The intention with this research was to examine teachers´ thoughts about how they work in pre-school with the children concerning the body and it's different in scientific concepts. If and how teachers´ emphasizes scientific concepts concerning the body in their activities, what they regard as most important and why they consider this to be important for small children to know and what do Lpfö-98 say according to the way to work with science?!     The material for the research has been collected through qualitative interviews with five teacher´s in pre-school.    The result shows that most of the teachers´ in pre-school regard education of the body and it´s concepts as a natural element in the daily activity. The criteria for teachers´ thoughts around this education are: the children's interests, the teachers´ own competence and interests and the importance of giving the children a full view about the body from the start.   The teachers´ consider knowledge about the body and its functions important because the body is one of the most important tools that the children have. Therefore they try to include both planned and spontaneous teaching in their daily activities.

The present study discusses the metabolism of ethanol in the human body from the ingestion of ethanol to the excretion of its break down products water and carbon dioxide. Ethanol is a small molecule, soluble in water as well as in organic solutions. It is quickly distributed to every section in the body, where it exerts a direct toxic effect on the cells. Ethanol cannot directly leave the body efficiently so it needs other metabolic pathways. The molecule is metabolized by oxidation, predominately in the liver. The enzyme alcohol dehydrogenase catalyses the degradation of ethanol to acetaldehyde. Acetaldehyde is even more toxic than ethanol and it is degraded by the enzyme aldehyde dehydrogenase. In chronic alcoholics other chemical processes such as the cytochrome P450 system may have a bigger impact on alcohol metabolism. The carbohydrate metabolism is extensively affected by ethanol. Most important is its restrictive effect on the gluconeogenesis leading to sustained hypoglycaemia in glycogen deprived alcoholics, possibly dangerous for the brain. Ethanol even affects the lipoprotein metabolism leading to evaluated plasma levels of HDL and triglycerides in alcoholics. The study also evaluates the genetic polymorphism of the enzymes alcohol dehydrogenase and aldehyde dehydrogenase, metabolic markers for high chronic ethanol consumption, ethanol as an energy supply, ethanol in medical treatment and harmful effects of ethanol and its metabolites on import organ systems in primarily alcoholics.

Syftet med studien är att undersöka hur förskollärare arbetar med människokroppen i förskolans äldrebarnsgrupper, 3 till 5 års ålder och vilka läroplansmål de kopplar till detta arbete. Metoden som användes var semistrukturerade intervjuer med ett förutbestämt frågeschema. Jag intervjuade sex förskollärare. Resultatet blev att arbetet kring människokroppen var nästintill enbart utformat utifrån barnens egna frågor och funderingar. Jag fick även reda på genom intervjuerna att arbetet kring människokroppen finns där men ett medvetet tankesätt kring det saknas. Både forskning och Läroplanen för förskolan (2016) stödjer att naturvetenskap, mer specifikt människokroppen, bör finnas som ett arbetsområde i förskolan.

The aim of the study was to investigate pre-school children's thoughts of the water in the human body. Data was collected by qualitative interviews. The interviews have been supplemented by letting children draw the way of the water on human silhouettes. The result of the study shows that most children imagine that the water flows in the body in a direct line, from the mouth to the bladder. The most common notion of why we should drink water is closely linked to health. There were thoughts that humans should drink water to prevent disease, while some children had a thought that water is necessary in disease. When the children were to explain where the location of the water is in the body, there was a broader discussion as there were different thoughts about this. Only a few of the children had an idea that water is present inside the entire body. The conclusion of the study shows that children in pre-school age and pupils in grade nine have similar thoughts about the water within us.

Recent studies show that the knowledge in and understanding of science, technology andmathematics of Swedish junior high school and high school students is decreasing. As a resultof this the Swedish government has initialized several studies, research and reforms. One ofthe theories for teaching that today is seen as effective is the socio-cultural perspective and itsdescendants, including scientific inquiry. Using the pedagogy of the socio-cultural perspectivefour assignments regarding the human body was constructed for junior high school studentsattending summer research school in the summer of 2008, hosted by AstraZeneca. Theassignments follow a structure (goal of assignment, preparations, experiment and follow-up)inspired by the concept of NTA – Naturvetenskap och Teknik för Alla (Science andTechnology for everyone). The assignments can be found (in Swedish) as an appendix to thispaper. The assignments were evaluated and assessed through the observations made by theteacher and two questionnaires separated by six months. Results showed that three of the fourassignments had fulfilled the aim of making the students interested and engaged in scientificquestions. The forth had only partially achieved this, mostly due to a silent, built-in structureexpecting to generate certain knowledge in the students. This contradicts the socio-culturalperspective where new knowledge should be derived from what students already know.Seeing as the socio-cultural perspective was effective when using the other three assignmentsthis study shows that assignments constructed with a socio-cultural perspective are usefulwhen teaching science in junior high school.Nyckelord

