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Six identical bioreactors were constructed and built at the Agricultural University of Norway to provide optimal conditions for plant cell regeneration from cells into somatic embryos ('clonal or somatic seeds'). This was made possible through cooperation in COST87 by a European network in a working group on regeneration from plant cell cultures. The bioreactor design provides gentle stirring through a slow-speed stirrer that regularly changes direction of rotation to prevent 'quiet' zones in the suspension in which cells can settle and grow. In addition, the oxygen is provided, bubble-free, through thin silicone tubing loops that are hanging loose, moving with the liquid to prevent cell growth on these tubes. We used off-the-shelf components whenever possible, to reduce the costs to a minimum, which was another aim of the construction. The result was a suite of relatively inexpensive computer-controlled bioreactors that could control temperature, oxygen, pH, stirrer speed and stirrer direction. In addition, we have provided different light spectral qualities by simple means of filtering the light. Using the present software, the parameters can be set up to alter every hour during the 24-h day/night cycle. All our cultures have improved growth in the bioreactors compared to identical cultures in Erlenmeyer flasks. The cultures used are: embryogenic cultures of carrot (Daucus carota), Norway spruce (Picea abies), birch (Betula pendula), cyclamen (Cyclamen persicum) and shoot cultures of Christmas begonia (Begonia x cheimantha). The paper also discusses recommendations for improvements of the current system for future revisions.

Addressing controversial issues in the science classroom demands that students understand the societal aspects of scientific research. A context-based digital teaching unit, "Cloning plants", was designed in order to introduce cloning. The present study analyses students' learning outcomes and the development of their interest in biology from using the unit. The study was conducted among Norwegian biology students aged 17-18. A pretest and posttest design with individual questionnaires and group interviews was chosen. The study shows that use of the unit resulted in a more nuanced understanding of cloning and an increased interest in cloning. About 80% of the students reported that the realistic context had a positive impact on learning about cloning and 60% reported that they had learned more about scientific research and societal aspects of research on cloning. Students also reported that the context enhanced their interest in cloning. IntroductionGenomics and modern biotechnology are set to become one of the most important scientific and technological revolutions of the twenty-first century (Kirkpatrick, Orvis, & Pittendrigh, 2002). Hence, the products of modern biotechnology processes such as genetic engineering, DNA testing and cloning will increasingly have an impact on society (Lappan, 2000) and will cause controversies. It is essential that young people have a well-developed scientific understanding of these processes so that they are able to contribute to public debate and make informed personal decisions (Dawson, 2007). Societal aspects of science are often neglected in teaching materials. This aspect is important when it comes to understanding controversial issues such as cloning. In an attempt to provide students with more information about the processes and societal dimensions of cloning, an interactive teaching unit called "Cloning plants" (available at http://viten.no) was developed. This paper presents the results of a small-scale study in which knowledge and interest outcomes of students that used the unit "Cloning plants" was explored. Background Cloning 1 as a controversy in the natural sciencesControversial socio-scientific issues, such as cloning, are the kinds of scientific issues typically reported in the media, and are therefore the kind of issues that students are likely to be confronted with in their daily lives (Kolstø, 2001). In itself, cloning is not controversial. Rather, it is its parti- Learning about cloning: developing student knowledge and interest through an interactive, context-based approachRagnhild Lyngved is an associate professor at Sør-Trøndelag University College, in the Faculty of Teacher and Interpreter Education, where she teaches biology. She has participated in the development of the college's master's degree programme in science education. Lyngved has arranged a number of follow-up studies in cloning and molecular biology for teachers in upper secondary schools. Last year she finished her doctoral study at the Department of Biology, Norwegian University o...

This paper reports on mathematics and science teachers’ beliefs concerning the use of inquiry-based teaching strategies. Two different surveys were conducted: one with 24 teachers who were to become future instructional leaders; and one with 75 teachers as part of an international baseline study. We found that teachers in Norway would like to use more IBL strategies in their day-to-day teaching. They were also asking for more, and more relevant, continuous professional development courses. Textbooks were not seen as a main hindrance to the use of IBL, but these would need to include more IBL approaches. Even if the curriculum, particularly in the natural sciences, did not represent an important hindrance, in their view, it would need to advocate IBL more explicitly. The results provide deeper insights into teacher beliefs related to IBL, in particular the constraints that prevent them from working in such a manner, and into potential ‘openings’ for using IBL to enhance pupil engagement and deeper learning. Methodologically, the study uses a quantitative approach to investigate teacher beliefs related to IBL that adds to the literature in the field.