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  • 1.
    Andersson, Kristina
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Historisk-filosofiska fakulteten, Centrum för genusvetenskap.
    Chemistry for whom? Gender awareness in teaching and learning chemistry2017Ingår i: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 12, nr 2, s. 425-433Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Marie Stahl and Anita Hussenius have defined what discourses dominate national tests in chemistry for Grade 9 in Sweden by using feminist, critical didactic perspectives. This response seeks to expand the results in Stahl and Hussenius's article Chemistry inside an epistemological community box!-Discursive exclusions and inclusions in the Swedish national tests in chemistry, by using different facets of gender awareness. The first facet-Gender awareness in relations to the test designers' own conceptions- highlighted how the gender order where women are subordinated men becomes visible in the national tests as a consequence of the test designers internalized conceptions. The second facet-Gender awareness in relation to chemistry-discussed the hierarchy between discourses within chemistry. The third facet-Gender awareness in relation to students-problematized chemistry in relation to the students' identity formation. In summary, I suggest that the different discourses can open up new ways to interpret chemistry and perhaps dismantle the hegemonic chemistry discourse.

  • 2.
    Anderssson, Kristina
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Historisk-filosofiska fakulteten, Centrum för genusvetenskap.
    Gullberg, Annica
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Historisk-filosofiska fakulteten, Centrum för genusvetenskap.
    What is science in preschool and what do teachers have to know to empower the children?2014Ingår i: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 9, nr 2, s. 275-296Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Forskning om lärare som undervisar naturvetenskap för barn i unga år har i stor utsträckning fokuserat på dessa lärares bristande ämneskunskaper. Flera studier har också slagit fast att förskollärare och tidigare lärare har dåligt självförtroende vad gäller undervisning i naturvetenskap och många gör kopplingen att de bristande ämneskunskaperna är orsaken till det dåliga självförtroendet. Lösningen blir då att se till att lärarna får ökade ämneskunskaper. I den här artikeln vill vi diskutera syftet med naturvetenskap i förskolan och vilka ämnesdidaktiska kompetenser förskolläraren behöver för att kunna genomföra denna naturvetenskapliga verksamhet. Det empiriska materialet är hämtat från ett aktionsforskningsinspirerat projekt tillsammans med förskollärare och tidigare lärare(F-6). Vi utgår från en situation där barn tillsammans med förskollärare undersöker om olika föremål flyter eller sjunker i vatten och analyserar sedan denna situation med två olika epistemologiska utgångspunkter. Den första analysen tar avstamp i ett synsätt där utvecklande av begreppsförståelse och naturvetenskapligt tankesätt hos barn är det centrala målet för naturvetenskaplig undervisning. Genom denna analys framkommer att aktiviteten med barnen inte var så framgångsrik eftersom barnens naturvetenskapliga tänkande inte utvecklades; de lärde sig inte några nya begrepp utan till och med missförstod densitetsbegreppet. Den andra analysen utgår från att naturvetenskapen i sig inte är oproblematisk. Att ‘‘lära sig’’ naturvetenskap innefattar också att lära sig om den sociala praktiken, det språk och den kultur som råder där. Analys 2 visar att situationen har varit värdefull för barnens naturvetenskapliga kunnande; de har fått en erfarenhet av densitetsbegreppet som de senare kan bygga vidare på, erfarenheten var positiv och förstärktes av läraren; barnenupptäckte att de kan få makt över sitt eget lärande genom det experimenterande arbetssättet. Utifrån dessa resultat drar vi slutsatsen att det finns andra kompetenser än ämneskunskaper som också är relevanta för förskolläraren för att bedriva meningsfull naturvetenskaplig verksamhet. Tillsammans med det processinriktade arbetet med lärargruppen har fyra konkreta färdigheter kunnat identifieras: Uppmärksamma och använda sig av barns tidigare erfarenheter; Fånga det oväntade som inträffar i stunden; Ställa frågor som utmanar barnen och stimulerar till vidare undersökningar; Situerad närvaro. ‘‘Stannakvar’’ i situationen och lyssna på barnen och deras egna förklaringar. I artikeln diskuterar vi hur man genom att förstärka den här typen av ämnesdidaktiska kunskaper hos förskollärarna, och inte enbart fokusera på bristande ämneskunskap, kan arbeta sig bort från känslan av otillräcklighet och dåligt självförtroende inom de naturvetenskapliga ämnena.

