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  • 1.
    Adams, Jennifer
    et al.
    University of Calgary.
    Avraamidou, Lucy
    University of Gronigen.
    Bayram-Jacobs, Dury
    Radboud University.
    Boujaoude, Saouma
    Bryan, Lynn
    Christodoulou, Andri
    Couso, Digna
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Dillon, Justin
    Erduran, Sibel
    Evagorou, Maria
    Goedhart, Martin
    Kang, Nam-Hwa
    Kaya, Ebru
    Kayumova, Shakhnoza
    Larsson, Johanna
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Martin, Sonya
    Martinez Chico, Maria
    Marzabal, Ainoa
    Savelsbergh, Elwin
    Siry, Christina
    van de Laar, Bart
    Wals, Arjen
    Wei, Bing
    Wilmes, Sara
    Zembal-Saul, Carla
    The Role of Science Education in a Changing World2018Report (Other academic)
  • 2.
    Andersson, Gabriella
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics.
    Martinson, I.
    Sorensen, S.
    Thörngren Engblom, Docent, P.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Nuclear and Particle Physics. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Wiesner, Karoline
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics.
    Kvinnor i fysik2004In: KOSMOSArticle in journal (Other (popular science, discussion, etc.))
  • 3.
    Andersson, Kristina
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Hussénius, Anita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Gullberg, Annica
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry.
    Engström, Susanne
    Kungliga Tekniska Högskolan.
    Blomqvist, Martha
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Scantlebury, Kathryn
    University of Delaware.
    Hasse, Cathrine
    DPU - Danmarks institut for Pædagogik og Uddannelse.
    In the borderland between academic disciplines and school science – feminist perspectives on science teacher education.2016Conference paper (Refereed)
  • 4.
    Andersson, Kristina
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Hussénius, Anita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Gullberg, Annica
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry.
    Engström, Susanne
    Kungliga Tekniska Högskolan.
    Blomqvist, Martha
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Scantlebury, Kathryn
    University of Delaware.
    Hasse, Cathrine
    DPU - Danmarks institut for Pædagogik og Uddannelse.
    Science faculty as teacher educators – a feminist perspective2016Conference paper (Refereed)
  • 5.
    Anderssson, Kristina
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Gullberg, Annica
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Hussenius, Anita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Chafing borderlands – pre-service teachers' meetings with different cultures in their education.2012Conference paper (Refereed)
  • 6.
    Anderssson, Kristina
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Gullberg, Annica
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Hussenius, Anita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Scantlebury, Kathryn
    University of Delaware.
    Critiquing science, thinking gender in science teacher education2014Conference paper (Refereed)
  • 7.
    Anderssson, Kristina
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Gullberg, Annica
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Scantlebury, Kathryn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research. University of Delaware.
    Hussenius, Anita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Chafing borderlands: obstacles for science teaching and learning in preschool teacher education2019In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510Article in journal (Refereed)
    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.

  • 8.
    Anderssson, Kristina
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Gullberg, Annica
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Hussenius, Anita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Scantlebury, Kathryn
    University of Delaware.
    Chafing borderlands – Student teachers' meeting with feminist critique in science courses2013Conference paper (Refereed)
  • 9.
    Anderssson, Kristina
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Hussenius, Anita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Gullberg, Annica
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström.
    Engström, Susanne
    KTH.
    Norström, Per
    Lärarutbildares naturvetenskap under lupp -: en studie i gränslandet mellan ämnesdiscipliner och skolämnen2019In: Resultatdialog 2019 / [ed] Vetenskapsrådet, Stockholm: Swedish Research Council, Vetenskapsrådet , 2019, p. 10-13Chapter in book (Other academic)
    Abstract [sv]

    Universitetslärare i biologi, fysik och kemi lägger ingen större vikt vid att det finns lärarstudenter bland eleverna och deras uppfattning om ämnesdidaktik är diffus. Ofta sätter instrumenttunga laboratorier osynliga ramar för vad som är legitimt att fokusera. Studenter med annat fokus riskerar att stötas ut. Kulturen på institutionerna gör att ämneslärarstudenter matas med budskap om att undervisning är något underordnat – vilket sannolikt påverkar deras syn på utbildningsval, självbild och framtida yrkesroll som specialister på just undervisning. Vi har studerat lärarutbildares syn på sina ämnen och hur denna manifesteras i utbildningen.

