Search

This study contributes to the understanding of the relationship between emotions and development of scientific understanding by examining (1) how students perform in scientific sensemaking in the context of a three-cycle predict-observe-explain (POE) activity, (2) what kind of trajectories of situational epistemic emotions students show when making sense of the phenomenon, and (3) how students' performance in sensemaking is related to their emotional trajectories. Data from 109 participant students were collected in six upper secondary physics classes. Students' performance in sensemaking was evaluated based on their answers on POE items and categorised through qualitative content analysis. Situational epistemic emotions (surprise, curiosity, confusion, and boredom) were measured using a four-point Likert scale after each POE cycle. Latent class growth analysis was used to identify groups of students with distinctive emotional trajectories. The relationship between the performance in POE activity and emotional trajectories was explored by a chi-square test. The results indicate that students' inability to make relevant observations is significantly related to experienced boredom. Furthermore, students who perform better in making sense of the phenomenon are more likely to experience surprise, curiosity, and confusion. This implies that engaging students to be curious when they observe and test predictions is an important mission for curriculum designers and teachers in practice. The findings underline the importance of epistemic emotions in educational settings and the complexity of the interplay between cognitive and affective factors in learning situations.The online version contains supplementary material available at 10.1007/s10763-022-10310-5.

This interview study examined the transformative professional agency of expert teachers selected to perform city-wide innovator and developer roles in the context of digital school transformations in Helsinki, Finland. Our analysis revealed that exploring and developing a novel digital pedagogy in one's own teaching was considered the core of their innovation activity. The insights and know-how developed through classroom innovation enabled productive participation in school- and city-level innovation activities. Working in thematic expert teacher teams generated ideas for supporting local innovation activity. Moreover, the interviews elucidated the epistemic, social, and organizational factors that enabled or hindered innovative professional activity. (c) 2022 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).

Tämän tutkimuksen tavoitteena on selvittää, millaisia ilmenemismuotoja huono johtaminen saa lääkärikontekstissa. Aineiston keruumenetelmänä käytettiin puolistrukturoitua haastattelua (n=50). Kaikki aineiston informantit ovat lääkäreitä. Tutkimusaineisto analysoitiin sisällönanalyysin avulla, jonka tuloksena syntyi huonon lääkärijohtamisen teemoittelu. Tätä teemajakoa täsmennettiin myös aiemman tutkimuskirjallisuuden avulla.Tutkimuksen tuloksilla toivotaan voitavan kehittää lääkäreiden työhyvinvointia ja lääkärijohtajan työtä terveydenhuollon muuttuvassa toimintaympäristössä siten, että lääkäreillä olisi tehtäväänsä motivoituneita ja tehtävässään viihtyviä lääkäreitä johtajinaan. This study qualitatively describes physicians’ perceptions of bad physician leadership. The informants (n=50) of this study were physicians from four hierarchical levels (residents, specialists, heads of departments, and chief physicians). Content analysis by thematization was the chosen methodology. We found that bad physician leadership may manifest as adopting misguided leadership roles and styles, setting excessive demands, evading responsibility, lacking social skills and empathy, lacking support, favoritism, and inappropriate conduct. The results suggest that bad leadership can have negative conse- quences for not only working physicians but also the whole healthcare organization. peerReviewed

Epistemic emotions (surprise, curiosity, enjoyment, confusion, anxiety, frustration and boredom) have an object focus on knowledge or knowledge construction and are thus hypothesized to affect learning outcomes. In the context of upper secondary school science, the present study clarifies this relation by examining the students’ pre- and posttest performance (n = 148 students) and their experiences of situational epistemic emotions (n = 1801 experience sampling method observations). As expected, epistemic emotions correlated with both pre- and posttest performance: curiosity and enjoyment correlated positively, and frustration and boredom correlated negatively with the performance. However, based on structural equation modeling, after controlling for the pretest performance, only boredom was found to have a significant negative effect on posttest performance. The findings underline the complexity of the interplay between emotions and learning. Thus, the state versus trait nature of epistemic emotions, and the implications for research and practice are being discussed.

This study examines how classroom activities, student gender and student personal interest in science studies and careers predict situational interest in physics learning. Teaching modules were designed based on the secondary physics curricula in Finland (Helsinki) and Chile (Santiago and Vina del Mar) emphasising students engagement in scientific practices. The study was implemented in four classrooms in both countries. Data on situational interest and ongoing classroom activities were obtained using the experience sampling method, with measurements taken three times during a lesson. The process yielded a total of 1717 measurements in the Finnish schools and 1767 in the Chilean schools. Multilevel regression analyses with mixed effects and random intercept were conducted. Results showed a positive effect of scientific practices that required asking questions, designing scientific inquiry and interpreting data on situational interest. Student collaborative situations were more interesting for Chilean students than for Finnish ones. In terms of gender differences, on average, Finnish male and female students experienced the same level of situational interest, while the situational interest of Chilean female students was higher than the average of male students. Personal interest in science studies and careers was the best predictor of situational interest in both countries.