  • 3.
    Anderssson, Kristina
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Historisk-filosofiska fakulteten, Centrum för genusvetenskap.
    Gullberg, Annica
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Historisk-filosofiska fakulteten, Centrum för genusvetenskap.
    Danielsson, Anna
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Historisk-filosofiska fakulteten, Centrum för genusvetenskap. Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Fysiska sektionen, Institutionen för fysik och astronomi, Fysikundervisningens didaktik. Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Scantlebury, Kathryn
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Historisk-filosofiska fakulteten, Centrum för genusvetenskap. University of Delaware.
    Hussenius, Anita
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Historisk-filosofiska fakulteten, Centrum för genusvetenskap.
    Chafing borderlands: obstacles for science teaching and learning in preschool teacher education2019Ingår i: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510Artikel i tidskrift (Refereegranskat)
    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.

  • 4.
    Bergwik, Staffan
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Historisk-filosofiska fakulteten, Institutionen för idé- och lärdomshistoria.
    The Historicity of the Physics Class: Enactments, Mimes and Imitation2014Ingår i: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 9, nr 2, s. 495-501Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This essay discusses Anna Danielsson’s article “In the physics class: university physics students’ enactments of class and gender in the context of laboratory work”. The situated co-construction of knowledge and identity forms the crucial vantage point and I argue that it is a point of intersection between the history of science and research in science education. The former can provide a valuable understanding of the historicity of learning science. I thus highlight the importance of knowledge as situated in time and space, for instance the importance of the historical division between “head and hand” clearly visible in the discourse of Danielsson’s informants. Moreover, the article discusses how identity is produced in specific knowledge contexts through repeated performances. The article closes by briefly suggesting analytical alternatives, in particular “belonging” and “imitation”. Both draw on post-structuralist ideas about the citational nature of identity. Belonging is created by citing and reinstating norms. Imitating knowledge, identity and norms is an issue that should be brought to the fore when we speak of education and training.

  • 5.
    Danielsson, Anna
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier. Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Historisk-filosofiska fakulteten, Centrum för genusvetenskap.
    In the physics class: University physics students’ enactment of class and gender in the context of laboratory work2014Ingår i: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 9, nr 2, s. 477-494Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article explores how the doing of social class and gender can intersect with the learning of science, through case studies of two male, working-class university students’ constitutions of identities as physics students. In doing so, I challenge the taken-for-granted notion that male physics students have an unproblematic relation to their chosen discipline, and nuance the picture of how working-class students relate to higher education by the explicit focus on one disciplinary culture. Working from the perspective of situated learning theory, the interviews with the two male students were analysed for how they negotiated the practice of the physics student laboratory and their own classed and gendered participation in this practice. By drawing on the heterogeneity of the practice of physics the two students were able to use the practical and technological aspects of physics as a gateway into the discipline. However, this is not to say that their participation in physics was completely frictionless. The students were both engaged in a continuous negotiation of how skills they had learned to value in the background may or may not be compatible with the ones they perceived to be valued in the university physicist community.

  • 6.
    Danielsson, Anna
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier. Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Historisk-filosofiska fakulteten, Centrum för genusvetenskap.
    Anderssson, Kristina
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Historisk-filosofiska fakulteten, Centrum för genusvetenskap.
    Gullberg, Annica
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Historisk-filosofiska fakulteten, Centrum för genusvetenskap.
    Hussénius, Anita
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Historisk-filosofiska fakulteten, Centrum för genusvetenskap.
    Scantlebury, Kathryn
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Historisk-filosofiska fakulteten, Centrum för genusvetenskap.
    “In biology class we would just sit indoors…”: Experiences of insideness and outsideness in the places student teachers’ associate with science2016Ingår i: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 11, nr 4, s. 1115-1134Artikel i tidskrift (Refereegranskat)
    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.

  • 7.
    Danielsson, Anna
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier. Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Historisk-filosofiska fakulteten, Centrum för genusvetenskap.
    Berge, Maria
    Uppsala universitet. Umeå universitet.
    Lidar, Malena
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Knowledge and power in the technology classroom:: a framework for studying teachers and students in action2018Ingår i: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 13, nr 1, s. 163-184Artikel i tidskrift (Refereegranskat)
    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.

  • 8.
    Danielsson, Anna
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier. Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Historisk-filosofiska fakulteten, Centrum för genusvetenskap.
    Lundin, Mattias
    Linnéuniversitet.
    Gender performativity in physics.: Affordances or only constraints?2014Ingår i: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 9, nr 2, s. 523-529Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this forum we engage in a dialogue with Allison Gonsalves’s paper ‘“Physics and the girly girl—there is a contradiction somewhere”: Doctoral students’ positioning around discourses of gender and competence in physics’. In her paper Gonsalves uses a sociocultural approach to examine women doctoral students’ stories about becoming physicists. In doing so her paper focuses on how discourses of masculinity and femininity can create available and unavailable positions for the women students. In this dialogue we do a parallel reading of two of the student narratives presented by Gonsalves, using Judith Butler’s (1990) concept of discursive agency as a means to more explicitly bring the affordances for women identity constitution offered by their localized physicist context to the fore, rather focusing on its, often more visible, constraints.

