Citizenship education, national identity and political trust: The case of Sweden

The challenging effects of globalization upon the nation-state have been a recurrent theme in the social science discourse since the 1990’s. Nationally organized education is also seen as challenged by new demands originating from globalization. In this article it is argued that ‘nation-state’ and ‘national identity’ are highly relevant concepts when discussing a citizenship education that seeks to develop a civic ethos with, potentially, a global reach. It is further argued that the understanding of such an ethos would benefit significantly from incorporating the role of political trust since trust has been identified as a main feature of the social capital that makes democracy work. Three themes are brought together: national identity and identification, the importance for democracy of political trust and the challenges citizenship education face when carried out in a national context but intended to manage issues that go far beyond the reach of the nation-state. The importance of citizenship education is discussed using recent research on the Swedish citizenship education classroom.

Dimensions of historical empathy in upper secondary students’ essays

This article examines upper secondary school students’ understanding of historical empathy. The focus is on how and to what degree they displayed in their essays historical contextualisation, perspective taking and affective connection. The study was based on the essays written by 96 students, using resource-material that comprised background information and historical sources. The students reflected on the controversial issue of Finnish children who were sent to Sweden during World War II. All the three dimensions of empathy were expressed at some level, but contextualisation was most often superficial. The dimension the students managed best was perspective taking, which was related to the affective dimension of the topic. They also applied psychological terminology to this historical issue. It could be concluded from the findings that students need instruments for and have interest in dealing with sensitive and affective historical issues.

Att möta det förflutna i de historiska källorna. Ett utforskande av lärande och meningsskapande genom två källtolkningsuppgifter i historia.

The article uses a form of content focused conversation analysis to explore processes of learning and attributing meaning when upper secondary students work with two primary source assignments in history. Empirical data was collected through audio recordings of students’ collaborative work on the assignments, which consisted in analysing two primary sources in small groups. The article addresses one primary research question: what is characteristic for the processes of learning and meaning-making when students work with two source analysis assignments? As a first step, the students’ learning processes, understood as a change in participation in the learning activity, are described. As a second step, the article describes how the students’ construct meaning when working with the primary sources. The main results are descriptions of the students’ learning, and meaning-making, processes. Based on the analysis of the students’ conversations it is suggested that the temporal aspect is discerned in a contrastive process between the present and the past in terms of values, ideas and societal conditions. In relation to the human aspect the students experienced a difficult balancing act in contrasting their own perspective with the historical actor’s perspective. However, a successful strategy was to take on the role of hypothetical historical agents. Finally, in relation to the contextual aspect once the students were involved in a process of inquiry and reasoning they managed to discern subtexts of the sources in relation to the historical context. It is suggested that certain aspects of school culture might inhibit the students’ learning of primary source analysis, as they occasionally strive to find the "right answers" rather than engaging in interpretative work. One interesting finding was the vital role of the students’ life-world perspective in creating meaning while working with the primary sources, and it is suggested that this perspective should be regarded in educational design.

Digitala primärkällor i historieundervisningen: En utmaning för elevers historiska tänkande och historiska empati

In this study, 110 Swedish upper secondary students use a historical database designed for research. We analyze how they perceive the use of this digital tool in teaching and if they are able to use historical thinking and historical empathy in their historical writing and presentations. Using case-study methodology including questionnaires, observations, interviews and text analysis we find this to be a complex task for students. Our results highlight technological problems and problems in contextualizing historical evidence. However, students show interest in using primary sources and ability to use historical thinking and historical empathy, especially older students in more advanced courses when they have time to reflect upon the historical material.

Samhällskunskap och historia i svensk gymnasieskola: ämnenas roll och relation i diskurs och ämnesplaner

The adoption of new syllabuses in history and social science in the new Swedish curriculum raises questions on the relationship between the two subjects. Social Science and History as school subjects have previously been described as both competing and complementary. The competing aspect has mainly been descibed in terms of citizenship education and the complementary aspect has been described in terms of content, abilities, and temporality. This article discusses how history and social science relate to these four topics in didactic discourse and in the new syllabuses. In the didactic discource both subjects underline the importance of making subject matter useful in life outside school. However, the new syllabuses are very differently formulated in this sense. History is closely connected to citizenship education and describes content, abilities and temporality in such a context. Social Science on the other hand downtunes the traditional role as a subject important for citizenship. Instead, focus is aimed at disciplinary thinking and using knowledge to understand social science methods and theories. This development is seen as very problematic and challenging for a meaningful teaching of Social Science in upper secondary school. In response to this challenge, the author proposes interdisciplinary didactic development, especially in developing "dynamic concepts" within Social Science didactics.