The study focuses on examining elementary pupils’ (N = 42, 11–13 years old) reflections on collaborative design processes, team collaboration and their co-inventions. Digital and traditional fabrication technologies were used in a 2-year co-invention project containing approximately 16 sessions during year 1 and 11 sessions in year 2. Between the two project periods, the pupils were asked to write a structured essay about their co-invention and design process, and in year 2 they kept journal notes in each team’s design-folder. Each pupil’s structured essay was analyzed with qualitative content analysis that focused on three main aspects: (1) description of the co-invention, (2) progress of the co-invention process and (3) quality of collaboration. Based on the essay analysis, we constructed a “Co-invention Table” with five categories: user, conceptual design, technical design, appearance, and construction. The nature of the 13 pupil-teams’ co-inventions varied greatly, and these co-inventions were divided according to three main functions: (1) improving cleanliness, (2) providing reminders or (3) addressing well-being. The essays provided information on how creative ideas were generated and how critical thinking and evaluation of ideas were crucial in improving ideas for further development. The collaboration was dependent on everyone’s active and equal participation into work and the importance of an adequate division of the labor was highlighted.

We present teacher-researcher partnership (TRP) as a way of fostering teachers' professional learning. Teachers' participation as research group members is an essential aspect of the partnership. Teachers and researchers share the same goal, which is to improve their understanding of and enhance students' engagement in science. Project-based learning (PBL) was selected as a means of enhancing student engagement. The activities of the partnership focused on the co-design and enactment of and co-reflection on PBL units. Teachers participated in the design of the data collection process and the interpretation of initial findings. As an indicator of teachers' professional learning, we examined students' engagement during different implementations of the PBL units. Student engagement was measured using a situational experience sampling questionnaire delivered via mobile phones. The students' experiences of scientific practices and engagement in actual learning situations were measured in the first and second years of the teachers' implementation of the teaching units. An analysis of the students' responses showed that the students were 20% more engaged in the second year than in the first year. We argue that TRP has the potential to enhance teachers' professional learning.

Previous research has shown that dialogic teacher talk not only supports students’ understanding but also raises their interest. However, there is little, if any, research on the connection between dialogic talk and student interest in classroom situations. To investigate this connection, we collected video observations and experience sampling data. In total, 87 middle school students aged 14 to 16 participated in the study. Data were collected from the classes of six science teachers, and three lessons were video recorded in each teacher’s classroom. During the lessons, students were asked several times to express their interest in the situation through the experience sampling method (ESM). The measurements took place in situations where the teacher either talked with the students or talked to the whole group of students. The talk situations were categorised as dialogic or non-dialogic, based on the video recording. On a five-point scale of interest, the median value was 3.3 in non-dialogic talk situations and 3.5 in dialogic talk situations. We hypothesised that students’ interest would be higher in dialogic talk situations than in non-dialogic talk situations. The hypothesis was tested with a related samples Wilcoxon signed rank test, and the results supported the hypothesis (Z = − 2.62; p

Global operations are accelerating the diffusion of technology and the pace of innovation. The increased demand for ICT and problem-solving skills requires new methods and tools to support continuous learning paradigm. The emergence of circular economy (CE) paradigm is demanding the companies to change and take broader role in the value chain. Within these new value-chains, the manufacturer plays central role re-designing products for multiple uses and proposing new consumption patterns to customers through innovative services covering the current and future life-cycles of the product. This new level of complexity and interconnection puts a pressure to the education system, which traditionally is highly focused on its own priority areas. The paper will present an approach to speed uptake of CE business potential by introducing an education module created in collaboration with industry and academia to support the creation of new talents in the field of manufacturing industry. publishedVersion

International audience; The project ‘Schools Educating for Sustainability: Proposals for and from in- service teacher education’ aims to contribute to teacher education for sustainability (EduS) in different European countries, to reach the EU level goals for a more sustainable society (European Commission, 2019). The project’s goal is to develop new initiatives addressing teachers’ and teacher educators’ professional learning – promoting innovation and social inclusion through the exchange of experience and know-how in an open education format. It thus aims to contribute to sustainability and to produce EduS guidelines, as well as to make said guidelines understandable, for teachers in each partner country. Educators will be supported through project actions that focus on promoting more inclusive and equitable educational practices for sustainable education and improving expertise around the versatile use of technology in teaching and learning— along with promoting development that more effectively preserves the environment. To achieve its previous objectives, the TEDS project included a phase (IO), in which a framework was co-constructed for EduS purposes. Researchers and teachers systematized and organized knowledge from different fields in education to develop this framework for the sharing, discussion, and reformulation of documents and materials on EduS in European schools. Their main goal was to make available and understandable a framework of reference around education for sustainability (EduS) – through the analysis and systematization (review) of research literature and by benchmarking national level strategies in various EU member states. The creation of the framework was based on the existing scholarly literature on education for sustainability. This literature was used to provide a theoretical foundation and to characterize the state of the art of EduS. Sustainability competencies are an important conceptualization within the EduS literature (UNESCO, 2017). We adhere to Wiek, Withycombe, and Redman’s (2011) definition of sustainability competencies as the following: systems-thinking competency, anticipatory competency, strategic competency, normative competency, and interpersonal competency. The EduS framework must acknowledge the different educational contexts and school systems of each country in Europe – providing a literature review, practical activities, and design principles that are more adjusted to each country’s specific scenario. The framework presented herein is based on academic work carried out in several European countries: Portugal (Universidade de Aveiro), Malta (Universita ta Malta), Lithuania (Vytauto Didziojo Universitas), France (Universite de Nantes), and Finland (University of Helsinki/Helsingin yliopisto).