Syftet med min undersökning var att ta reda på elevers uppfattning om datorspel och hur ett specifikt datorspel, Lasarus, påverkar elevernas kunskaper om människokroppen och hälsa. Anledningen till undersökningen bottnar i ett försök att hitta nya vägar att nå eleverna inom naturvetenskapsundervisningen. Undersökningen genomfördes i en klass 5, på en mindre skola i en större svensk stad. Eleverna som spelade datorspelet Lasarus svarade också på enkäter, en innan de spelat som kartlade deras datorspelsvanor och förkunskaper i ämnet människokroppen och hälsa och en efter som undersökte elevernas uppfattning om datorspelet och deras kunskaper efter spelet. Resultatet av undersökningen visar att elevernas attityd till och uppfattning om Lasarus är mycket god. Dessvärre visar resultaten på en mycket liten kunskapsutveckling hos eleverna efter att de spelat Lasarus. / The purpouse of my research is to learn about pupil´s apprehension about computergames and how a specific computergame, Lasarus, affect the pupil´s understandings with the human body and a healthy livstyle. The study was made with fifth graders. The pupil´s played Lasarus and also answered questionnaires, about their computergames habbits, knowledge about the human body and their opinion about Lasarus, before and after they played. The study show that the pupil´s opinion of Lasurus is good, but the understandning about the human body and a healthy lifestyle has not been affected or developt in any significant extent.

<p>Abstract</p><p>The aim is to find out the teachers´ different point of views regarding what and why it´s important to teach children about the human body and in what way educationists can teach this knowledge. Seven teachers are asked, through qualitative interviews, about their point of views on teaching the human body in pre-school.</p><p>The teachers don`t seem to reflect upon the subject, which shows that a development of knowledge needs within the area.</p><p>Fist of all the children´s spontaneous questions direct what the educationists talk about with the children. The most frequently mentioned questions are about the circulation of the blood and the digestion organs. The teachers think it´s important that the children get knowledge about the human body in order to get a better opinion of their own bodies and themselves. It´s also important because this is the basis of other kind of knowledge, for instance the knowledge about animals.</p> / <p>Sammanfattning</p><p>Syftet med undersökningen är att ta reda på pedagogers olika synsätt angående vad och varför det är viktigt att lära barnen om människokroppen, och på vilka sätt man kan förmedla denna kunskap. Sju pedagoger är genom kvalitativa intervjuer tillfrågade om deras synsätt på undervisning om människokroppen i förskolan.</p><p>Pedagogerna verkar inte reflektera så mycket över ämnet, vilket tyder på att en kunskapsutveckling behövs inom området. Det är i första hand barnens spontana frågor som styr vad pedagogerna talar med barnen om. De organsystem som omnämns oftast och som anses viktigast att lära barnen är cirkulationssystemet och matspjälkningssystemet.</p><p>Pedagogerna anser att det är viktigt att barnen får kunskap om människokroppen för ökad kroppsuppfattning och självuppfattning, men också att det ligger som grund för andra kunskaper, exempelvis om djur.</p>

The purpose of this study is to find out the preschool educators’ perceptions to work with the human body. The method used was semi-structured interviews with a prepared interview-guide as a tool. Six educators were interviewed. The result showed that the educators had experience in working with the human body and that they considered it relevant to include the subject in pre-school activities. It also appears that the educators do not think that they work with the subject, even though the result is that it is something they do almost every day. All the educators have a positive attitude towards learning about the human body in the preschool.

<p>Mitt syfte med detta arbete var att ta reda på vad barn har för uppfattning om människokroppen när de är fyra och sex år gamla. Sex barn har blivit intervjuade genom kvalitativa intervjuer. Barnens uppfattning om kroppen är olika beroende på deras ålder. Sexåringen har större kunskap om kroppen än vad fyra åringar har. Barnens spontana uppfattning om vad som finns i vår kropp var att vi har; hjärta, hjärna, blod, hjärnceller, muskler och skelett.</p> / <p>The aim of this research was to investigate the concepts among five and six year old children regarding the human body. Six children were interviewed by means of qualitative interviews. The children's concept regarding the human body differed depending on their age. The six year old children knew more about the body than the four year old children. Spontaneously the children knew we had heart, brain, blood, brain cells, muscles and skeleton</p>

Mitt syfte med detta arbete var att ta reda på vad barn har för uppfattning om människokroppen när de är fyra och sex år gamla. Sex barn har blivit intervjuade genom kvalitativa intervjuer. Barnens uppfattning om kroppen är olika beroende på deras ålder. Sexåringen har större kunskap om kroppen än vad fyra åringar har. Barnens spontana uppfattning om vad som finns i vår kropp var att vi har; hjärta, hjärna, blod, hjärnceller, muskler och skelett. / The aim of this research was to investigate the concepts among five and six year old children regarding the human body. Six children were interviewed by means of qualitative interviews. The children's concept regarding the human body differed depending on their age. The six year old children knew more about the body than the four year old children. Spontaneously the children knew we had heart, brain, blood, brain cells, muscles and skeleton