  • 10.
    Anderssson, Kristina
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Hussenius, Anita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Gullberg, Annica
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research. Högskolan i Gävle.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Scantlebury, Kathryn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research. University of Delaware.
    Chafing borderlands: Obstacles for Science Teaching and Learning in Teacher Education2014Conference paper (Refereed)
    Abstract [en]

    A major Western concern is that young people avoid science and technology programs. At various times, and in different countries, governments, funding agencies and businesses have made large investments in recruitment campaigns with the objective to increase students’ interest and attract new groups of students to these disciplines. In particular, girls and women have been the target group for many of these campaigns. The assumption is that if young people understood how exciting and interesting science is, they would choose these subjects. In other words, the problem is that young people "don’t understand what is best for their own good".  In addition, research has shown that primary and pre-school student teachers often feel alienated by science education (Appleton & Kindt 2002) and that it may be difficult for these students to reconcile the role of teacher of young children with the role of science teacher in their identity formation (Danielsson & Warwick 2012).

     

    However, feminist science educators suggest that students’ lack of interest is caused by character and image of the disciplines (Brickhouse 2001; Scantlebury 2012). Feminist philosophers’ of science have challenged the view of natural sciences as objective, and argue that knowledge production is human activities that are socially and culturally situated (Haraway 1988; Harding 1986). A noted problem with science is its elitist image. Science is portrayed as difficult and demanding, and as requiring a special talent from those who study or engage with the discipline. A feminist pedagogical stance is to visualize and discuss cultural, social, and historical dimensions of science. This has also proved advantageous for the acquiring of science content knowledge (Sible et al 2006). Therefore, we argue, that one important aspect of science teacher education is to problematize science (education), e.g. by including feminist critiques of science (Capobianco 2007; Mayberry 1998).

    In this paper we explore the impact of a feminist teaching intervention within teacher education, focusing on the research question: What occurs when students are situated in the encounter between feminist critique of natural sciences and teacher education? What kind of obstacles can be identified and how will these effect pre-service teachers’ pedagogy of science?

     

    The intervention, data collection and analysis

    In an ongoing research and intervention project we are studying how an increased awareness of gender issues in science and in science teaching among student teachers influences their identities as teachers, and their teaching of science. We have followed a cohort of approximately 120 pre-service teachers (early years to lower secondary) from two universities in Sweden, through their first year of science courses. As an integral part of these science courses our intervention has introduced critical perspectives on gender and science as related to the culture of science and a feminist critique of the sciences. The project as a whole is framed theoretically by Hirdman's (1990) and Harding's (1986) theories of gender order in society, where gender is constituted on different levels: the structural, the symbolic and the individual (Harding 1986; Hirdman 1990; Rubin 1975). Hirdman (1990) describes this pattern from two perspectives: first, the separation of the two sexes and second, the superior status of the male standard. The formation of gender consolidates differences between the sexes and the female gender is always subordinate the male one, independent of status, class, time, and space.

  • 11. Andrée, Maria
    et al.
    Arvola-Orlander, Auli
    Berge, Maria
    Umeå universitet.
    Caiman, Cecilia
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Grande, Virginia
    Günter, Katerina
    Günther-Hanssen, Anna
    von Hausswolff, Kristina
    Jobér, Anna
    Johansson, Anders
    Nyström, Anne-Sofie
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Ottemo, Andreas
    Palmer, Anna
    Peters, Ann-Kathrine
    Planting-Bergloo, Sara
    Silfver, Eva
    Umeå universitet.
    Ståhl, Marie
    Sumpter, Lovisa
    Social justice in science, technology, engineering and mathematics education: Establishing a platform for conversation2019Conference paper (Refereed)
  • 12.
    Berge, Maria
    et al.
    Chalmers Tekniska Högskola.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Characterising Learning Interactions: A Study of University Students Solving Physics Problems in Groups2013In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 43, no 3, p. 1177-1196Article in journal (Refereed)
    Abstract [en]

    The purpose of this article is to explore how a group of four university physics students addressed mechanics problems, in terms of student direction of attention, problem solving strategies and their establishment of and ways of interacting. Adapted from positioning theory, the concepts ‘positioning’ and ‘storyline’ are used to describe and to analyse student interaction. Focused on how the students position the physics problems, themselves, and each other, the analyses produced five different storylines. The dominant storyline deals with how the students handled the problem solving, whilst two other storylines characterise alternative ways of handling the physics problems, whereas the two remaining storylines are concerned with how students positioned themselves and others—as either funny and/or knowledgeable physics students—and constitute different aspects of the physics community. Finally, the storylines are discussed in relation to the pedagogical situation, with recommendations made for teaching practice and future research.