Sulfur and nitrogen oxides (SOx and NOx) are harmful pollutants emitted into the atmosphere by industry and transport sectors. In addition to being hazardous gases, SOx and NOx form sulfuric and nitric acids which contribute to the formation of airborne particulate matter through nucleation and condensation, hence magnifying the environmental impact of these species. In this work, we build a modeling framework for utilizing this phenomenon for low-temperature exhaust gas cleaning. It has been reported that ammonia gas can be used to facilitate particle formation from the aforementioned acids, and thus remove these gaseous pollutants by converting them into ammonium sulfate and nitrate particles. Here we provide comprehensive modeling tools for applying this idea to exhaust gas cleaning by combining detailed models for nucleation, gas–particle mass exchange and particle population dynamics. We demonstrate how these models can be used to find advantageous operating conditions for a cleaning unit. In particular, the full model is computationally cheap and enables optimization of the particle formation efficiency and particle growth, hence ensuring sufficient conversion of gaseous pollutants into collectable particulate matter. This constitutes a ground for future engineering tools for designing next-generation sustainable exhaust gas cleaners.

From a pharmacoepidemiological point of view, administrative real-world register data originating from routine medical practice are essential in post-approval observational studies. Finland, Sweden, and Norway are located in the north of Europe, and their combined population is around 20 million people.

The purpose of this study was to explore antecedents of Finnish and Norwegian student teachers’ prospective commitment to work as teachers or pursue other careers. Are student teachers’ perceptions of coherence between the theoretical and practical elements of the teaching programme related to their commitment to work as teachers or to pursue other careers? For Finnish student teachers, strong associations emerged between the theory-practice interaction in supervision and student teachers’ prospective commitment to work as teachers. Norwegian student teachers exhibited strong associations between personalised feedback and their prospective commitment to teaching. Implications for practice and further research are discussed.

The present study employed a person-oriented approach to (1) identify elementary school students’ self-concept and intrinsic value profiles across the subjects Finnish language, mathematics and science and to examine (2) the stability and change of these motivational profiles from 2nd to 3rd grade, (3) gender differences in profile membership as well as (4) the relation to students’ STEM (Science, Technology, Engineering and Mathematics) occupational aspirations. Based on data from 383 Finnish students (56.7% girls) three profiles were identified: High motivation across all three subjects, low motivation across all subjects, and a math-motivated profile with low motivation in the other two subjects. Latent transition analyses revealed moderate stability, particularly in the high motivation profile. Girls were less likely to be and to remain in the math-motivated profile, but they were more likely than boys to remain in the high motivation profile. The math-motivated profile transition pattern was associated with students’ STEM occupational aspirations.

Non

Background & Aims\ud \ud The I148M variant in PNPLA3 is the major genetic risk factor for non‐alcoholic fatty liver disease (NAFLD). The liver is enriched with polyunsaturated triglycerides (PUFA‐TGs) in PNPLA3‐I148M carriers. Gene expression data indicate that PNPLA3 is liver‐specific in humans, but whether it functions in adipose tissue (AT) is unknown. We investigated whether PNPLA3‐I148M modifies AT metabolism in human NAFLD.\ud Methods\ud \ud Profiling of the AT lipidome and fasting serum non‐esterified fatty acid (NEFA) composition was conducted in 125 volunteers (PNPLA3 148MM/MI, n = 63; PNPLA3 148II, n = 62). AT fatty acid composition was determined in 50 volunteers homozygous for the variant (PNPLA3 148MM, n = 25) or lacking the variant (PNPLA3 148II, n = 25). Whole‐body insulin sensitivity of lipolysis was determined using [2H5]glycerol, and PNPLA3 mRNA and protein levels were measured in subcutaneous AT and liver biopsies in a subset of the volunteers.\ud Results\ud \ud PUFA‐TGs were significantly increased in AT in carriers versus non‐carriers of PNPLA3‐I148M. The variant did not alter the rate of lipolysis or the composition of fasting serum NEFAs. PNPLA3 mRNA was 33‐fold higher in the liver than in AT (P < .0001). In contrast, PNPLA3 protein levels per tissue protein were three‐fold higher in AT than the liver (P < .0001) and nine‐fold higher when related to whole‐body AT and liver tissue masses (P < .0001).\ud Conclusions\ud \ud Contrary to previous assumptions, PNPLA3 is highly abundant in AT. PNPLA3‐I148M locally remodels AT TGs to become polyunsaturated as it does in the liver, without affecting lipolysis or composition of serum NEFAs. Changes in AT metabolism do not contribute to NAFLD in PNPLA3‐I148M carriers.

