uu.seUppsala University Publications
Change search
Link to record
Permanent link

Direct link
BETA
Danielsson, Anna, ProfessorORCID iD iconorcid.org/0000-0002-3407-9007
Alternative names
Publications (10 of 109) Show all publications
Nyström, A.-S. & Danielsson, A. (2019). Bridging questions of 'who' and 'what' in science education research. In: : . Paper presented at European Science Education Research Association 13th conference, Bologna, August 26-30, 2019..
Open this publication in new window or tab >>Bridging questions of 'who' and 'what' in science education research
2019 (English)Conference paper, Poster (with or without abstract) (Other academic)
Abstract [en]

The poster will report on the initial phases of a project that takes a novel approach to understanding processes of inclusion and exclusion within science, focussing on trajectories into higher physics education and students from under-represented groups. The project is situated in the intersection between the fields of science identities research (cf. Carlone & Johnson 2007) and didactics. The aim of the poster presentation is to examine how these fields can inform each other (in particular when approaching issues related to inequalities in higher education (e.g. gender, class)). In this presentation we review key works that develops the concepts science capital and didactic modelling, in that these concepts have the potential to become influential (according to the criteria by Davis (2008)). In spite of engaging with similar issues – e.g. student subjectification in educational practices – the conversation between the fields of science identities and didactics has been very limited. Yet, our literature review indicates that science identities research has the potential to contribute more nuanced understandings of how students are positioned in the teaching and learning of science to didactic models, while still attending to detailed student-content interactions. Drawing on this, we will discuss how a research design utilising life-history interviews and participatory research methods can take the affordances and constraints of the two fields into account.

Introduction

In the contemporary society, science and technology have high status and are seen as crucial both for the individual, in order to make informed decisions about complex socio-scientific issues, and for the society at large. Hence, the lingering uneven participation in the disciplines is both a question of national economic security and a social justice issue. As such, a nuanced understanding of processes of inclusion and exclusion in science education are vital. This poster presentation will introduce a project that takes a novel approach to understanding processes of inclusion and exclusion within science, by focusing on students from under-represented groups who do participate in higher science education (particularly physics). Given the lack of success of current initiatives for widening participation in science, it is clear that it is necessary to advance the knowledge into inclusion and exclusion in the disciplines. Despite being highly ranked on the Global Gender gap rankings by the World Economic Forum (4th in 2017), Sweden still has a highly uneven recruitment in terms of gender to higher education in the physical sciences. On a similar note, Swedish higher education is highly divided by social class, despite many structural obstacles (such as tuition fees) not being in place (Börjesson et al. 2016). Thus, trajectories to higher education physics in Sweden provides an interesting case for exploring more subtle mechanisms contributing to the uneven participation in the physical sciences.

Two strong contemporary trends in science educations research are science identities research and didactic modelling. The emerging field of science identities research (cf. Carlone & Johnson 2007; Holmegaard et al. 2014; Archer 2014) makes use of sociocultural theories of activity and identity to explore how various participants relate to science, and the consequences of this relationship for their choices, interests, aspirations, and participation. Didactics can be considered as the professional science of teachers and aims to support teachers’ choices of content and methods in their teaching practice (Wickman 2014). Hence, tools and theories from didactics in science, technology, engineering and mathematics (cf. Lundqvist et al. 2009) are central in order to make such practices, traditions and customs visible and in order to establish systematic grounds for teachers’ choices. In summary, science identities research and didactics in science are both in a sense concerned with inclusions and exclusions in science education. However, while the former field is mostly focused on questions of ‘who’, the latter is mostly focused on questions of ‘what’. The aim of the poster presentation is to examine how the fields of science identities research and didactics can inform each other, when approaching issues related to inclusion and exclusion in science teaching. In addition, we will discuss how a research design of a participatory research project can take the affordances and constraints of the two fields into account.

