Sökning: "Sverker lundin"

Hittade 3 avhandlingar innehållade orden Sverker lundin.

  1. 1. Methods to Prepare DNA for Efficient Massive Sequencing

    Författare :Sverker Lundin; Joakim Lundeberg; Harold Swerdlow; KTH; []
    Nyckelord :TEKNIK OCH TEKNOLOGIER; ENGINEERING AND TECHNOLOGY; MEDICIN OCH HÄLSOVETENSKAP; MEDICAL AND HEALTH SCIENCES; DNA; Massive sequencing; Next Generation Sequencing; Library Preparation; Barcoding; Multiplexing;

    Sammanfattning : Massive sequencing has transformed the field of genome biology due to the continuous introduction and evolution of new methods. In recent years, the technologies available to read through genomes have undergone an unprecedented rate of development in terms of cost-reduction. LÄS MER

  3. 2. Skolans matematik : En kritisk analys av den svenska skolmatematikens förhistoria, uppkomst och utveckling

    Författare :Sverker Lundin; Donald Broady; Sten Kaijser; Göteborgs universitet; []
    Nyckelord :HUMANIORA; HUMANITIES; NATURVETENSKAP; NATURAL SCIENCES; matematik; skolmatematik; historia; Matematik;

    Sammanfattning : I argue that common beliefs regarding mathematics originate in the practices of elementary mathematics instruction rather than in science. While learning how to solve mathematical problems in school, we come to believe that mathematics has a set of properties in itself, for instance that it is useful in everyday life, even though this is not necessarily so. LÄS MER

  4. 3. Kritiskt tänkande som utbildningsmål : Från modernistisk filosofi till policy för högre utbildning

    Författare :Leo Berglund; Eva Forsberg; Sverker Lundin; Joakim Landahl; Uppsala universitet; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; critical thinking; higher education; pedagogical paradox; contradictions; Boltanski; Pedagogik; Education;

    Sammanfattning : The goal of critical thinking in higher education is paradoxical, since it implies a form of education that both directs the student towards a pre-defined goal, and commands the student to be autonomous. This paradox is studied in four contexts, as to investigate what pedagogical contradictions the goal of critical thinking generates, and how they transform pedagogical thinking. LÄS MER