This study seeks to understand how different scientific practices in high school science classrooms are associated with student situational engagement. In this study, situational engagement is conceptualized as the balance between skills, interest, and challenge when the reported experiences are all high. In this study, data on situational engagement were collected using the experience sampling method (ESM) from 142 students in southern Michigan (the United States), resulting 993 ESM responses, and 133 students in southern Finland, resulting 1,351 responses. In both countries, scientific practices related to developing models and constructing explanations were associated with higher student situational engagement than other practices. In southern Finland, using a model was also associated with a high level of student situational engagement. The results indicate that students may experience situational engagement more often in science classrooms that use models than those that do not employ such practices. Thus, scientific practices related to models should be used frequently in science classrooms to situationally engage students while learning science.

Supporting students' active participation in maker-centered project-based learning (PBL) can be challenging in inclusive classes. The aim of this study was to support students' active participation in cooperative team via teacher-directed reflective discussions during an inclusive, maker-centered PBL unit. The study was conducted during the students' final year of primary school. In the context of 44 students' inclusive class, the study focused on a team of 11 students (4 girls, 7 boys; aged 12 - 13 years) who worked in pairs and had their own differentiated responsibility areas (e.g. interior designers had interior design and lighting responsibilities) in the construction of a scale-model house. Because students in PBL need support in their learning, reflective discussions were organized after each lesson to ensure students' participation. Reflective discussions were video recorded, transcribed, and analyzed using a content and co-occurrence network analysis. The analysis revealed that teacher-directed reflective discussions first focused on supporting the cooperation of all students and then ensured the continuity of the process with most of the pairs. Some pairs, consisting of students with learning difficulties, needed intensified support until they could actively participate. The results indicate that teacher-directed reflective discussions improve students' cooperation skills and promote participation. A carefully prepared group composition enables the teacher to give intensified support to those students who need it most. In light of the results, we recommend that teachers focus on group composition when preparing inclusive, maker-centered PBL projects and use reflective discussions during said projects to promote inclusion and support students' active participation.

Fieldwork is an important part of biology as well as science and biology education. However, teachers perceive several reasons for the limited use of fieldwork in schools. Further, outdoor education is often organised as a single fieldtrip guided by outdoor educators, and little research has been done on fieldwork as a regular part of formal biology education. This case study explores three secondary-school biology teachers who untypically use outdoor education as a major part of their ecology courses for 8th grade students (median age 14). Berger and Luckmann’s theory of the process of institutionalization as a theoretical background is used to interpret the pedagogical and organizational choices of the case study teachers. Analysis of the interviews of the selected three teachers revealed pedagogical and organizational means through which outdoor teaching is institutionalized into a regular activity in biology lessons. The teachers considered regularity, assessment practices and the school curriculum as major tools to legitimate outdoor learning as a formal schoolwork and foster successful learning. However, they also emphasised students’ freedom during outdoor activities. The findings are discussed in terms of how the teachers succeeded in combining the institutional order of formal schooling with students’ freedom in nature.

Non

According to modern expectancy-value theory, students’ motivation in school subjects begins to vary at the very beginning of their school careers, showing a task-specific pattern of motivation. However, there is no clear evidence in the literature on how students’ value beliefs are formed and interact with each other in early elementary schools. Using the longitudinal structural equation modeling, this study examined relations between science-related task values (i.e., intrinsic value and cost), self-concept of ability, and future occupational aspirations based on first graders and 1-year follow-up from seven schools in Helsinki (N = 332; ages = 7 and 8 years; girls = 51%). Results showed that the students who had a high science-related self-concept of ability and intrinsic value tended to perceive low cost of science learning. Science-related self-concept of ability was the most stable construct, while in intrinsic value and cost, there were significant levels of fluctuation across the first and second grades. A high science-related self-concept of ability in the first grade predicted a lower cost value in the second grade, and a high science-related intrinsic value was a marginally significant predictor of future occupational aspirations in science, technology, engineering, and mathematics (STEM). Mean-level differences revealed that the girls’ science-related self-concept of ability, intrinsic value, and cost remained the same in both grades, while the boys’ self-concept of ability decreased. The girls’ mean levels in science-related intrinsic value were higher than those of the boys, while students’ self-concept of ability and cost were similar across gender in both grades. A cross-lagged panel model revealed that the girls reported more STEM occupational aspirations than the boys in the second grade, while controlling for the motivational beliefs. In summary, the results indicate that a high-level of science interest in young students predicts STEM occupational aspirations; high girls’ intrinsic value in early science education does not steer them away from STEM occupations; boys’ task motivation might be at greater risk of decline during early science education. ISSN:1664-1078

This study examines the association between student situational engagement and classroom activities in secondary school science classrooms in Finland and the U.S. Situational engagement is conceptualised as times when students feel that a task is interesting and challenging to them and that they have the skills to complete it (see Schneider et al., 2016. Investigating optimal learning moments in U.S. and Finnish science classes. Journal of Research in Science Teaching, 53(3), 400-421. doi:10.1002/tea.21306). Data on situational engagement and classroom activities were obtained using the experience sampling method (ESM) from 247 Finnish students in 13 secondary science classrooms and 281 U.S. students in 18 secondary science classrooms. In both samples, the students tended to be situationally engaged only a small proportion of the time during their science classes. However, the Finnish students were more likely than the U.S. students to report being situationally engaged. To investigate when the students were most likely to report being situationally engaged, hierarchical logistic regression models were employed, which suggested that some classroom activities were associated with higher levels of student situational engagement than others. The Finnish students were more likely to report being situationally engaged when calculating and presenting scientific information. In the U.S., the students were more likely to report being situationally engaged while discussing scientific information and less likely when listening to the teacher. The results suggest that situational engagement is momentary and associated with specific science classroom activities.