  • 9.
    Engström, Susanne
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Carlhed, Carina
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Different habitus – different strategies in teaching physics?: Relationships between teachers’ social, economic and cultural capital and strategies in teaching physics in upper secondary school2014Ingår i: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 9, nr 3, s. 699-728Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    With environmental awareness in the societies of today, political steering documents emphasize that all education should include sustainable development. But it seems to be others competing ideals for teaching physics, or why do the physics teachers teach as they do? Physics teachers in secondary school in Sweden have generally, been focused on facts and a strong link with scientific theories and concepts. In general, the curriculum sway the teaching, a standard text book in physics is used, the teaching is organized according to the book and the teacher deals with and demonstrates typical tasks on the whiteboard and group work is common for special issues related to tasks from the textbook or elaborating. The aim with this study is to analyze why physics teachers in upper secondary school choose to teach energy as they do. Data emerging from a questionnaire focused on indicators of the teachers' cultural and economic assets, or capital, according to the work of Pierre Bourdieu´s sociology. Especially his concept on life styles and habitus provide a tool for analysis. We focus on physics teachers' positions in the social space, dispositions and standpoints towards the ideal way to teach physics in upper secondary school (n=268). Our response rate is 29 % and due to the low response rate a non response bias analysis was made. In our analysis we primarily sought for groups, with a cluster analysis based on the teaching practice, revealed common features for both what and how they teach and three different teaching types emerged. Then we reconstructed the group habitus of the teachers by analyzing dispositions and standpoints and related those to the specific polarization of sacred values, that is struggles about the natural order (doxa) in the social space of science education, which is a part of and has boundaries to dominating fields like the natural sciences and the political fields (curriculum etc.). Three teacher-groups' habituses are described and analyzed; 1. The Manager of the

    Traditional, 2. The Challenger for Technology and 3. The Challenger for Citizenship. By constructing the habitus of the teachers in the different groups we can explain why teachers teach as they do and thereby make a contribution to both science education research and to teaching training, whereas reflective approach which also includes the individual dispositions and representations are paramount. In our paper we elaborate the grounds and implications of these findings further.

  • 10. Friis Johannsen, Bjørn
    et al.
    Østerberg Rump, Camilla
    Linder, Cedric
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Fysiska sektionen, Institutionen för fysik och astronomi, Fysikundervisningens didaktik.
    Penetrating a wall of introspection: a critical attrition analysis.2013Ingår i: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 8, nr 1, s. 87-115Artikel i tidskrift (Refereegranskat)
  • 11.
    Ho, Felix M.
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Kemiska sektionen, Institutionen för kemi - Ångström, Molekylär biomimetik.
    Reforms in pedagogy and the Confucian tradition: looking below the surface2018Ingår i: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 13, nr 1, s. 133-145Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This Forum article addresses some of the issues raised in the article by Ying-Syuan Huang and Anila Asghar's paper entitled: Science education reform in Confucian learning cultures: teachers' perspectives on policy and practice in Taiwan. An attempt is made to highlight the need for a more nuanced approach in considering the Confucian education tradition and its compatibility with education reforms. In particular, the article discusses issues concerning the historical development of the Confucian education tradition, challenges in reform implementation that are in reality tradition-independent, as well as opportunities and points of convergence that the Confucian education tradition presents that can in fact be favorable to implementation of reform-based pedagogies.

