskbedömning, gymnasieskolan ]
2019 (Swedish)Other (Other academic)
Place, publisher, year, pages
Stockholm: Skolverket, 2019. p. 16
Series
Lärportalen
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: 2019-03-06Bibliographically approved
Bruun, J., Lindahl, M. & Linder, C. (2019). Network analysis and qualitative discourse analysis of a classroom group discussion. International Journal of Research and Method in Education, 42(3), 317-339
Open this publication in new window or tab >>Network analysis and qualitative discourse analysis of a classroom group discussion
2019 (English)In: International Journal of Research and Method in Education, ISSN 1743-727X, E-ISSN 1743-7288, Vol. 42, no 3, p. 317-339Article in journal (Refereed) Published
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
Abingdon-on-Thames: Routledge, 2019
Keywords
Discourse analysis, network analysis, classroom group discussion, socioscientific issues, educational design and practice
National Category
Didactics
Research subject
Natural Science, Science Education; Education, Didactics
Identifiers
urn:nbn:se:lnu:diva-77953 (URN)10.1080/1743727X.2018.1496414 (DOI)000468529600008 ()2-s2.0-85049989154 (Scopus ID)
Projects
Understanding the Formation of Scientific Literacy Through Socioscientific Issues: An Examination of Student Discourse and Reasoning
Funder
Swedish Research Council, 721-2011-5534
Available from: 2018-09-24 Created: 2018-09-24 Last updated: 2019-06-10Bibliographically 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
Bossér, U. & Lindahl, M. (2019). Students' positioning in the classroom: a study of teacher-student interactions in a socioscientific issue context. Research in science education, 49(2), 371-390
Open this publication in new window or tab >>Students' positioning in the classroom: a study of teacher-student interactions in a socioscientific issue context
2019 (English)In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 49, no 2, p. 371-390Article in journal (Refereed) Published
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, 2019
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)000463628800004 ()2-s2.0-85024502433 (Scopus ID)
Funder
Swedish Research Council, VR-UVK 721-2011-5534
Available from: 2017-08-10 Created: 2017-08-10 Last updated: 2019-08-29Bibliographically approved
Lindahl, M., Folkesson, A.-M. & Zeidler, D. L. (2019). Students' recognition of educational demands in the context of a socioscientific issues curriculum. Journal of Research in Science Teaching, 56(9), 1155-1182
Open this publication in new window or tab >>Students' recognition of educational demands in the context of a socioscientific issues curriculum
2019 (English)In: Journal of Research in Science Teaching, ISSN 0022-4308, E-ISSN 1098-2736, Vol. 56, no 9, p. 1155-1182Article in journal (Refereed) Published
Abstract [en]

Students’ difficulties in interpreting what counts as knowledge have been addressed in past research on science education. The implementation of progressivist pedagogy in terms of more student-active classroom practice and the introduction of a variety of discourses into the science classroom deepens students’ difficulties.The integration of different forms and demands of knowledge and discourses typified by Science-in-Context initiatives, such as within the Socioscientific framework, exemplifies this development in science education. Here, the diffuse boundaries between school subjects and other silos of knowledge leads to considerable difficulties for students to interpret what is expected from them. Such contexts having diffuse boundaries between, for example, subject discourses and other fonts of knowledge, have been describes as contexts with weak classification. The present study aims to explore students’ interpretation of what knowledge or meaning they are requested to produce in contexts with weak classification, here exemplified withinan SSI-task. We use Bernstein’s concepts of recognition rulesand classificationto analyse how 15-16 year-old students develop their discussions in groups of 4-6 students. This study reports how students’ recognitionof the educational demands enabled integration of different discourses in their discussion, and that the use of both universalistic and particularistic meanings can produce new understandings. Students who had not acquired recognition ruleswere found to keep discourses apart, expressed either as rejection of the relevance of the task, answering questions as in a traditional school task, or just exchange of personal opinions. Furthermore, they included discourses irrelevant to the issue.An important outcome of the study was that socioscientific thinking was hampered when students kept universalistic and particularistic meanings apart. This hampering results from the inhibition of dynamic exploration during SSI discussions. The results provide new insights with relevance for teachers’ guiding students towards a fruitful SSI-discourse.

Place, publisher, year, edition, pages
New Jersey, USA: John Wiley & Sons, 2019
Keywords
critical thinking, discourse analysis, science literacy, socioscientific issues
National Category
Didactics
Research subject
Natural Science, Science Education
Identifiers
urn:nbn:se:lnu:diva-81338 (URN)10.1002/tea.21548 (DOI)000491334900001 ()
Funder
Swedish Research Council, 2011-34409-85898-21
Available from: 2019-03-26 Created: 2019-03-26 Last updated: 2019-12-12Bibliographically approved
Lindahl, M. (2019). Tradition och vetenskap i medicinsk kunskap och praktik: [ ingår i Lärportalens modul Medicin, hälsa och ohälsa, Del 1: Medicin och Hälsa, gymnasieskolan ]. Stockholm: Skolverket
Open this publication in new window or tab >>Tradition och vetenskap i medicinsk kunskap och praktik: [ ingår i Lärportalens modul Medicin, hälsa och ohälsa, Del 1: Medicin och Hälsa, gymnasieskolan ]
2019 (Swedish)Other (Other academic)
Place, publisher, year, pages
Stockholm: Skolverket, 2019. p. 17
Series
Lärportalen
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: 2019-03-06Bibliographically 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
Research subject
Education, 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
Note

Ej belagd 20191121

Available from: 2018-11-08 Created: 2018-11-08 Last updated: 2019-11-21Bibliographically approved
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
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-9132-8615

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