Method

Methodologically we take a qualitative, interpretative stance inspired by sociocultural theories of activity and identity, which posit that identity is co-produced with social, cultural and material activities (Holland et al. 1998) and is based in an intersectional, post-structural understanding of social categories (cf. Phoenix 2006). This poster presentation draws on an exploratory literature review, examining contemporary key works within the fields of science identities research and didactics in science, which can be understood as dealing with questions of inclusions and exclusions (either in relation to educational content and/or students as situated within societal power structures).

Here we will zoom in on studies concerning science capital and didactic modelling, as these theoretical concepts have the potential to become influential according to the criteria for successful theories within social science (fundamental concern; novel twist; appeal to generalists and specialists; ambiguity and incompleteness) discussed by Davis (2008). Science capital was first introduced in 2012 by Louise Archer and her team, and has since gained considerable attraction within science education (the most well-cited papers have been chosen for analysis), and is part of a wider science education tradition focused on identity constitution, which also will be considered in the analysis (cf. Carlone and Johnson 2007). Didactic modelling is a concept developed in a graduate school in science education, founded on a collaboration between two of the more influential education research environments in Scandinavia (cf. Wickman et al. 2018). This concept is developed within the tradition of pragmatist didactics, and to trace this concept well-cited papers within this tradition have been analysed (e.g. Wickman and Östman 2002; Lidar 2006). The analysis of the selected studies focuses on how these approach the questions of ‘what’ and ‘who in the teaching and learning of science.

In the second stage, we have developed a preliminary research design, that utilises the affordances of both fields in order to mitigate aspects that the fields may have overlooked. 

Results

Science identities research and didactics are both concerned with inclusions and exclusions in science education. However, the fields approach this issue from differing perspectives. An important conceptual device within science identities research is science capital, developed by Archer et al. (2015) drawing on the Bourdieusian concept of capital. Science capital collates a person’s science related economic, cultural and social resource. The concept of ‘science capital’ has been demonstrated to provide a more fine-grained analytic lens for predicting students’ science aspirations and identities than cultural capital (DeWitt et al 2016). However, in comparison to how didactics approaches science teaching and learning, the analyses are on a more over-arching level, often focusing cultural characteristics and science (such as how science is considered difficult and/or demanding a particular talent). Didactics of science, on the other hand, is concerned with the questions: ‘What content is to be taught?’, ‘How is the content going to be taught?’ and ‘Why teach this content and why in this way?’, thus allowing for a more detailed consideration of how students and teachers approach science as a field of knowledge. Here didactic models has gained quite a lot of attention lately. Didactic models are not to be considered as models for ‘best practice’, rather they are to be understood as situated conceptual frameworks (Wickman 2012). Our argument is science identities research has to potential to contribute more nuanced understandings of how students are positioned in the teaching and learning of science to didactic models, while still attending to detailed student-content interactions.

Conclusions and Discussion

Science identities research is just starting to influence science education practices (cf. Birmingham & Barton 2014) and despite engaging with similar issues to the field of didactics concerning student subjectification (cf. Biesta 2009), the conversation between the fields have been very limited. In addition, in longitudinal studies of science identity development (such as ASPIRES, cf. Archer & DeWitt 2017), tracing students from a young age, very few will end of choosing higher science education. As indicated by our literary review, there is potential in letting science identities studies more directly inform didactic modelling. However, we agree with Wickman (2012) that it is essential that the models, while attending to the specificities of a certain educational content are not so detailed that they oversee the contingent aspects of every teacher’s situation. We suggest that a possible research design that does this would entail: 1) a targeted approach that collect large scale qualitative data from students from under-represented groups, 2) that thick, in-depth empirical data concerning such ‘unlikely’ science students is collected (e.g. through life-history interviews), to serve as a starting-point for 3) researchers and experienced teachers to collaboratively construct didactic models.

Acknowledgement

This work is funded by a research grant from the Swedish Research Council (dnr. 2018:4985).

References

Archer, L., & DeWitt, J. (2017). Understanding young people’s science aspirations. London: Routledge.

Archer, L., Dawson, E., DeWitt, J., Seakins, A. & Wong, B. (2015). ‘‘Science capital’’: A conceptual, methodological, and empirical argument for extending Bourdieusian notions of capital beyond the arts. Journal of Research in Science Teaching, 52(7), 922-948.

