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Danielsson, Anna
Alternative names
Publications (10 of 97) Show all publications
Danielsson, A., Berge, M. & Lidar, M. (2018). Knowledge and power in the technology classroom:: a framework for studying teachers and students in action. Cultural Studies of Science Education, 13(1), 163-184
Open this publication in new window or tab >>Knowledge and power in the technology classroom:: a framework for studying teachers and students in action
2018 (English)In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 13, no 1, p. 163-184Article in journal (Refereed) Published
Abstract [en]

The purpose of this paper is to develop and illustrate an analytical framework for exploring how relations between knowledge and power are constituted in science and technology classrooms. In addition, the empirical purpose of this paper is to explore how disciplinary knowledge and knowledge-making are constituted in teacher–student interactions. In our analysis we focus on how instances of teacher–student interaction can be understood as simultaneously contributing to meaning-making and producing power relations. The analytical framework we have developed makes use of practical epistemological analysis in combination with a Foucauldian conceptualisation of power, assuming that privileging of educational content needs to be understood as integral to the execution of power in the classroom. The empirical data consists of video-recorded teaching episodes, taken from a teaching sequence of three 1-h lessons in one Swedish technology classroom with sixteen 13–14 years old students. In the analysis we have identified how different epistemological moves contribute to the normalisation and exclusion of knowledge as well as ways of knowledge-making. Further, by looking at how the teacher communicates what counts as (ir)relevant knowledge or (ir)relevant ways of acquiring knowledge we are able to describe what kind of technology student is made desirable in the analysed classroom.

National Category
Didactics
Identifiers
urn:nbn:se:uu:diva-286870 (URN)10.1007/s11422-016-9782-0 (DOI)000429417900010 ()
Funder
Swedish Research Council, dnr 2012-5472
Available from: 2016-04-22 Created: 2016-04-22 Last updated: 2018-07-18Bibliographically approved
Scantlebury, K., Danielsson, A., Hussénius, A., Gullberg, A. & Andersson, K. (2016). Apparatus from a Baradian perspective: Implications for practice. In: : . Paper presented at National Association for Research in Science Teaching (NARST) Annual Meeting, Baltimore, MD.
Open this publication in new window or tab >>Apparatus from a Baradian perspective: Implications for practice
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2016 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Didactics Gender Studies
Identifiers
urn:nbn:se:uu:diva-283698 (URN)
Conference
National Association for Research in Science Teaching (NARST) Annual Meeting, Baltimore, MD
Funder
Swedish Research Council, 721-2014-939
Available from: 2016-04-14 Created: 2016-04-14 Last updated: 2016-04-25
Hast, Y. L. & Danielsson, A. (2016). "I normala fall gillar tjejer killukt”: Naturkunskapens sexualitets- och relationsundervisning analyserad ur ett heteronormativitetsperspektiv. NorDiNa: Nordic Studies in Science Education, 12(1), 21-35
Open this publication in new window or tab >>"I normala fall gillar tjejer killukt”: Naturkunskapens sexualitets- och relationsundervisning analyserad ur ett heteronormativitetsperspektiv
2016 (Swedish)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 12, no 1, p. 21-35Article in journal (Refereed) Published
Abstract [en]

In Sweden, a new subject syllabus for Science Studies (Naturkunskap) in upper secondary school was introduced in 2011. In this syllabus knowledge about norms concerning sexualities and relations was brought to the fore as a core content. The aim of this paper is to explore how norms concerning sexuality guide the teaching, through a case study where three upper secondary school teachers were observed and their teaching was analysed from the perspective of companion meanings. All three observed teachers did teach about homosexuality, bisexuality, and transgender identities, often using genetics or evolution as their explanatory model. The teaching most often assumed that all students in the class were heterosexual, positioning LGBT-people as the Other, and did at no times take power perspectives into account.

