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  • 1.
    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.))
  • 2.
    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)
  • 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.
    Science faculty as teacher educators – a feminist perspective2016Conference paper (Refereed)
  • 4.
    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)
  • 5.
    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)
  • 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.
    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)
  • 7.
    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.

  • 8.
    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.

  • 9.
    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)
  • 10. 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)
  • 11.
    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)
  • 12.
    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)
  • 13.
    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)
  • 14. 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)
  • 15.
    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.))
  • 16.
    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)
  • 17.
    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.))
  • 18.
    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)
  • 19.
    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)
  • 20.
    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)
  • 21.
    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)
  • 22.
    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)
  • 23.
    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)
  • 24.
    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)
  • 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.
    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)
  • 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.
    Fysik, lärande och genus2010Conference paper (Other academic)
  • 27.
    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)
  • 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.
    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)
  • 29.
    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)
  • 30.
    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)
  • 31.
    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.

  • 32.
    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.))
  • 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.
    Physics students' identity formation, gender and social class2013Conference paper (Other academic)
  • 34.
    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)
  • 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.
    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)
  • 36.
    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)
  • 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.
    ”Themotherly role you got to step off”: Resistance to and renegotiation of gendered teacher discourses among pre-service primary teachers.2012Conference paper (Refereed)
  • 38.
    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)
  • 39.
    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)
  • 40.
    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.
    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.
    Scantlebury, Kathryn
    University of Delaware.
    Science = nature? An explorationof the places primary school student teachers associate with science2013Conference paper (Refereed)
  • 41.
    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.
    Anderssson, 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.
    Hussenius, Anita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Scantlebury, Kathryn
    University of Delaware.
    Where is Science? An Exploration of the Places Student Teachers Associate with Science Learning.2014Conference paper (Refereed)
  • 42.
    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.
    Anderssson, 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.
    Scantlebury, Kathryn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    “In biology class we would just sit indoors…”: Experiences of insideness and outsideness in the places student teachers’ associate with science2016In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 11, no 4, p. 1115-1134Article in journal (Refereed)
    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.

  • 43.
    Danielsson, Anna
    et al.
    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.
    Belanger-Champange, C.
    The physics student laboratory2008In: Workshop presented at the Crossing Perspectives on Gender and Physics Conference, Uppsala University, September, 2008Conference paper (Other academic)
  • 44.
    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.
    Berge, Maria
    Uppsala University. Umeå universitet.
    Lidar, Malena
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Knowledge and power in the technology classroom:: a framework for studying teachers and students in action2018In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 13, no 1, p. 163-184Article in journal (Refereed)
    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.

  • 45.
    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.
    Berge, Maria
    Umeå universitet.
    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.
    A bridge to understanding? An approach for analysing the construction of power/knowledge in a technology classroom.2014Conference paper (Refereed)
  • 46.
    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.
    Berge, Maria
    Umeå universitet.
    Lidar, Malena
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Svensson, Maria
    Göteborgs universitet.
    Östman, Leif
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Ingerman, Åke
    Göteborgs universitet.
    Power and Knowledge in the Technology Classroom: The Development and Illustration of a Conceptual Framework.2014Conference paper (Refereed)
    Abstract [en]

    This paper explores the constitution of power and knowledge in science and technology classrooms. A deepened examination of the teaching of science and technology is partly motivated by these subjects high status in society, how they portrayed as crucial both for the individual, in order to function in an increasingly technologically advanced society, and for the society at large, while finding it increasingly difficult to attract interest among the youth . In the Swedish context, where this research is carried out, it can further be noted that while the country is top-ranked on a number of equality indices and in general has a reputation that highlights its commitment to eradicating social inequalities, the labour market is still highly gender segregated and in university educations focused on the physical sciences and engineering men are substantially overrepresented (Nyström 2009, Alexandersson 2011). This somewhat paradoxical situation further motivates studies of how science and technology are constructed in and beyond the classroom in Sweden, since often cited reasons to women’s underrepresentation in science and technology in, for example, the U.S., such as the legislation regarding parental leave and the tenure clock (Rosser 2012), is much less applicable to the Swedish context. In our research project we take a particular interest in a period where research show that many students lose interest in science and technology, namely the last years of compulsory schooling (cf. Lindahl 2003, Archer et al. 2010). By a deepened exploration of how power and knowledge interrelate in moment-to-moment interactions in the classroom we therefore hope to provide some additional clues as to how micro-inequalities, adding up to patterns of exclusion in science and technology (Rosser 2012), occur in the classroom context.