Redes de conversação como possibilidade de formação do professor tutor virtual na mediação pedagógica da educação profissional a distância

A educação a distância apoiada pelos meios de comunicação digital ampliou as possibilidades de interação, flexibilizando o processo de mediação pedagógica no tempo e no espaço. Nessa perspectiva, a educação profissional democratizou seu acesso, na qual os conhecimentos de nível técnico são customizados em um Ambiente Virtual de Aprendizagem (AVA) para serem mediados a distância. Esta tese, apresentada na forma de artigos, problematiza o processo de mediação pedagógica realizado pelo professor tutor virtual na Rede e-Tec Brasil do Instituto Federal de Educação, Ciência e Tecnologia Sul-rio-grandense (IFSul) Campus Visconde da Graça (CAVG). Nesse modelo de ensino, o professor tutor virtual é contratado para atuar, pelo período de dois anos, em todas as disciplinas curriculares de um curso técnico. Se, por um lado, isso permite-lhe conhecer a realidade de seus alunos; por outro, exige-lhe um esforço pedagógico de apropriação e mediação dos conteúdos específicos nas diversas disciplinas que integram os currículos de cada curso. A pesquisa buscou conhecer como o professor tutor virtual apropria-se dos conhecimentos específicos nos cursos técnicos para mediá-los pedagogicamente com os alunos. Apresentamos, como hipótese explicativa neste estudo, que é na convivência com o professor pesquisador que o professor tutor virtual encontra a possibilidade de se apropriar dos conhecimentos curriculares para poder mediá-los pedagogicamente com os alunos. Para sustentar teoricamente nossas proposições na experiência vivida, estabelecemos uma rede de conversação com os autores Humberto Maturana, Pierre Lévy, Lee Shulman e Maurice Tardif, por meio dos conceitos: cultura em redes de conversação; inteligência coletiva; conhecimento pedagógico do conteúdo; e formação profissional docente. Como procedimento metodológico, encontramos na técnica do Discurso do Sujeito Coletivo (DSC), de Lefèvre e Lefèvre, uma estratégia de abordagem qualitativa para analisar as recorrências encontradas nos discursos dos professores tutores virtuais. O estudo aponta que uma rede de conversação recursiva entre o professor pesquisador e o professor tutor virtual possibilita a apropriação de conhecimentos técnicos e específicos necessários ao processo de mediação pedagógica com os estudantes. Essa convivência, no caminho da constituição de um coletivo inteligente, favorece o trabalho colaborativo no ambiente da tutoria, contribuindo para profissionalizar o processo de mediação pedagógica na educação profissional a distância do IFSul CAVG. Supported by digital media, distance learning has increased the possibilities of interaction, easing the process of pedagogical mediation in time and space. From this perspective, the access to professional education has been democratized: technical knowledge is customized in a Learning Managing System and later delivered by means of mediated distance education courses. Structured in a sequence of articles, this dissertation addresses the problem of the pedagogical mediation process performed by on-line tutor teachers at Rede e-Tec Brasil of the Instituto Federal Sul- rio-grandense (IF-Sul), Campus Visconde da Graça (CAVG). This model of education establishes that on-line tutor teachers are hired to work with all the curriculum courses of a technical program for two years. If, on the hand, it allows these teachers to know the reality of their students well, on the other hand it demands them a pedagogical effort of appropriation and mediation of the specific contents guiding the various courses that comprise the curriculum of each program. This research aimed to find out how on-line tutor teachers appropriate expertise from technical programs to mediate it with their students in a pedagogical way. The explanatory hypothesis given is that by working together and sharing experience with the teacher/researcher, on-line tutor teachers will be able to appropriate of curricular knowledge and pedagogically mediate it with their students afterwards. To support our theoretical propositions, a network of conversation was established with authors like Humberto Maturana, Pierre Lévy, Lee Shulman, and Maurice Tardif through the concepts of culture in networks of conversation, collective intelligence, pedagogical content knowledge, and teacher training. As a methodological procedure, the technique of the Collective Subject Discourse (CSD), by Lefèvre and Lefèvre, was found to offer a strategy of qualitative approach to analyze the recurrences seen in the speech of on-line tutor teachers. The study shows that a recursive network of conversation between the teacher/researcher and the on-line tutor teacher enables the appropriation of specific and technical knowledge required for the process of pedagogical mediation with students. The experience of sharing a consensual professional relationship, in which one respects and accepts the other as a way of establishing a collective intelligence, encourages collaborative work in the tutoring environment, helping professionalize the process of pedagogical mediation in distance professional education at IFSul CAVG.