Background: In developed countries, it is challenging for teachers to select pedagogical practices that encourage students to enrol in science and technology courses in upper secondary school.Purpose: Aiming to understand the enrolment dynamics, this study analyses sample-based data from Finland’s National Assessment in Science to determine whether pedagogical approaches influence student intention to enrol in upper secondary school physics courses.Sample: This study examined a clustered sample of 2949 Finnish students in the final year of comprehensive school (15–16 years old).Methods: Through explorative factor analysis, we extracted several variables that were expected to influence student intention to enrol in physics courses. We applied partial correlation to determine the underlying interdependencies of the variables.Results: The analysis revealed that the main predictor of enrolment in upper secondary school physics courses is whether students feel that physics is important. Although statis...

This study explores how often students are engaged in their science classes and their affective states during these times, using an innovative methodology that records these experiences in situ. Sampling a subset of high schools in the U.S. and Finland, we collected over 7,000 momentary responses from 344 students over the course of a week. We examine engagement within and between students in different environments identifying common social and emotional factors they may be experiencing in their science classes, suggesting the challenges that the U.S. and Finland may encounter when implementing their new science standards (i.e., Next Generation of Science Standards and Finnish National Core Curriculum). We operationalize engagement as situational when students experience high levels of challenge, skill, and interest, which we term as optimal learning moments. Specifically we analyze: (i) the components of optimal learning; (ii) the relationship of optimal learning with other subjective measures; (iii) how optimal learning moments in science classes compare to other academic classes; and (iv) the extent that optimal learning moments predict an individual's perception of importance to self and future in science classes. Using several multivariate models, results show that when students are challenged in their classes and are appropriately skilled they are more likely to feel confident, successful, and happy during specific science classes as well as in other academic classes. When students experience more times of optimal learning in their science classes they are more likely to report that they perceive science as important to them and their futures. Females, however, report being more stressed in their science classes than males. © 2015 Wiley Periodicals, Inc. J Res Sci Teach 9999:XX–XX, 2015

Pupils’ interest has been one of the major concerns in science education research because it can be seen as a gateway to more personalised forms of interest and motivation. However, methods to investigate situational interest in science teaching and learning are not broadly examined. This study compares the pupils’ observed situational interest and their expressed situational interest. One class of Finnish fourth-graders (N = 22, age 9–10 years) participated in a heat transfer lesson. The lesson encompassed an interactive demonstration with a thermal camera, teacher-led discussions and the conduct and presentation of a collaborative inquiry task. Pupils expressed their interest levels (scale: 1 = very boring, 5 = very interesting) by using an electronic response system called a ‘clicker’. The measurement took place 15 times during the lesson, with 1 measurement being just a rehearsal. The lesson was video recorded, and visible aspects of interest at the measurement time points were analysed. Reported and ...

Non

Current mainstream practices of education tend to have an authoritative and serious side through their emphasis on the transmission and reproduction of canonical knowledge. Simultaneously, there are calls for dialogical approaches that provide students with opportunities to express their understandings and thereby increase engagement in learning. Yet there is little educational research on the students' ways of coping with the authoritative dimensions as these arise. In this study, we use data from an outdoor science setting where the teacher is not physically present to identify students' ways to act upon authoritative feedback. Our study shows that dialogic interactions among the students, which might be considered unacceptable behavior or off-topic activities, allow students to (temporarily) regain some level of control over the authoritativeness of teaching. The students use abusive language, humor and derision to oppose and degrade authoritativeness conveyed in the teacher's evaluative feedback in ways that would not be accessible to them with the teacher present. Simultaneously, disrupting the authoritative role of academic learning reinforced its serious nature, which manifests itself in the way that the students follow the teacher's instructions and improve their level of performance as if the negative emotions had been coped with in affectively meaningful ways.

Background: There is a lack of students enrolling in upper secondary school physics courses. In addition, many students discontinue the physics track, causing a lack of applicants for university-level science, technology, engineering and mathematics (STEM) programmes. The aim of this research was to determine if it is possible to find a connection between academic emotions in situ and physics track retention at the end of the first year of upper secondary school using phone-delivered experience sampling method. We applied experience sampling delivered by phone to one group of students in one school. The sample comprised 36 first-year upper secondary school students (median age 16) who enrolled in the last physics course of the first year. Students' academic emotions during science learning situations were measured using phones three times during each of four physics lessons. Results: The logistic regression analysis showed that lack of stress predicted retention in the physics track. Conclusions: Via questionnaires delivered by phone, it is possible to capture students' academic emotions in situ, information on which may help teachers to support students emotionally during their physics studies. In addition, reflecting their situational academic emotions, students could perhaps make better-informed decisions concerning their studies in STEM subjects.