  • 13.
    Berge, Maria
    et al.
    Chalmers Tekniska Högskola.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Characterizing group work in science in higher education Storylines in the local and the global context.2010Conference paper (Refereed)
  • 14. Berge, Maria
    et al.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    The storylines of learning physics in groups: perspectives on becoming a physicist2008In: Paper presented at Higher Education Close-up 4 Conference, Cape Town, South Africa, June., 2008Conference paper (Refereed)
  • 15.
    Berge, Maria
    et al.
    Umeå universitet.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Gonsalves, Allison
    McGill University.
    Ingerman, Åke
    Göteborgs universitet.
    Ottemo, Andreas
    Göteborgs universitet.
    Rocksén, Miranda
    Göteborgs universitet.
    Silfver, Eva
    Umeå universitet.
    Ingenjörsskap i förändring: kunskaps- och identitetsperspektiv på projektarbete i ingenjörsutbildning2018In: Resultatdialog 2018, Stockholm: Vetenskapsrådet , 2018, p. 27-30Chapter in book (Other academic)
  • 16.
    Berge, Maria
    et al.
    Chalmers Tekniska Högskola.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Ingerman, Åke
    Göteborgs universitet.
    Different stories of group work: Exploring problem solving in engineering education2012In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 8, no 1, p. 3-16Article in journal (Refereed)
  • 17.
    Berge, Maria
    et al.
    Umeå universitet.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Lidar, Malena
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Ingerman, Åke
    Göteborgs universitet.
    Östman, Leif
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Svensson, Maria
    Göteborgs universitet.
    Constructions of power and knowledge in the technology classroom2014Conference paper (Refereed)
  • 18.
    Berge, Maria
    et al.
    Umeå universitet.
    Ingerman, Åke
    Göteborgs universitet.
    Silfver, Eva
    Umeå universitet.
    Danielsson, Anna
    King's College London.
    Searching for a viable approach to project work in engineering education2017Conference paper (Refereed)
  • 19.
    Berge, Maria
    et al.
    Umeå University.
    Lidar, Malena
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Powerful Stories in the Physics Classroom2016Conference paper (Refereed)
  • 20.
    Berge, Maria
    et al.
    Umeå universitet.
    Lidar, Malena
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Danielsson, Anna
    King's College London.
    Powerful Stories in the Physics Classroom2017Conference paper (Refereed)
  • 21.
    Berge, Maria
    et al.
    Umeå universitet.
    Lidar, Malena
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Storylines in the physics teaching content of an upper secondary school classroomIn: Research in Science & Technological Education, ISSN 0263-5143, E-ISSN 1470-1138Article in journal (Refereed)
  • 22. Berge, Maria
    et al.
    Lidar, Malena
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    The power within the 'didactical contract': An exploration of questions in science and technology classrooms2015Conference paper (Refereed)
  • 23.
    Berge, Maria
    et al.
    Umea Univ, Dept Sci & Math Educ, Umea, Sweden.
    Silfver, Eva
    Umea Univ, Dept Educ, Umea, Sweden.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Kings Coll London, Sch Educ Commun & Soc, London, England.
    In search of the new engineer: gender, age, and social class in information about engineering education2019In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 44, no 5, p. 650-665Article in journal (Refereed)
    Abstract [en]

    It is widely argued that engineering education needs to change in order to attract new groups of students and provide students with knowledge appropriate for the future society. In this paper we, therefore, investigate and analyse Swedish universities? websites, focusing on what characteristics are brought to the fore as important for tomorrow?s engineers. The data consist of text and pictures/photos from nine different Engineering Mechanics programme websites. Using a critical discourse analysis approach, we identify three societal discourses concerning ?technological progression?, ?sustainability?, and ?neoliberal ideals?, evident in the websites. These discourses make certain engineering identities possible, that we have labelled: traditional, contemporary, responsible, and self-made engineer. Our analysis shows that universities? efforts to diversify students? participation in engineering education simultaneously reveal stereotypical norms concerning gender and age. We also argue that strong neoliberal notions about the self-made engineer can derail awareness of a gendered, classed, and racialized society.