    The aim of this paper is to develop and illustrate the use of a conceptual framework for exploring how power relations are constituted in the technology classroom – in terms of what Foucault (1982/2002) conceptualises as ‘actions upon actions’ (p. 340) – by the research questions:

    1)      How are teacher actions communicating how and what knowledge is privileged in the classroom?

    2)      How is this knowledge privileging establishing power relations, in terms of possibilities for student actions?

    The conceptual framework makes use of practical epistemological analysis (Wickman & Östman 2002) as an analytical tool for describing teacher actions that involves a privileging of a certain educational content. In short, practical epistemology is a description of what students and teachers use in action as relevant or irrelevant knowledge and appropriate ways to attain knowledge. In a practical epistemology analysis epistemology is understood as a result of human beings functional coordination with their environment. It explores how a conversation or other actions take a certain direction and continue in a specific way, i.e. explores how meaning making result in a more developed and specific repertoire of actions (Lidar et al. 2006).  In addition, our conceptual framework also utilises an adaptation of Brousseau’s (1997) concept ‘didactical contract’ that includes a Foucauldian conceptualisation of power. Central to Foucault’s conceptualization of power is the idea that power is exists in a net-work of micro powers, rather than being located in a few individuals and organisations (Foucault 1980:98). A key concept in Foucault’s theoretical build, in particular when applied to an educational context, is power/knowledge. This concept communicates the idea that power and knowledge are always intertwined and can never be separated: ’there is no power relation without the correlative constitution of a field of knowledge, nor any knowledge that does not presuppose and constitute at the same time power relations’ (Foucault 1977:27).

    Methodology or methods 400 words

    The empirical design relies on a purposive sampling of teachers and classrooms, documenting classroom activities using video recordings and field notes. This paper will illustrate the use of the conceptual framework, by an analysis of a case of three one-hour lessons in one Swedish technology classroom in grade 8. The topic of these lessons concerns ‘solid and stable constructions’ (The Swedish National Agency for Education 2011). The pupils work in smaller groups with construction of models of bridges, with certain specifications, a very common activity when working with this topic in Swedish classrooms. The lessons were video recorded, using multiple cameras. The analytical process was initiated by several viewings of the video recordings, in order to acquaint ourselves with the empirical material. Next, sequences judged to be of particular importance to our research question, i.e. sequences where to teacher interacted with the groups, were transcribed. The first stage of the analysis focused the actions initiated by the teacher, through the identification of epistemological moves (Lidar et al. 2006), such as instructional or confirming moves. The teacher’s actions were coded in relation to the students’ interaction, following how practical epistemological analysis considers interactions as a language game where people create meaning together. In a second stage, the analysis focuses on how the epistemological ‘moves’ are functional in constituting a ‘didactical contract’, that is ‘the (specific) set of behaviours of the teacher which are expected of the students and the set of behaviours of the student which are expected by the teacher’ (Brousseau & Warfield 1999:47). The understanding of classroom practices, regarding both content and form, as constituted reciprocally by teacher and students opens up for a parallel understanding of classroom power relations, as a relational phenomenon. Consequently, inspired by a Foucauldian conceptualization of power, we argue that power relations are, and must be, integral to the didactical contract. Gore (1995) has explored the potential of Foucault’s analysis of power for investigating pedagogical sites, in an empirical study of four such sites. In her work she makes use of eight techniques of power, distilled from Foucault’s work, in order to do demonstrate the micro-level workings of power. In this paper we apply Gore’s (1995) techniques of power as a way to operationalise the Foucauldian power perspective in our analysis.