O aprender em ambientes de aprendizagem configurando uma cultura escolar

Nesta tese problematizamos o aprender, a partir do olhar dos estudantes do 7º e 8º anos, em uma escola da rede pública de ensino do município do Rio Grande/RS/Brasil. A escola, em 2011, optou por realizar um trabalho coletivo e cooperativo e modificou sua dinâmica de funcionamento transformando as salas de aula convencionais em Ambientes de Aprendizagem, nos quais os estudantes têm acesso a uma maior diversidade de recursos e a interação com os colegas é permanente, possibilitando o desenvolvimento de estratégias diferenciadas motivando o aluno a estabelecer relações entre o conhecimento escolar, a sua vida e o mundo. Nesta escola, são os estudantes que se deslocam de um ambiente para outro, a cada duas horas, os professores permanecem com a sala organizada, conforme as necessidades e materiais pedagógicos e tecnológicos por área de conhecimento. Para conhecer como os estudantes aprendem neste novo ambiente realizamos diversos questionamentos como: o que significa aprender em Ambientes de Aprendizagem, como eram as aulas nas salas de aulas convencionais e como são as aulas nos Ambientes de Aprendizagem. Adotamos o Discurso do Sujeito Coletivo (DSC) como metodologia de análise, buscando a recursividade nos discursos individuais o que permitiu a construção dos discursos coletivos que denominamos Aprender “ontem” nas salas de aula, Aprender “hoje” nos Ambientes de Aprendizagem e Aprender com o material pedagógico. Os discursos evidenciam mudanças no aprender, em decorrência da transformação das salas de aula convencionais em Ambientes de Aprendizagem. Mostram ainda que os estudantes percebem as aulas mais dinâmicas e que agora tem liberdade para levantar e dialogar com os colegas e/ou para usar o material didático disponível no ambiente. Destacam um maior interesse de ambas as partes evidenciando que a ação docente está mais acolhedora e que acreditam em uma grande mudança na educação. A análise dos discursos nos possibilitou compreender que trabalhos realizados em ambientes coletivos e desafiadores modificam o aprender pela liberdade de ação, de expressão e pelo respeito ao outro como legítimo outro na convivência.

Grain coarsening in contact metamorphic carbonates: effects of second-phase particles, fluid flow and thermal perturbations

Under contact metamorphic conditions, carbonate rocks in the direct vicinity of the Adamello pluton reflect a temperature-induced grain coarsening. Despite this large-scale trend, a considerable grain size scatter occurs on the outcrop-scale indicating local influence of second-order effects such as thermal perturbations, fluid flow and second-phase particles. Second-phase particles, whose sizes range from nano- to the micron-scale, induce the most pronounced data scatter resulting in grain sizes too small by up to a factor of 10, compared with theoretical grain growth in a pure system. Such values are restricted to relatively impure samples consisting of up to 10 vol.% micron-scale second-phase particles, or to samples containing a large number of nano-scale particles. The obtained data set suggests that the second phases induce a temperature-controlled reduction on calcite grain growth. The mean calcite grain size can therefore be expressed in the form D 1⁄4 C2 eQ*/RT(dp/fp)m*, where C2 is a constant, Q* is an activation energy, T the temperature and m* the exponent of the ratio dp/fp, i.e. of the average size of the second phases divided by their volume fraction. However, more data are needed to obtain reliable values for C2 and Q*. Besides variations in the average grain size, the presence of second-phase particles generates crystal size distribution (CSD) shapes characterized by lognormal distributions, which differ from the Gaussian-type distributions of the pure samples. In contrast, fluid-enhanced grain growth does not change the shape of the CSDs, but due to enhanced transport properties, the average grain sizes increase by a factor of 2 and the variance of the distribution increases. Stable d18O and d13C isotope ratios in fluid-affected zones only deviate slightly from the host rock values, suggesting low fluid/rock ratios. Grain growth modelling indicates that the fluid-induced grain size variations can develop within several ka. As inferred from a combination of thermal and grain growth modelling, dykes with widths of up to 1 m have only a restricted influence on grain size deviations smaller than a factor of 1.1.To summarize, considerable grain size variations of up to one order of magnitude can locally result from second-order effects. Such effects require special attention when comparing experimentally derived grain growth kinetics with field studies.