    Download full text (pdf)
    fulltext
  • 24.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Att bli fysiker – eller inte2009In: Tentakel - en nättidning från vetenskapsrådet, ämnesrådet för naturvetenskap och teknikvetenskap, no 6Article in journal (Other (popular science, discussion, etc.))
  • 25.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Att lära sig bli fysiker: en könad process2008In: Paper presented at the Nätverk och Utveckling 2008 Lärande i en ny tid - samtal om undervisning i högre utbildning Conference, Kalmar, Sweden, 7-9 May., 2008Conference paper (Refereed)
  • 26.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Caring for physics?2011Conference paper (Other (popular science, discussion, etc.))
  • 27.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Caring for physics? Gender perspectives on primary school student teachers’ constitutions of identities as teachers of science.2011Conference paper (Refereed)
  • 28.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Characterising the practice of physics as enacted in university student laboratories using 'Discourse models' as an analytical tool.2011In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 7, no 2, p. 219-231Article in journal (Refereed)
  • 29.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Doing gender in the physics student laboratory2010Conference paper (Other academic)
  • 30.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Doing Gender in the Physics Student Laboratory2010Conference paper (Other academic)
  • 31.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Doing Physics – Doing Gender: A PhD thesis in physics education research2009In: Paper presented at the Gender and Education Association International Conference, University of London, 25-27 March., 2009Conference paper (Refereed)
  • 32.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Elementary teachers’ constitution of identities as teachers of physics2010Conference paper (Refereed)
  • 33.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Exploring woman university physics students ‘doing gender’ and ‘doing physics’2012In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 24, no 1, p. 25-40Article in journal (Refereed)
  • 34.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Feminist and anti-oppressive strategies in: the physics laboratory?2009In: Workshop presented at the Challenging education: Feminist and anti-oppressive strategies in teaching and learning, the first Nordic conference on feminist pedagogies, Vaksalaskolan, Uppsala, 14-16 June., 2009Conference paper (Other academic)
  • 35.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Fysik, lärande och genus2010Conference paper (Other academic)
  • 36.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Fysikdidaktik i praktiken: Lärarinspiration från en fysikdidaktisk avhandling2009Conference paper (Refereed)
  • 37.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Gender in physics education research: A review and a look forward2010In: Never mind the gap! Gendering science in transgressive encounters / [ed] Blomqvist M. & Lindsmyr, E., Centre for Gender Research , 2010Chapter in book (Other academic)
  • 38.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy.
    Gender in the student laboratory. An exploration of physics students' experiences of doing laboratory work in university physics.2005Conference paper (Refereed)
  • 39.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Genusmedveten laborationsundervisning i fysik2008In: Genus och naturvetenskaplig undervisning Workshop, Uppsala University, October, 2008Conference paper (Other academic)
  • 40.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    In the physics class: University physics students’ enactment of class and gender in the context of laboratory work2014In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 9, no 2, p. 477-494Article in journal (Refereed)
    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.

  • 41.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Kvinnliga fysikstudenter tar avstånd från femininitet.2007In: Fysikaktuellt, ISSN 0283-9148, Vol. Maj, no 2, p. 10-Article in journal (Other (popular science, discussion, etc.))
  • 42.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Physics students' identity formation, gender and social class2013Conference paper (Other academic)
  • 43.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Science for whom?: Case studies of two male primary school student teachers’ constructions of themselves as teachers of science2013In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 9, no 2, p. 145-155Article in journal (Refereed)
  • 44.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Teacher education and cultural literacy of science.2015In: Nurturing the rich teaching and learning of science / [ed] Anne Bowker, Wai Yi Feng and Judith Hillier, Springer, 2015Chapter in book (Other academic)
  • 45.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    The gendered doing of physics: a conceptual framework and its application for exploring undergraduate physics students' identity formation in relation to laboratory work2007Licentiate thesis, monograph (Other scientific)
    Download full text (pdf)
    FULLTEXT01
  • 46.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    ”Themotherly role you got to step off”: Resistance to and renegotiation of gendered teacher discourses among pre-service primary teachers.2012Conference paper (Refereed)
  • 47.
    Danielsson, Anna
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Andersson, Kristina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Gullberg, Annica
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Hussénius, Anita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Challenging primary student teachers’ conceptions of gender and science: The initial phases of a research and intervention project2012Conference paper (Refereed)
  • 48.
    Danielsson, Anna
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Andersson, Kristina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Gullberg, Annica
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Hussénius, Anita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Introducing science faculty to feminist pedagogical practices.2013Conference paper (Refereed)
  • 49.
    Danielsson, Anna
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Andersson, Kristina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Gullberg, Annica
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Hussénius, Anita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Naturvetenskap för yngre barn – kunskapsinnehåll i lärarstudenters beskrivningar av sin framtida undervisning2017In: Högre Utbildning, ISSN 2000-7558, E-ISSN 2000-7558Article in journal (Refereed)
  • 50.
    Danielsson, Anna
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Andersson, Kristina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Gullberg, Annica
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Hussénius, Anita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Naturvetenskap för yngre barn – vilket kunskapsinnehåll (o)synliggörs i lärarstudenters beskrivningar av sin framtida undervisning.2018In: Högre Utbildning, ISSN 2000-7558, E-ISSN 2000-7558, Vol. 8, no 1, p. 1-13Article in journal (Refereed)
123 1 - 50 of 142
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