In the present paper, we report on the idea of exchanging educational innovations across European countries aiming to shed light on the following question: how feasible and useful is it to transfer an innovation across different national educational settings? The innovation, in this case, Inquiry-Based Teaching Learning Sequences, is recognized as a crucial component of renewal science teaching in European countries. Two local working groups from two different Universities, in Finland and Greece, were created consisting of researchers and experienced primary teachers. The transfer from Greece to Finland was rather challenging because of the differences between the two educational contexts. The initial, as well as the revised Teaching Learning Sequence, were implemented for 11-12-year-old students including the content to be taught, that is Floating-Sinking phenomena and density, and the learning environment aspects such as learning Control of Variables Strategy. A combination of qualitative and quantitative research methods was implemented in order to formulate concrete recommendations on feasible and useful aspect. The feasible aspect adduces answers to the query of "how" this transfer worked in practice. Concerning this aspect, the recognition of what is innovative for each national partner was recognized as a crucial factor for the design and revision of both Teaching Learning Sequences. The useful aspect illuminates students' improvement in the achievement of conceptual as well as procedural knowledge. The results revealed that the psychological paths that bring about this success are ecumenical and independent of the history of the educational group.

This chapter discusses the phenomena that drive atmospheric new particle formation and growth from condensable vapors. The chapter begins with a general introduction to atmospheric gas-to-particle conversion and the participating compounds and proceeds to discuss the detailed chemistry and physics related to different stages of the process. The two main sections focus on the initial formation of molecular clusters of 1–3 nm from gas-phase molecules and on the further growth of these nanoparticles to sizes of tens of nanometers at which they affect climate and human health. The sections present the main experimental and theoretical tools used to study the initial molecular-scale clustering phenomena and the condensational growth of macroscopic particles. The discussion covers thermodynamics related to clustering and condensation-driven growth, including particle surface phenomena and particle-phase processes, as well as kinetic aspects related to the dynamics of a population of interacting particles.

The aim of this study was to design a novel and holistic way to teach chemical bonding at the middle school level according to research on the teaching and learning of bonding. A further aim was to investigate high achieving middle school students' conceptual structures concerning chemical bonding by using a systemic perspective. Students in one metropolitan area middle school were introduced to this newly designed model and their conceptual structures were studied by a clinical interview (n= 8) at the time when the students were concluding their studies at the middle school. The interview data were analysed by employing a systemic perspective on conceptual structures. Elements of conceptual structures such as concepts, simple models (mnemonic devices), explaining schemas, attributes and hypothesis constructs were identified and coded. Connections between the knowledge elements were also identified. An understanding of these connections helps to illuminate which components are necessary to build an adequate conceptual structure. The study revealed that applying principles relating to Coulombic interaction to understand chemical bonding requires the simultaneous appreciation of several factors: First, electron shells have to be understood in terms of energy levels. Second, the distance between the outer electrons and the nucleus has to be understood on the basis of electron shell construction. On the other hand, the effective nuclear charge also needs to be taken into account. The study introduces two new points of view to chemistry education research (CER): (1) a teaching model of chemical bonding that emphasises electric interaction as the background of most bonding types was developed in the study. This responds to the identified need in CER to test alternative teaching models that avoid the octet framework. (2) In the field of chemistry education research, a systemic approach has not previously been widely used for the examination of conceptual structures. In addition, the systemic perception of the network structure, which consists of these constructions, helps to explain in more detail the relationship between the separate concepts and the constructions and their significance as a whole.

Transparent authentication (TA) schemes are those in which a user is authenticated by a verifier without requiring explicit user interaction. By doing so, those schemes promise high usability and security simultaneously. The majority of TA implementations rely on the received signal strength as an indicator for the proximity of a user device (prover). However, such implicit proximity verification is not secure against an adversary who can relay messages over a larger distance. In this paper, we propose a novel approach for thwarting relay attacks in TA schemes: the prover permits access to authentication credentials only if it can confirm that it is near the verifier. We present STASH, a system for relay-resilient transparent authentication in which the prover does proximity verification by comparing its approach trajectory towards the intended verifier with known authorized reference trajectories. Trajectories are measured using low-cost sensors commonly available on personal devices. We demonstrate the security of STASH against a class of adversaries and its ease-of-use by analyzing empirical data, collected using a STASH prototype. STASH is efficient and can be easily integrated to complement existing TA schemes., Comment: Updated name of paper. Paper accepted to IEEE SECON'17

Ei tiivistelmää.