Flavonols mediate root phototropism and growth through regulation of proliferation-to-differentiation transition.

Roots normally grow in darkness, but they may be exposed to light. After perceiving light, roots bend to escape from light (root light avoidance) and reduce their growth. How root light avoidance responses are regulated is not well understood. Here, we show that illumination induces the accumulation of flavonols in Arabidopsis thaliana roots. During root illumination, flavonols rapidly accumulate at the side closer to light in the transition zone. This accumulation promotes asymmetrical cell elongation and causes differential growth between the two sides, leading to root bending. Furthermore, roots illuminated for a long period of time accumulate high levels of flavonols. This high flavonol content decreases both auxin signaling and PLETHORA gradient as well as superoxide radical content, resulting in reduction of cell proliferation. In addition, cytokinin and hydrogen peroxide, which promote root differentiation, induce flavonol accumulation in the root transition zone. As an outcome of prolonged light exposure and flavonol accumulation, root growth is reduced and a different root developmental zonation is established. Finally, we observed that these differentiation-related pathways are required for root light avoidance. We propose that flavonols function as positional signals, integrating hormonal and ROS pathways to regulate root growth direction and rate in response to light.

Modular continuous crystallizer: operation, experimental arrangement and identification of process parameters

Crystallization is employed in different industrial processes. The method and operation can differ depending on the nature of the substances involved. The aim of this study is to examine the effect of various operating conditions on the crystal properties in a chemical engineering design window with a focus on ultrasound assisted cooling crystallization. Batch to batch variations, minimal manufacturing steps and faster production times are factors which continuous crystallization seeks to resolve. Continuous processes scale-up is considered straightforward compared to batch processes owing to increase of processing time in the specific reactor. In cooling crystallization process, ultrasound can be used to control the crystal properties. Different model compounds were used to define the suitable process parameters for the modular crystallizer using equal operating conditions in each module. A final temperature of 20oC was employed in all experiments while the operating conditions differed. The studied process parameters and configuration of the crystallizer were manipulated to achieve a continuous operation without crystal clogging along the crystallization path. The results from the continuous experiment were compared with the batch crystallization results and analysed using the Malvern Morphologi G3 instrument to determine the crystal morphology and CSD. The modular crystallizer was operated successfully with three different residence times. At optimal process conditions, a longer residence time gives smaller crystals and narrower CSD. Based on the findings, at a constant initial solution concentration, the residence time had clear influence on crystal properties. The equal supersaturation criterion in each module offered better results compared to other cooling profiles. The combination of continuous crystallization and ultrasound has large potential to overcome clogging, obtain reproducible and narrow CSD, specific crystal morphologies and uniform particle sizes, and exclusion of milling stages in comparison to batch processes.

Potential role of glutathione in evolution of thiol-based redox signaling sites in proteins.