Biesta, G. (2009). Good education in an age of measurement: On the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation and Accountability, 22(1), 33-46.

Birmingham, D. & Barton, A.C. (2014). Putting on a green carnival: Youth taking educated action on socioscientific issues. Journal of Research in Science Teaching, 51(3), 286-314.

Börjesson, M., Broady, D., Dalberg, T. & Lidegran, I. (2016). Elite education in Sweden: A contradiction in terms? In Maxwell & Aggleton (Ed.), Elite education: International perspectives on the education of elites and the shaping of education systems (pp. 92-103). London: Routledge,.

Carlone, H. and Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187-1218.

Davis, K. (2008). Intersectionality as buzzword: A sociology of science perspective on what makes a feminist theory successful. Feminist Theory9(1), 67–85.

DeWitt, J., Archer, L. & Mau, A. (2016). Dimensions of science capital: exploring its potential for understanding students’ science participation. International Journal of Science Education, 38(16), 2431-2449.

Holland, D., Lachicotte, W.S., Skinner, D. & Cain, C. (1998). Figured worlds. Identity and agency in cultural worlds. Cambridge, Mass.: Harvard University Press.

Holmegaard, H.T., Ulriksen, L.M. & Madsen, L.M. (2014). The process of choosing what to study: A longitudinal study of upper secondary students' identity work when choosing higher education. Scandinavian Journal of Educational Research, 58(1), 21-40.

Lundqvist, E., Almqvist, J. & Östman, L. (2009). Epistemological norms and companion meanings in science classroom communication. Science Education, 93, 859-874.

Phoenix, A. (2006). Interrogating intersectionality: Productive ways of theorising multiple positioning. Kvinder, Køn & Forskning, 2-3, 21-30.

Wickman, P.-O. (2012). Using pragmatism to develop didactics in Sweden. Zeitschrift für Erziehungswissenschaft, 15(3), 483-501.

Wickman, P.-O. (2014). Teaching learning progressions: An international perspective. In Lederman & Abell (Ed.), Handbook of Research on Science Education (2nd edition) (pp. 145-163). Routledge: New York.

Keywords
Physics; Gender issues; Qualitative methods
National Category
Pedagogy
Research subject
Sociology of Education; Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-392089 (URN)
Conference
European Science Education Research Association 13th conference, Bologna, August 26-30, 2019.
Projects
FUSE
Funder
Swedish Research Council, 2018-04985
Note

 

Available from: 2019-08-28 Created: 2019-08-28 Last updated: 2019-09-06Bibliographically approved
Anderssson, K., Gullberg, A., Danielsson, A., Scantlebury, K. & Hussenius, A. (2019). Chafing borderlands: obstacles for science teaching and learning in preschool teacher education. Cultural Studies of Science Education
Open this publication in new window or tab >>Chafing borderlands: obstacles for science teaching and learning in preschool teacher education
Show others...
2019 (English)In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510Article in journal (Refereed) In press
Abstract [en]

This study examines preservice preschool teachers’ university science education experience.The empirical data are from a research and intervention project conducted on teacher education programs at two Swedish universities. We analyzed one of the assignments completed by 111 students within a science course as well as their conversations about the assignment at a number of seminars. We combined culture contrast and thematic analysis to examine the data. The results showed a tension between the preschool culture and the university science culture. We described this tension between the boundary lines of the two cultures as a chafing borderland. These cultures do not merge, and the defined boundaries cause chafing with each other. We discuss ways of diminishing this chafing of borderlands, potential border crossings such as caring and children as boundary objects and equalizing power imbalances.

