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Gender Theory as a Tool for Analysing Science Teaching
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
Institutionen för pedagogik, didaktik och psykologi, Högskolan i Gävle.
2009 (English)In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 25, no 2, 336-343 p.Article in journal (Refereed) Published
Abstract [en]

This study examines to what extent experienced teachers are aware of gender issues in the science classroom. It also explores how an introduction to gender theory might alter this awareness. Teachers wrote their reflections about a real classroom situation. They were then asked to analyse the same situation after having read texts that discussed gender theory concepts. The fourteen teachers' understanding about gender and society were challenged. Some teachers were able to analyse the case differently by applying gender theory, others discussed the case on a more general level, while one teacher showed signs of resistance regarding gender theory.

Place, publisher, year, edition, pages
2009. Vol. 25, no 2, 336-343 p.
Keyword [en]
Awareness, Case method, Gender issues, In-service teacher education, Science education, Teaching methods
National Category
Gender Studies Didactics
Identifiers
URN: urn:nbn:se:uu:diva-123433DOI: 10.1016/j.tate.2008.09.011ISI: 000263852500014OAI: oai:DiVA.org:uu-123433DiVA: diva2:314052
Available from: 2010-04-27 Created: 2010-04-27 Last updated: 2017-12-12Bibliographically approved

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Hussenius, Anita

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