National Category
Didactics
Identifiers
urn:nbn:se:uu:diva-260965 (URN)
Available from: 2015-08-27 Created: 2015-08-27 Last updated: 2017-12-04Bibliographically approved
Danielsson, A., Anderssson, K., Gullberg, A., Hussénius, A. & Scantlebury, K. (2016). “In biology class we would just sit indoors…”: Experiences of insideness and outsideness in the places student teachers’ associate with science. Cultural Studies of Science Education, 11(4), 1115-1134
Open this publication in new window or tab >>“In biology class we would just sit indoors…”: Experiences of insideness and outsideness in the places student teachers’ associate with science
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2016 (English)In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 11, no 4, p. 1115-1134Article in journal (Refereed) Published
Abstract [en]

In this article we explore the places pre- and primary school (K-6) student teachers associate with their science learning experiences and how they view the relationship between these places and science. In doing so, we use ‘place’ as an analytical entry point to deepen the understanding of pre- and primary school student teachers’ relationship to science. Inspired by theories from human geography we firstly explore how the university science classroom can be conceptualised as a meeting place, where trajectories of people as well as artefacts come together, using this conceptualisation as the stepping stone for arguing the importance of the place-related narrations of science the students bring to this classroom. We thereafter analyse how a sense of place, including affective dimensions, is reflected in Swedish student teachers’ science learning narratives (collected in the form of an essay assignment where the student teachers’ reflected upon their in and out of school science learning experiences). The empirical material consists of 120 student essays. The most prominent feature of the empirical material as a whole is the abundance of affective stories about the student teachers’ experiences in natural environments, often expressing a strong sense of belonging to, and identification with, a particular place. However, the student narratives also give voice to an ambivalent valuing of the affective experiences of natural environments. Sometimes such affective experiences are strongly delineated from what the students consider actual science knowledge, on other occasions, students, in a somewhat contradictious way, stress natural environments as the authentic place for doing science, in contrast to the perceived in-authenticity of teaching science in the classroom. When student teachers explicitly discuss the classroom as a place, this was almost without exception with strong negative emotions, experiences of outsideness and alienation.

Keywords
Teacher education; Place; Primary teacher education; Preschool teacher education
National Category
Didactics
Identifiers
urn:nbn:se:uu:diva-261894 (URN)10.1007/s11422-015-9702-8 (DOI)000391425700018 ()
Funder
Swedish Research Council, 2010-5156
Available from: 2015-09-05 Created: 2015-09-05 Last updated: 2017-12-04Bibliographically approved
Andersson, K., Danielsson, A., Hussénius, A., Gullberg, A., Elmgren, M., Engström, S., . . . Hasse, C. (2016). In the borderland between academic disciplines and school science – feminist perspectives on science teacher education.. In: : . Paper presented at Gender and Education Association Biennial Interim Conference 2016, Linköping, June 15-17..
Open this publication in new window or tab >>In the borderland between academic disciplines and school science – feminist perspectives on science teacher education.
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2016 (English)Conference paper, Oral presentation only (Refereed)
National Category
Gender Studies Didactics
Identifiers
urn:nbn:se:uu:diva-283840 (URN)
Conference
Gender and Education Association Biennial Interim Conference 2016, Linköping, June 15-17.
Funder
Swedish Research Council, 721-2014-939
Available from: 2016-04-14 Created: 2016-04-14 Last updated: 2017-02-15
Lidar, M., Danielsson, A. & Berge, M. (2016). Investigating power in teaching and learning processes in the physics classroom. In: : . Paper presented at NERA.
Open this publication in new window or tab >>Investigating power in teaching and learning processes in the physics classroom
2016 (English)Conference paper, Oral presentation only (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:uu:diva-280845 (URN)
Conference
NERA
Available from: 2016-03-15 Created: 2016-03-15 Last updated: 2016-03-15
Lidar, M., Danielsson, A. & Berge, M. (2016). Kunskap och makt i fysikundervisningen. In: : . Paper presented at Forskning i naturvetenskapernas didaktik (FND) Högskolan Dalarna, Falun, 9-10 nov.
Open this publication in new window or tab >>Kunskap och makt i fysikundervisningen
2016 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

Detta bidrag handlar om inkluderings- och exkluderingsprocesser i fysikundervisningen. Forskning visar att många elever har svårt att identifiera sig med fysik och väljer bort naturvetenskap som en möjlig karriärväg.  Vi undersöker därför fysikundervisning på högstadiet, eftersom det är där många elever tappar intresse för ämnena, och gymnasiet då eleverna väljer om de vill fortsätta med vidare studier inom ämnet, med forskningsfrågan att se hur kunskapsutveckling och maktrelationer är sammanlänkade i klassrummet.

