To vaccinate or not to vaccinate: how teenagers justified their decision

This article reports on a study of how teenagers made their decision on whether or not to vaccinate themselves against the new influenza. Its purpose was to identify connections between how teenagers talk about themselves and the decision they made. How do the teenagers construct their identities while talking about a specific socio-scientific issue? Seven teenagers between 17 and 19 years of age participated in the study. The informants were requested to document in video diary situations in which their decisions about the vaccination were discussed. All the teenagers recorded their diaries during the weeks of the vaccination programme. The students were also interviewed 1–4 weeks after completing their diaries. A discourse psychology framework (Potter and Wetherell 1987) was used to analyse the video diaries and the interviews. In this context, decision-making on a socioscientific issue must be understood as an appropriation and use of discursive repertoires, and also as meaning-making in relation to other fields, such as society and identity. It must also be understood in relation to the use of science repertoire—or actually, the school science repertoire—how available is this discourse in different contexts outside school? The repertoires were categorised into two main types; experienced emphases and important actors. The first included the categories of risk, solidarity and knowledge. The second included family and friends, media, school and society. The school repertoire was seldom used by the students, indicating that school and science education seem not to be an interpretative repertoire available to them. Instead, the risk, solidarity, family and friends and the media repertoires were available in their talk about vaccination. These results indicate the need to use media reports in dealing with scientific literacy and also in risk assessment discussions in school. It also indicates the importance of relating school science closely to the students’ daily life.     

Readiness to Help Others and Tolerance: Attitude Development During the School Years and a Ten‐Year Comparison

Ekholm, M. 1984. Readiness to Help Others and Tolerance: Attitude Development During the School Years and a Ten‐Year Comparison. Scandinavian Journal of Educational Research 28, 71‐86. Attitude of readiness to help others and tolerance towards deviant people have a central place in modern democracies. In one of the studies reported, the development of these two types of attitudes are studied over the school years 4 to 9 in the Swedish school. About 2,000 students answered questionnaires. Readiness to help others in a school setting decreases over the school years. At the same time tolerance towards deviant people increases. A comparison between 1969 and 1979 is also made of the attitude of tolerance among 15‐year‐olds. In 1979 the students' tolerance towards a physically handicapped fellow student was more frequent than in 1969. The tolerance towards social deviant students was, however, less frequent in 1979 than in 1969. Results are also reported on how teachers' expectancies and perceptions of the tolerance of their students have changed between 1969 and 1979.     

Students’ Ontological Security and Agency in Science Education—An Example from Reasoning about the Use of Gene Technology

This paper reports on a study of how students' reasoning about socioscientific issues is framed by three dynamics: societal structures, agency and how trust and security issues are handled. Examples from gene technology were used as the forum for interviews with 13 Swedish high-school students (year 11, age 17–18). A grid based on modalities from the societal structures described by Giddens was used to structure the analysis. The results illustrate how the participating students used both modalities for ‘Legitimation’ and ‘Domination’ to justify positions that accept or reject new technology. The analysis also showed how norms and knowledge can be used to justify opposing positions in relation to building trust in science and technology, or in democratic decisions expected to favour personal norms. Here, students accepted or rejected the authority of experts based on perceptions of the knowledge base that the authority was seen to be anchored in. Difficulty in discerning between material risks (reduced safety) and immaterial risks (loss of norms) was also found. These outcomes are used to draw attention to the educational challenges associated with students' using knowledge claims (Domination) to support norms (Legitimation) and how this is related to the development of a sense of agency in terms of sharing norms with experts or with laymen.     

Curriculum debate and policy change

This article investigates the underlying themes and principles that inform curriculum debate and how they are articulated in current school policy discussions. This topic is approached with the help of a case study covering the debate on which subjects should be mandatory for students at the upper secondary school curriculum in Sweden. The focus is on the arguments for and against the inclusion of History among these core subjects. The aim is to order and structure this debate and to link the arguments found to basic underlying principles. Why was History considered important or unimportant? What arguments are found about the best way to teach History? This study employs a 4-fold distinction which distinguishes between perennialism, essentialism, progressivism, and reconstructivism as four schools of thought, each outlining its own particular view on what kind of knowledge is important and how such knowledge should be taught. One major finding is that two of the schools—progressivism and essentialism—completely dominate the debates under study. There existed a major fault line between those who emphasized the instrumental value of History as a tool for fostering good citizens, and those who considered History part of essential general knowledge about society.     