  • 12.
    Johansson, Anders
    et al.
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Fysiska sektionen, Institutionen för fysik och astronomi, Fysikundervisningens didaktik. Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Historisk-filosofiska fakulteten, Centrum för genusvetenskap.
    Andersson, Staffan
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Fysiska sektionen, Institutionen för fysik och astronomi, Fysikundervisningens didaktik.
    Salminen-Karlsson, Minna
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Historisk-filosofiska fakulteten, Centrum för genusvetenskap.
    Elmgren, Maja
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Kemiska sektionen, Institutionen för kemi - Ångström, Fysikalisk kemi.
    “Shut up and calculate”: the available discursive positions in quantum physics courses2018Ingår i: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 13, nr 1, s. 205-226Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Educating new generations of physicists is often seen as a matter of attracting good students, teaching them physics and making sure that they stay at the university. Sometimes, questions are also raised about what could be done to increase diversity in recruitment. Using a discursive perspective, in this study of three introductory quantum physics courses at two Swedish universities, we instead ask what it means to become a physicist, and whether certain ways of becoming a physicist and doing physics is privileged in this process. Asking the question of what discursive positions are made accessible to students, we use observations of lectures and problem solving sessions together with interviews with students to characterize the discourse in the courses. Many students seem to have high expectations for the quantum physics course and generally express that they appreciate the course more than other courses. Nevertheless, our analysis shows that the ways of being a “good quantum physics student” are limited by the dominating focus on calculating quantum physics in the courses. We argue that this could have negative consequences both for the education of future physicists and the discipline of physics itself, in that it may reproduce an instrumental “shut up and calculate”-culture of physics, as well as an elitist physics education. Additionally, many students who take the courses are not future physicists, and the limitation of discursive positions may also affect these students significantly.

  • 13.
    Lundqvist, Eva
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Almqvist, Jonas
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Östman, Leif
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Institutional traditions in teachers' manners of teaching2012Ingår i: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this article is to make a close case study of one teacher’s teaching in relation to established traditions within science education inSweden. The teacher’s manner of teaching is analysed with the help of an epistemological move analysis (EMA). The moves made by the teacher are then compared in a context of educational philosophy and selective tradition. In the analyses the focus is to study the process of teaching and learning in action in institutionalised and socially shared practices.

    The empirical material consists of video recordings of four lessons with the same group of students and the same teacher. The students are all in Year7 ina Swedish nine-year compulsory school. During these lessons the students work with a subject area called “Properties of materials”.

    The results show that the teacher makes a number of different moves with regard to how to proceed and come to a conclusion about what the substances are. Many of these moves are special in that they indicate that the students need to be able to handle the procedural level of school science. These moves do not deal directly with the knowledge production process, but with methodological aspects. The function of the moves turns the students’ attention from one source of knowledge to another. The moves are aimed at helping the students to help themselves, since it is through their own activity and their own thinking that learning takes place. This is characteristic in the teacher’s manner of teaching. When compared in a context of educational philosophy, this manner of teaching has similarities with progressentialism; a mixture of essentialism and progressivism. This educational philosophy is a central aspect of what is called the academic tradition - a selective tradition common in science education inSwedenbetween 1960-1990.

  • 14.
    Lundqvist, Eva
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Sund, Per
    Mälardalens högskola.
    Selective traditions in group discussions: Teachers’ views about good science and the possible obstacles when encountering a new topic2018Ingår i: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 13, nr 2, s. 353-370Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    There is an ongoing discussion about what content that should be taught in science education and there are different views among teachers about what represent good science content. However, teachers are not isolated individuals making their own interpretations, but are part of institutionalised systems building on patterns in the selection of teaching goals and content. Earlier research shows that teachers teach in alignment with different selective traditions, which can be understood as well-developed teaching habits. Individual teachers seem to develop their personal habits on the basis of the contextual situations created by earlier generations of teachers.

    In order to find out which content teachers find representative for science education, we

    asked nine teachers to take part in group interviews to talk about what they value as “good” science content. The participants were grouped according to their selective traditions expressed in earlier studies. The method was used to dynamically explore, challenge and highlight teachers’ views.

    The starting point for the group discussions is national tests in science. In Sweden, national

    tests in biology, physics and chemistry were introduced in secondary school science (Year 9) in 2009. One overarching aim of these tests is to support the implementation of the science curricula and to include for example knowledge about socio-scientific issues (SSI). The content of the tests can consequently be seen as important for teachers to consider.

    The findings show that ‘resistance’ to including SSI is not just an issue for individual

    teachers. As individuals teachers can create many kinds of obstacles, but still be interested in integrating SSI in their science teaching. However, in group discussions the teachers tend to collectively adopt the scientific rational discourse. This discourse is what joins them and creates their common identity as science teachers. In turn, they seek to free scientific knowledge from social knowledge and thereby make assessment easier.

  • 15.
    Rodéhn, Cecilia
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Historisk-filosofiska fakulteten, Centrum för genusvetenskap.
    Science centres, gender and learning2019Ingår i: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 14, nr 1, s. 157-167Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This forum article discusses learning and teaching in Science Centres in relation to gender. The starting point of this discussion is Eva Silfver’s paper “Gender performance in and out-of-school science contexts.” In response to this article I discuss the discourse of gender in research on Science Centres and museums. Moreover, the text touches on how learning in Science Centres and out-of-school contexts is presented in research. The paper also addresses research into educators working at Science Centres and museums as well as attitudes to the profession among staff at Science Centres and museums.