När någon deltar i undervisning i fysik, lär de sig potentiellt mycket mer än kunskapsinnehållet som undervisas; de lär sig vad som räknas som relevant kunskap i fysik, de lär sig om normer och värderingar i fysik, och vem som kan vara en fysiker. Vilket innehåll och vilka metoder som privilegieras får konsekvenser för vad eleverna ges möjlighet att läsa sig, och kan således betraktas som aspekter av makt. Vi analyserar maktaspekter genom att identifiera handlingar som vägleder eller styr andras handlingar, och därefter analysera likheter och skillnader i olika klassrum i fråga om hur styrning sker och vilka potentiella konsekvenser denna styrning kan få.

Analyserna görs på videoinspelningar och fältanteckningar från klassrumsaktiviteter i tre högstadieskolor i årskurs 8 och 9, samt i en gymnasieklass i år 1. Resultaten visar att vid en första anblick ter sig undervisningen i alla fyra klassrummen inkludera ett ganska traditionellt fysikinnehåll. Men en mer ingående analys visar att eleverna i de olika klassrummen ges väldigt olika möjligheter att delta i undervisningen och skapa relationer till innehållet. Vad som framstår som önskvärda sätt att handla på ger olika förutsättningar för meningsskapande. Därmed ges olika förutsättningar för deltagande i ett allt mer individualiserat, senliberalt samhälle där människor förväntas vara aktiva, reflekterande och göra val för sitt eget personliga bästa.

National Category
Didactics
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-311254 (URN)
Conference
Forskning i naturvetenskapernas didaktik (FND) Högskolan Dalarna, Falun, 9-10 nov
Projects
PiST - Power, knowledge and identity in science and technology classrooms: Teachers’ enactments of disciplinarydiscourses as establishing inclusion and exclusion
Funder
Swedish Research Council, UVK 2012-5472
Available from: 2016-12-22 Created: 2016-12-22 Last updated: 2017-12-17
Gonsalves, A. J., Danielsson, A. & Pettersson, H. (2016). Masculinities and experimental practices in physics: The view from three case studies. Physical Review Special Topics : Physics Education Research, 12, Article ID 020120.
Open this publication in new window or tab >>Masculinities and experimental practices in physics: The view from three case studies
2016 (English)In: Physical Review Special Topics : Physics Education Research, ISSN 1554-9178, E-ISSN 1554-9178, Vol. 12, article id 020120Article in journal (Refereed) Published
Abstract [en]

This article analyzes masculinity and experimental practices within three different physics communities. This work is premised on the understanding that the discipline of physics is not only dominated by men, but also is laden with masculine connotations on a symbolical level, and that this limited and limiting construction of physics has made it difficult for many women to find a place in the discipline. Consequently, we argue that in order to further the understanding of gender dynamics within physics communities and enrich the current understandings about the lack of women in physics, perspectives from masculinity studies are crucial. The article draws on three different ethnographic case studies dealing with undergraduate students, graduate students, and research scientists.

National Category
Didactics Gender Studies
Identifiers
urn:nbn:se:uu:diva-267123 (URN)10.1103/PhysRevPhysEducRes.12.020120 (DOI)000393396900018 ()
Note

This paper is part of the Focused Collection on Gender in Physics.

Available from: 2015-11-18 Created: 2015-11-18 Last updated: 2017-12-01Bibliographically approved
Lidar, M., Berge, M. & Danielsson, A. (2016). Power in Teaching and Learning Processes in the Physics Classroom. In: : . Paper presented at ECER, Dublin, Ireland, August 23-26.
Open this publication in new window or tab >>Power in Teaching and Learning Processes in the Physics Classroom
2016 (English)Conference paper, Oral presentation only (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:uu:diva-283848 (URN)
Conference
ECER, Dublin, Ireland, August 23-26
Available from: 2016-04-14 Created: 2016-04-14 Last updated: 2016-04-14
Berge, M., Lidar, M. & Danielsson, A. (2016). Powerful Stories in the Physics Classroom. In: : . Paper presented at ECER, Dublin, Ireland, August 23-26.
Open this publication in new window or tab >>Powerful Stories in the Physics Classroom
2016 (English)Conference paper, Oral presentation only (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:uu:diva-283849 (URN)
Conference
ECER, Dublin, Ireland, August 23-26
Available from: 2016-04-14 Created: 2016-04-14 Last updated: 2016-04-14
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