Cysteine is susceptible to a variety of modifications by reactive oxygen and nitrogen oxide species, including glutathionylation; and when two cysteines are involved, disulfide formation. Glutathione-cysteine adducts may be removed from proteins by glutaredoxin, whereas disulfides may be reduced by thioredoxin. Glutaredoxin is homologous to the disulfide-reducing thioredoxin and shares similar binding modes of the protein substrate. The evolution of these systems is not well characterized. When a single Cys is present in a protein, conjugation of the redox buffer glutathione may induce conformational changes, resulting in a simple redox switch that effects a signaling cascade. If a second cysteine is introduced into the sequence, the potential for disulfide formation exists. In favorable protein contexts, a bistable redox switch may be formed. Because of glutaredoxin's similarities to thioredoxin, the mutated protein may be immediately exapted into the thioredoxin-dependent redox cycle upon addition of the second cysteine. Here we searched for examples of protein substrates where the number of redox-active cysteine residues has changed throughout evolution. We focused on cross-strand disulfides (CSDs), the most common type of forbidden disulfide. We searched for proteins where the CSD is present, absent and also found as a single cysteine in protein orthologs. Three different proteins were selected for detailed study-CD4, ERO1, and AKT. We created phylogenetic trees, examining when the CSD residues were mutated during protein evolution. We posit that the primordial cysteine is likely to be the cysteine of the CSD which undergoes nucleophilic attack by thioredoxin. Thus, a redox-active disulfide may be introduced into a protein structure by stepwise mutation of two residues in the native sequence to Cys. By extension, evolutionary acquisition of structural disulfides in proteins can potentially occur via transition through a redox-active disulfide state.

Direct visualization of magnetic-field-induced magnetoelectric switching in multiferroic Aurivillius phase thin films

Multiferroic materials displaying coupled ferroelectric and ferromagnetic order parameters could provide a means for data storage whereby bits could be written electrically and read magnetically, or vice versa. Thin films of Aurivillius phase Bi6Ti2.8Fe1.52Mn0.68O18, previously prepared by a chemical solution deposition (CSD) technique, are multiferroics demonstrating magnetoelectric coupling at room temperature. Here, we demonstrate the growth of a similar composition, Bi6Ti2.99Fe1.46Mn0.55O18, via the liquid injection chemical vapor deposition technique. High-resolution magnetic measurements reveal a considerably higher in-plane ferromagnetic signature than CSD grown films (MS = 24.25 emu/g (215 emu/cm3), MR = 9.916 emu/g (81.5 emu/cm3), HC = 170 Oe). A statistical analysis of the results from a thorough microstructural examination of the samples, allows us to conclude that the ferromagnetic signature can be attributed to the Aurivillius phase, with a confidence level of 99.95%. In addition, we report the direct piezoresponse force microscopy visualization of ferroelectric switching while going through a full in-plane magnetic field cycle, where increased volumes (8.6 to 14% compared with 4 to 7% for the CSD-grown films) of the film engage in magnetoelectric coupling and demonstrate both irreversible and reversible magnetoelectric domain switching.

The pedagogical content knowledge of Danish geography teachers in a changing schooling context

This study examines the self-reported, topic-specific professional knowledge (TSPK) of Danish geography teachers seen as an aspect of their pedagogical content knowledge (PCK) when teaching weather formation and climate change. This topic is considered representative of geography teaching in Denmark. In the last ten years Danish primary and lower-secondary schooling has undergone several significant changes, including the introduction of a final multiple-choice exam in geography in 2007, and a fundamental reconstruction of the curriculum in 2014. These changes are expected to influence the TSPK of geography teachers in ways that potentially have an impact on their classroom practice. Teachers´ responses to specific questions relating to their choice of learning goals and the content and organisation of their lessons show that geography teachers take into account not only the knowledge aspects which point to the final multiple-choice exam, but also the ‘bildung’ perspectives of the subject equipping students to develop their own opinions when dealing with socio-scientific issues (SSI).

Why Physical Geography? An analysis of justifications in teacher magazines in Germany

School geography is often quite different from academic geography and there are good reasons for that, as school is preparing young people to be able to lead the life they value instead of just training them to learn specific subject contents. In some countries school geography is understood as being mainly a social science. Nonetheless physical geography often plays an important part in textbooks and in everyday teaching in these countries. This presentation will examine how physical geography topics are justified in specialist teacher magazines in Germany. Are they justified by simply pointing at the value of the academic knowledge itself? Are they justified by claiming students’ special interest in these topics? Or are they justified by showing the value of physical geography in promoting social aims such as sustainable development, freedom or equality?