    Conclusion, expected outcomes or findings 300 words

    The main outcome of the study is the development of a conceptual framework for analysing the simultaneous constitution of knowledge and power in the classroom. This framework utilises practical epistemological analysis (Lidar et al. 2006) as the means of describing teacher and student action, and then uses an adaptation of Brousseau’s didactical contract to deepen the exploration of how power and knowledge are co-constitutive. In particular, we see the integration of a Foucauldian perspective on power, drawing on the work of Gore (1995), into Brousseau’s (1997) notion of ‘didactical contract’ as a fruitful avenue for further theoretical development and empirical explorations. The paper will present the conceptual framework, and provide empirical illustrations of how a didactical contract is constituted. In doing so, we demonstrate how the epistemological moves contribute to frame the expected behaviour of students and teacher. To exemplify, as long as the teacher-student interactions continues in the expected way the didactical contract is largely invisible, and it is not until it someone is perceived – by the teacher – as violating it that it is made explicit. In the classroom we have observed, teacher utterances that explicitly name the didactical contract are surprisingly abundant. The teacher repeatedly brings didactical contract to the foreground, by signalling how knowledge ought to be constituted in this technology classroom, e.g. by not basing knowledge claims on ‘who is your friend’. In summary, we argue that an increased understanding of the processes of knowledge and power constitution, and the relationship between them, in the classroom is important in what it can tell us about conditions for different students for engaging with science and technology. The ultimate aim of the research is to inform the ways in which an increased engagement in science and technology of a more diverse student body may be encouraged.

    References

    Alexandersson, M. (2011). Equivalence and choice in combination: the Swedish dilemma. Oxford Review of Education, 37(2), 195–214. Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B. &Wong, B. (2010) "Doing" Science Versus "Being" a Scientist: Examining 10/11-Year-Old School children's Constructions of Science Through the Lens of Identity'. Science Education, 94(4),617-639. Brousseau, G. (1997). Theory of Didactical situations in mathematics 1970-1990, [Edited and translated M. Cooper, N. Balacheff, R. Sutherland and V. Warfield.] Dordrecht: Kluwer Academic Publishers. Brousseau G. & Warfield V.M. (1999). The case of Gaël. The study of a child with mathematical difficulties. The journal of mathematical behaviour, 18(1), 7-52. Foucault, M. (1977). Discipline and Punish: the birth of the prison. New York: Pantheon Books. Foucault, M. (1980). Two Lectures. In: Power/knowledge: selected interviews and other writings 1972-1977, ed. G. Gordon. New York: Pantheon Books. Foucault, M. (1982/2002). The subject and power. In: Essential Works of Foucault 1954-1984. Volume 3, Power, ed. D. Faubion, 326-348. London: Penguin Books. Gore, J. (1995). On the continuity of power relations in pedagogy. International Studies in Sociology of Education, 5(2), 165-188. Lidar, M., Lundqvist, E. & Östman, L. (2006). Teaching and learning in the science classroom. The interplay between teachers’ epistemological moves and students’ practical epistemology. Science Education, 90, 148-163. Lindahl, B. (2003). Lust att lära naturvetenskap och teknik? En longitudinell studie om vägen till gymnasiet. Ph.D. diss. Gothenburg University. Nyström, E. (2009). Teacher talk: producing, resisting and challenging discourses about the science classroom. Gender and Education, 21(6), 735–751. Rosser, S. V. (2012) Breaking into the Lab: Engineering Progress for Women in Science. New York: New York UP. The Swedish National Agency for Education (2011). Curriculum for the compulsory school, preschool class and the recreation centre. Downloaded February 1st 2014, from www.skolverket.se Wickman, P-O. & Östman, L. (2002). Learning as discourse change: a sociocultural mechanism. Science Education, 86, 601-623.

  • 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.
    Gonsalves, Allison
    University of Montreal.
    Pettersson, Helena
    Umeå universitet.
    Embodied Practices in the Physics Laboratory.2011Conference paper (Other academic)
  • 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.
    Götschel, Helene
    Scheich, Elvira
    Thörngren, Pia
    Wennergren, Staffan
    Crossing perspectives on gender and physics2008Conference paper (Other academic)
  • 49.
    Danielsson, Anna
    et al.
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. Physics didactics.
    Kung, Rebecca
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. Physics didactics.
    Linder, Cedric
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. Physics didactics.
    Female Physics Majors' Experiences of Doing University Laboratory Work.2005In: American Association of Physics Teachers Summer Meeting, Salt Lake City, Utah., 2005Conference paper (Other scientific)
  • 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.
    Lidar, Malena
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Berge, Maria
    Umeå universitet.
    The power within 'didactical contracts' of classroom teaching2015Conference paper (Refereed)
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