Keywords
Culture contrast, preschool culture, preservice preschool teachers, science culture, teacher education
National Category
Didactics
Identifiers
urn:nbn:se:uu:diva-381509 (URN)10.1007/s11422-019-09934-x (DOI)
Projects
Challenging science teacher education: gender awareness in constructing knowledge of science and science teaching
Funder
Swedish Research Council, 721-2010-5156
Available from: 2019-04-10 Created: 2019-04-10 Last updated: 2019-05-10
Günther-Hanssen, A., Danielsson, A. & Anderssson, K. (2019). How does Gendering Matter in Preschool Science: Emergent Science, ‘Neutral’ Environments and Gendering Processes in Preschool. Gender and Education
Open this publication in new window or tab >>How does Gendering Matter in Preschool Science: Emergent Science, ‘Neutral’ Environments and Gendering Processes in Preschool
2019 (English)In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516Article in journal (Refereed) Epub ahead of print
Abstract [en]

his article explores gendered processes in preschool science through Barad’s agential realism [2007. Meeting the Universe Halfway. Quantum Physics of the Entanglement of Matter and Meaning. London: Duke Universal Press], and as such, the study makes both theoretical and empirical contributions in how it combines perspectives from emergent science [Siraj-Blatchford, J. 2001. Emergent Science and Technology in the Early Years.” Paper presented at the XXIII World Congress of OMEP. Santiago, Chile, August 3], new materialism, and gender theory. Empirically, the study makes use of data constructed during a field study in a Swedish preschool with five-year-old children. The focus of the field study was the children’s play and explorations together with the preschool environment, during activities not specifically guided by teachers. The analysis highlights how the children’s identities and scientific explorations are made possible as well as constrained together with the preschool’s material-discursive environment. As such, the study demonstrates how teachers cannot rely on any environment, activity, choice or subject content to be (gender) neutral.

Keywords
emergent science and technology; gender; preschool environment; material-discursive; knowing-in-being
National Category
Didactics Social Sciences
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-388480 (URN)10.1080/09540253.2019.1632809 (DOI)
Available from: 2019-07-01 Created: 2019-07-01 Last updated: 2019-08-16Bibliographically approved
Gonsalves, A. J., Silfver, E., Danielsson, A. & Berge, M. (2019). "It's not my dream, actually": Students' identity work across figured worlds of construction engineering in Sweden. International Journal of STEM education, 6, 1-17, Article ID 13.
Open this publication in new window or tab >>"It's not my dream, actually": Students' identity work across figured worlds of construction engineering in Sweden
2019 (English)In: International Journal of STEM education, E-ISSN 2196-7822, Vol. 6, p. 1-17, article id 13Article in journal (Refereed) Published
Abstract [en]

Background

Research in engineering education has pointed to the need for new engineers to develop a broader skill-set with an emphasis on “softer” social skills. However, there remains strong tensions in the identity work that engineers must engage in to balance the technical demands of the discipline with the new emphasis on heterogeneous skills (Faulkner, Social Studies of Science 37:331–356, 2007). This study explores how three unconventional students experience these tensions in the final year of their construction engineering program, and as they move in and out of workplace field experiences.

Results

Using a figured worlds framework (Holland et al., Identity and agency in cultural worlds, 1998), we explore the dominant subject positions for students in construction engineering classroom and workplaces in a 3-year Swedish engineering program. Results demonstrate that dominant subject positions for construction engineers can trouble students’ identity work as they move across classroom and workplace settings.

Conclusions

This study expands our knowledge of the complexity of students’ identity work across classroom and workplace settings. The emergence of classroom and workplace masculinities that shape the dominant subject positions available to students are shown to trouble the identity work that students engage in as they move across these learning spaces. We examine students’ identity strategies that contribute to their persistence through the field. Finally, we discuss implications for teaching and research in light of students’ movements across these educational contexts.

Keywords
Engineering, Masculinities, Identity, Heterogeneity
National Category
Didactics
Identifiers
urn:nbn:se:uu:diva-377551 (URN)10.1186/s40594-019-0165-4 (DOI)000464854700001 ()
Funder
Swedish Research Council
Available from: 2019-02-21 Created: 2019-02-21 Last updated: 2019-08-19Bibliographically approved
Larsson, J., Airey, J., Danielsson, A. & Lundqvist, E. (2018). A Fragmented Training Environment: Discourse Models in the Talk of Physics Teacher Educators. Research in science education
Open this publication in new window or tab >>A Fragmented Training Environment: Discourse Models in the Talk of Physics Teacher Educators
2018 (English)In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898Article in journal (Refereed) Epub ahead of print
Abstract [en]