The duration of on-campus academic engagements is an uncertain and highly debated indicator of study input. Researchers adopt this indicator with the expectation that student teachers must invest an amount of time and effort in their courses that more or less equals a normal workweek. In the present empirical study, we examine factors influencing the duration of student teachers’ on-campus academic engagements in Norway and Finland using survey data (n = 567). While the teaching profession is highly respected in Finland, and universities make selections for teacher education programs, the profession has a relatively low status in Norway. To meet the objectives of this study, we conducted an OLS regression analysis and found that students’ self-discipline and perceived study requirements are the most important predictors of the duration of their on-campus academic engagements. In addition, the motivation to achieve a goal is also significant, while no significant effect was found for intrinsic motivation. Finally, the study shows no significant differences between the coefficients for the Norwegian and Finnish variable. © 2017 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/ by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Background:Applying structural models is important to chemistry education at the upper secondary level, but it is considered one of the most difficult topics to learn.Purpose:This study analyses to what extent in designed lessons students learned to apply structural models in explaining the properties and behaviours of various materials.Sample:An experimental group is 27 Finnish upper secondary school students and control group included 18 students from the same school.Design and methods:In quasi-experimental setting, students were guided through predict, observe, explain activities in four practical work situations. It was intended that the structural models would encourage students to learn how to identify and apply appropriate models when predicting and explaining situations. The lessons, organised over a one-week period, began with a teacher’s demonstration and continued with student experiments in which they described the properties and behaviours of six household products representing three differen...

Non-alcoholic steatohepatitis (NASH) is a leading cause of chronic liver disease in Western countries. Diagnosis of NASH requires a liver biopsy. We estimated the prevalence of NASH non-invasively in a population-based study using scores validated against liver histology.Clinical characteristics, PNPLA3 genotype at rs738409, and serum cytokeratin 18 fragments were measured in 296 consecutive bariatric surgery patients who underwent a liver biopsy to discover and validate a NASH score ('NASH score'). We also defined the cut-off for NASH for a previously validated NAFLD liver fat score to diagnose NASH in the same cohort ('NASH liver fat score'). Both scores were validated in an Italian cohort comprising of 380, mainly non-bariatric surgery patients, who had undergone a liver biopsy for NASH. The cut-offs were utilized in the Finnish population-based D2D-study involving 2849 subjects (age 45-74 years) to estimate the population prevalence of NASH.The final 'NASH Score' model included PNPLA3 genotype, AST and fasting insulin. It predicted NASH with an AUROC 0.774 (0.709, 0.839) in Finns and 0.759 (0.711, 0.807) in Italians (NS). The AUROCs for 'NASH liver fat score' were 0.734 (0.664, 0.805) and 0.737 (0.687, 0.787), respectively. Using 'NASH liver fat score' and 'NASH Score', the prevalences of NASH in the D2D study were 4.2% (95% CI: 3.4, 5.0) and 6.0% (5.0, 6.9%). Sensitivity analysis was performed by taking into account stochastic false-positivity and false-negativity rates in a Bayesian model. This analysis yielded population prevalences of NASH of 3.1% (95% stimulation limits 0.2-6.8%) using 'NASH liver fat score' and 3.6% (0.2-7.7%) using 'NASH Score'.The population prevalence of NASH in 45-74 year old Finnish subjects is ∼ 5%.

Non

Non

The goal of this paper is to study the question of whether a phenomenological view of the Earth could be empirically endorsed. The phenomenological way of thinking considers the Earth as a material entity, but not as an object as viewed in science. In the learning science tradition, tracking the process of the conceptual change of the shape of the Earth, science’s view of the Earth as an object—a celestial body—has been applied. I reanalysed data published in Vosniadou and Brewer’s (Cognit psychol 24:535–585, 1992) seminal paper. According to my reanalysis of their interview material, it is plausible to conclude that the Earth as an infinite surface is the way to experience the Earth. Further, the ‘dual Earth model’ is the first model of the Earth as an object. I conclude that experiences in the lifeworld need to be taken into consideration more seriously in science education research.

Article, Sulfuric acid, amines and oxidized organics have been found to be important compounds in the nucleation and initial growth of atmospheric particles. Because of the challenges involved in determining the chemical composition of objects with very small mass, however, the properties of the freshly nucleated particles and the detailed pathways of their formation processes are still not clear. In this study, we focus on a challenging size range, i.e., particles that have grown to diameters of 10 and 15 nm following nucleation, and measure their water uptake. Water uptake is useful information for indirectly obtaining chemical composition of aerosol particles. We use a nanometer-hygroscopicity tandem differential mobility analyzer (nano-HTDMA) at subsaturated conditions (ca. 90 % relative humidity at 293 K) to measure the hygroscopicity of particles during the seventh Cosmics Leaving OUtdoor Droplets (CLOUD7) campaign performed at CERN in 2012. In CLOUD7, the hygroscopicity of nucleated nanoparticles was measured in the presence of sulfuric acid, sulfuric acid–dimethylamine, and sulfuric acid–organics derived from α-pinene oxidation. The hygroscopicity parameter κ decreased with increasing particle size, indicating decreasing acidity of particles. No clear effect of the sulfuric acid concentration on the hygroscopicity of 10 nm particles produced from sulfuric acid and dimethylamine was observed, whereas the hygroscopicity of 15 nm particles sharply decreased with decreasing sulfuric acid concentrations. In particular, when the concentration of sulfuric acid was 5.1 × 106 molecules cm−3 in the gas phase, and the dimethylamine mixing ratio was 11.8 ppt, the measured κ of 15 nm particles was 0.31 ± 0.01: close to the value reported for dimethylaminium sulfate (DMAS) (κDMAS ∼ 0.28). Furthermore, the difference in κ between sulfuric acid and sulfuric acid–imethylamine experiments increased with increasing particle size. The κ values of particles in the presence of sulfuric acid and organics were much smaller than those of particles in the presence of sulfuric acid and dimethylamine. This suggests that the organics produced from α-pinene ozonolysis play a significant role in particle growth even at 10 nm sizes., published version, peerReviewed