  • 16.
    Rudsberg, Karin
    et al.
    Orebro Univ, S-70182 Orebro, Sweden..
    Östman, Leif
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Aaro Östman, Elisabeth
    Uppsala Univ, S-75002 Uppsala, Sweden.
    Students' meaning making in classroom discussions: the importance of peer interaction2017Ingår i: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 2, nr 3, s. 709-738Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim is to investigate how encounters with peers affect an individual's meaning making in argumentation about socio-scientific issues, and how the individual's meaning making influences the argumentation at the collective level. The analysis is conducted using the analytical method ''transactional argumentation analysis'' (TAA) which enables in situ studies. TAA combines a transactional perspective on meaning making based on John Dewey's pragmatic philosophy with an argument analysis based on Toulmin's argument pattern. Here TAA is developed further to enable analysis that in detail clarifies the dynamic interplay between the individual and the collective-the intraand the inter-personal dimensions-and the result of this interplay in terms of meaning making and learning. The empirical material in this study consists of a video-recorded lesson in a Swedish upper secondary school. The results show that the analysed student is influenced by peers when construing arguments, and thereby acts on others' reasoning when making meaning. Further, the results show that most of the additions made by the analysed student are taken further by peers in the subsequent discussion. This study shows how an individual's earlier experiences, knowledge and thinking contribute to the collective meaning making in the classroom.

  • 17.
    Ståhl, Marie
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Historisk-filosofiska fakulteten, Centrum för genusvetenskap.
    Hussenius, Anita
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Historisk-filosofiska fakulteten, Centrum för genusvetenskap.
    Chemistry inside an epistemological community box!: Discursive exclusions and inclusions in Swedish National tests in Chemistry2017Ingår i: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 12, nr 2, s. 395-423Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study examined the Swedish national tests in chemistry for implicit andexplicit values. The chemistry subject is understudied compared to biology and physics andstudents view chemistry as their least interesting science subject. The Swedish nationalscience assessments aim to support equitable and fair evaluation of students, to concretizethe goals in the chemistry syllabus and to increase student achievement. Discourse andmultimodal analyses, based on feminist and critical didactic theories, were used to examinethe test’s norms and values. The results revealed that the chemistry discourse presented inthe tests showed a traditional view of science from the topics discussed (for example, oiland metal), in the way women, men and youth are portrayed, and how their scienceinterests are highlighted or neglected. An elitist view of science emerges from the test, withdistinct gender and age biases. Students could interpret these biases as a message that only‘‘the right type’’ of person may come into the chemistry epistemological community, thatis, into this special sociocultural group that harbours a common view about this knowledge.This perspective may have an impact on students’ achievement and thereby prevent supportfor an equitable and fair evaluation. Understanding the underlying evaluative meaningsthat come with science teaching is a question of democracy since it may affectstudents’ feelings of inclusion or exclusion. The norms and values harboured in the testswill also affect teaching since the teachers are given examples of how the goals in thesyllabus can be concretized.

  • 18.
    Ståhl, Marie
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Historisk-filosofiska fakulteten, Centrum för genusvetenskap.
    Hussénius, Anita
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Historisk-filosofiska fakulteten, Centrum för genusvetenskap.
    Chemistry in an Epistemological Community Box!: Discursive Exclusions and Inclusions in Swedish National Assessments in Chemistry.2016Ingår i: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study examined the Swedish national tests in chemistry for implicit andexplicit values. The chemistry subject is understudied compared to biology and physics andstudents view chemistry as their least interesting science subject. The Swedish nationalscience assessments aim to support equitable and fair evaluation of students, to concretizethe goals in the chemistry syllabus and to increase student achievement. Discourse andmultimodal analyses, based on feminist and critical didactic theories, were used to examinethe test’s norms and values. The results revealed that the chemistry discourse presented inthe tests showed a traditional view of science from the topics discussed (for example, oiland metal), in the way women, men and youth are portrayed, and how their scienceinterests are highlighted or neglected. An elitist view of science emerges from the test, withdistinct gender and age biases. Students could interpret these biases as a message that only‘‘the right type’’ of person may come into the chemistry epistemological community, thatis, into this special sociocultural group that harbours a common view about this knowledge.This perspective may have an impact on students’ achievement and thereby prevent supportfor an equitable and fair evaluation. Understanding the underlying evaluative meaningsthat come with science teaching is a question of democracy since it may affectstudents’ feelings of inclusion or exclusion. The norms and values harboured in the testswill also affect teaching since the teachers are given examples of how the goals in thesyllabus can be concretized.

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