Toward Creativity Management: Idea Generation and Newsroom Meetings

This study combines theories of creativity with an empirical examination of newsroom practices at a Finnish newspaper. The focus is especially on newsrooms meetings, the “morning meeting,” and a special idea-generation meeting. The method used is participant observation and discourse analysis. Research indicates that (a) trust and encouragement, (b) appropriate levels of challenge and resources, (c) variety, in general and especially in team composition, together with (d) the idea that freedom and autonomy at work can have a direct, positive effect on organizational creativity. The empirical results reveal the many sides of creativity. Based on the data, creativity at ordinary newsroom meetings is rather limited, but not extraneous. Idea development occurs at meetings, but idea generation mostly takes place outside of formal meetings. Many meetings are limited to discussing what other news media have already covered. Ideas based on reporters’ personal experiences are infrequent. Occasionally, it seems to be more important to demonstrate your knowledge, rather than acquiring it by asking open-minded questions. Detailed analysis of communicative practices can provide a more solid understanding of the complexities of creativity in various media settings.     

Shaping strategic research: power,resources, and interests in Swedish research policy

'Strategic research’ has become a goal of government policy throughout the industrial world. This paper follows the emergence of new approaches to the funding of 'strategic research’ in Sweden, by examining three research foundations created in the late 1990s, and considers their ambitions, limitations, and achievements.     

Dirt absorption on the ski running surface — quantification and influence on the gliding ability

We propose a thesis that minimising dirt on the running surface of skis improves the surface glide. Waxing usually improves the gliding ability of skis in the short term. But how does waxing affect pollution absorption in the long term? In this study a number of skis with a transparent base and a white background were treated by steel scraping and with different glide waxes. The gliding ability of waxed and unwaxed skis, the sliding surface whiteness and the hydrophobicity were tested and documented. Tests were performed before and after the skis had been used for different distances. It was observed that all the waxed skis (regardless of the wax used) absorbed more dirt than unwaxed, and as a result all waxed skis lose their glide ability sooner than unwaxed (freshly scraped) skis in wet snow conditions.     

Assessment to Increase Students’ Creativity: Two Case Studies

Changing the assessment method is a way to influence the students’ attitudes towards their studies; their ways of working to a large extent are determined by the assessment methods. One way to take advantage of this is to use the assessment to stimulate creativity and communication skills. This has been tried in full‐scale studies for students in engineering physics, computer science and mathematics at Uppsala University and Vdxjö University, both in Sweden. Undergraduate education in engineering, computer science and mathematics has by tradition emphasized training in skills. The examination often consists of problems that the students solve individually. It is difficult to give complex and/or loosely defined problems in such an examination. The students are not encouraged to analyze, judge, communicate or discuss these skills. In fact, in the authors’ experience, traditional examinations can actually inhibit the development of the students’ independence and creativity. Both projects have been supported by the Council for Renewal of Undergraduate Education, Sweden.     

Measuring self-determination in Norwegian students: adaptation and validation of the AIR Self-Determination Scale

This study describes the adaptation and validation of the American Institute for Research (AIR) Self-Determination Scale for use in Norwegian research and education. The study contributes to the field by enabling reliable assessment of self-determination of Norwegian students with intellectual disability. The operational equivalence of the construct of self-determination in American and Norwegian culture were examined. The article further describes the adaptations that were made to the scale to ensure its fitness for intended use. Psychometric reliability (Cronbach’s α and test-retest reliability) was tested on 121 students, and the underlying structure of the scale was examined by means of principal component analysis. The adapted version of the questionnaire (AIR-S-NOR) shows respectable psychometric properties. Suggestions for how the AIR-S-NOR can be used in future research and educational practices are presented.     

Entrepreneurial transformations in the Swedish University system: the case of Chalmers University of Technology

Since the beginning of the 1990s, Sweden has been transforming its national research policy into policy for innovation. One of the bottom up responses to this top d initiative has been an attempt on the part of some Swedish universities to transform themselves into entrepreneurial institutions. This paper uses a case study of one particular Swedish University; Chalmers University of Technology’s transformation process to reflect on the new research policy. Chalmers’ journey is examined against the backdrop of the changing national climate for universities as well as local factors within the university itself.The case confirms existing knowledge in that it shows that creating an entrepreneurial university takes several years as both infrastructural and cultural changes are necessary to achieve success. The case also shows that despite the long history of public-private in Sweden, the new emphasis on commercialisation and commodification of knowledge creates some degree of role uncertainty for universities. The paper concludes that one of the elements required for Swedish innovation policy is macro (policy vision and implementation) and micro (university organisation) level flexibility and diversity.