Recently, there has been critiques towards science education research, as the potential of this research has not been actualised in science teaching and learning praxis. The paper describes an analysis of a design-based research approach (DBR) that has been suggested as a solution for the discontinuation between science education research and praxis. We propose that a pragmatic frame helps to clarify well the design-based research endeavour. We abstracted three aspects from the analysis that constitute design-based research: (a) a design process is essentially iterative starting from the recognition of the change of the environment of praxis, (b) it generates a widely usable artefact, (c) and it provides educational knowledge for more intelligible praxis. In the knowledge acquisition process, the pragmatic viewpoint emphasises the role of a teacher’s reflected actions as well as the researches’ involvement in the authentic teaching and learning settings.

The classical music academy is a site dominated by traditional meanings of creative practice and an image of the professional creative career as solo performer that is fully available to only a very few students after graduating. The purpose of the study reported in this paper is to explore career-young professional pianists’ talk about the transition from study within a music academy to working life. The focus is on the ways in which they characterize the nature and significance of this transition from very traditional practice and study, and how they (re)negotiate their identities as professional musicians and pianists in contemporary working life. Four classical pianists were interviewed in-depth about their musicianship, including their transition from study to working life. The qualitative analyses presented here suggest that, as they talked about their transitions and developing musicianship, the speakers constructed, re-constructed and oriented to notions of professional trajectories. Such trajectories are emergent, relational and contextually constituted (Sawyer 2003; MacDonald and Miell 2002; Moran and John-Steiner 2004). Rather than being fixed or dependent on communal expectations, they reflect creative freedom and independence, encompassing multiple influences. Crucially, the transition from study to working life is implicated in the process of assuming agency in respect of one’s own musicianship and career—a process that involves identity work, the (re)negotiation of pathways, narrations and trajectories.

Teacher questioning has a central role in guiding pupils to learn to make scientific observations and inferences. We asked 110 primary student teachers to write down what kind of questions they would ask their pupils about a demonstration. Almost half of the student teachers posed questions that were either inappropriate or presupposed that the pupils would know the answer. For example, they directly asked for an explanation of the phenomenon instead of asking what inferences the pupils could make on the basis of their observations. There was a lack of questions that would draw the pupils’ attention to the variables that may cause the phenomenon to happen. Only about 15% of the student teachers formed questions such as ‘What is happening?’ or ‘How is it happening?’. All in all, primary student teachers seem to need extra practice in forming questions based on scientific observation.

This paper explores the relationship between students' interests in environmental issues, attitudes to environmental responsibility and biocentric values in school science education. The factors were investigated within the framework of three moderators: gender, school and residential area of the school. The survey was carried out using the international ROSE questionnaire with ninth‐grade students (N = 3626) from 68 schools. Likert‐type items were categorised with explorative factor analysis, and multivariate analysis of variance was used to study the importance of the moderators. There were significant correlations between the attitude and value factors. Interest and attitude were also significantly correlated, but the correlation between interest and value was negligible. Girls' attitude was significantly more positive and their biocentric value stronger than those of the boys, while in terms of interest, the gender difference was small. The effect of residential area was negligible, but there were sig...

Juuti AK, Laara E, Rajala U, Laakso M, Harkonen P, Keinanen-Kiukaanniemi S, Hiltunen L. Prevalence and associated factors of restless legs in a 57-year-old urban population in northern Finland. Acta Neurol Scand: 2010: 122: 63–69. © 2009 The Authors Journal compilation © 2009 Blackwell Munksgaard. Objective – We examined the prevalence and associated factors of restless legs syndrome (RLS) in a 57-year-old unselected urban population in northern Finland. Methods – A health survey was conducted in 2002 that targeted persons born in 1945 and residing in the city of Oulu on 31 December, 2001. Their history of RLS, coronary heart disease (CHD), daytime sleepiness, depressive symptoms and snoring was assessed by means of questionnaires. Results – Altogether 995 of 1332 eligible subjects (74%) participated (556 women, 439 men). The overall prevalence of RLS ≥ 1 per week was 20% in women and 15% in men. In the fitted multiple logistic regression model, RLS was found to be associated with female gender (OR 1.64, 95% CI 0.98–2.72), CHD (OR 2.92, 95% CI 1.18–7.23), daytime sleepiness (OR 2.12, 95% CI 1.32–3.41), moderately elevated (31–45) or high (46–65) Zung sum scores (OR 1.95, 95% CI 1.09–3.48 and OR 3.67, 95% CI 1.71–7.90, respectively), antidepressant medication (OR 2.10, 95% CI 1.06–4.19) and arthropathy (OR 1.69, 95% CI 1.04–2.72). Insufficient evidence was found of an association between RLS and type 2 diabetes or impaired glucose regulation. Conclusions – Restless legs syndrome is fairly common in subjects aged 57 years. A particularly strong positive association was observed between RLS and depressive symptoms and CHD.