This article reports the results of an empirical study exploring the discourses of physics teacher educators. We ask how the expressed understandings of a physics teacher education programme in the talk of teacher educators potentially support the identity construction of new teachers. Nine teacher educators from different sections of a physics teacher programme in Sweden were interviewed. The concept of discourse models was used to operationalise how the discourses of the teacher education programme potentially enable the performance of different physics teacher identities. The analysis resulted in the construction of four discourse models that could be seen to be both enabling and limiting the kinds of identity performances trainee physics teachers can enact. Knowledge of the models thus potentially empowers trainee physics teachers to understand the different goals of their educational programme and from there make informed choices about their own particular approach to becoming a professional physics teacher. We also suggest that for teacher educators, knowledge of the discourse models could facilitate making conscious, informed decisions about their own teaching practice.

Keywords
Teacher education, Physics, Discourse, Identity
National Category
Educational Sciences Physical Sciences Gender Studies
Research subject
Physics with specialization in Physics Education
Identifiers
urn:nbn:se:uu:diva-370078 (URN)10.1007/s11165-018-9793-9 (DOI)
Available from: 2018-12-18 Created: 2018-12-18 Last updated: 2018-12-19Bibliographically approved
Günther-Hanssen, A., Danielsson, A. & Anderssson, K. (2018). Emergent Science, ’Neutral’ Environments and Gendering Processes in Preschool. In: : . Paper presented at ECER,3-7 September, 2018 Bolzano, Italy.
Open this publication in new window or tab >>Emergent Science, ’Neutral’ Environments and Gendering Processes in Preschool
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:uu:diva-360263 (URN)
Conference
ECER,3-7 September, 2018 Bolzano, Italy
Available from: 2018-09-11 Created: 2018-09-11 Last updated: 2019-01-03Bibliographically approved
Danielsson, A., Silfver, E. & Berge, M. (2018). Engineering Identities: Affordances and Constraints of Different Methods for Exploring Engineering Students’ Identity Work. In: : . Paper presented at ECER,3-7 september, 2018 Bolzano, Italy.
Open this publication in new window or tab >>Engineering Identities: Affordances and Constraints of Different Methods for Exploring Engineering Students’ Identity Work
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:uu:diva-360258 (URN)
Conference
ECER,3-7 september, 2018 Bolzano, Italy
Available from: 2018-09-11 Created: 2018-09-11 Last updated: 2019-01-03Bibliographically approved
Berge, M., Danielsson, A., Gonsalves, A., Ingerman, Å., Ottemo, A., Rocksén, M. & Silfver, E. (2018). Ingenjörsskap i förändring: kunskaps- och identitetsperspektiv på projektarbete i ingenjörsutbildning. In: Resultatdialog 2018: (pp. 27-30). Stockholm: Vetenskapsrådet
Open this publication in new window or tab >>Ingenjörsskap i förändring: kunskaps- och identitetsperspektiv på projektarbete i ingenjörsutbildning
Show others...
2018 (Swedish)In: Resultatdialog 2018, Stockholm: Vetenskapsrådet , 2018, p. 27-30Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Vetenskapsrådet, 2018
National Category
Didactics
Identifiers
urn:nbn:se:uu:diva-371710 (URN)978-91-7307-374-5 (ISBN)
Funder
Swedish Research Council
Available from: 2018-12-27 Created: 2018-12-27 Last updated: 2019-04-01Bibliographically approved
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
Lidar, M., Berge, M. & Danielsson, A. (2018). Methodological considerations in the analysis of the co-production of knowledge and power in secondary school physics classrooms. In: : . Paper presented at ECER, 3-4 September, Bolzano, Italien.
Open this publication in new window or tab >>Methodological considerations in the analysis of the co-production of knowledge and power in secondary school physics classrooms
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:uu:diva-360256 (URN)
Conference
ECER, 3-4 September, Bolzano, Italien
Available from: 2018-09-11 Created: 2018-09-11 Last updated: 2019-01-04Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-3407-9007

Search in DiVA

Show all publications