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  • 51.
    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)
  • 52.
    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)
  • 53.
    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)
  • 54.
    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.
    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.
    Studying Power and Knowledge in the Technology Classroom: Towards a Conceptual Framework.2014Conference paper (Refereed)
    Abstract [en]

    This paper reports on an empirical exploration of the constitution of power and knowledge in science and technology (S&T) classrooms. A deepened examination of the teaching of S&T is partly motivated by high status of these subjects in society, how they are 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. 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. Furthermore, it also utilises an adaptation of Brousseau’s (1997) concept ‘didactical contract’ that includes a Foucauldian conceptualisation of power. The empirical design relies on a purposive sampling of classrooms, documenting classroom activities using video recordings. This paper will illustrate the use of the conceptual framework, by an analysis of a case of three lessons in one Swedish technology classroom in grade 8. The topic of these lessons concerns solid and stable constructions. The pupils work in smaller groups with construction of bridges, a very common activity when working with this topic in Swedish classrooms. The first stage of the analysis focuses the actions initiated by the teacher, through the identification of epistemological moves (Lidar et al. 2006), such as instructional or confirming moves. In a second stage, the analysis focuses on how these ‘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, p. 47). In summary, we argue that the investigation of how power and knowledge interrelate in moment-to-moment interactions in the classroom may provide additional clues to how micro-inequalities, adding up to patterns of exclusion in S&T (Rosser 2012), occur in the classroom context. 

  • 55.
    Danielsson, Anna
    et al.
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. Fysikens didaktik.
    Linder, Cedric
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. Fysikens didaktik.
    Doing physics/doing gender: The gendered identity formation of physics students in relation to laboratory work.2007In: Gender and Education Association Conference, Dublin, 2007Conference paper (Refereed)
  • 56.
    Danielsson, Anna
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy.
    Gender in the student laboratory.2006Conference paper (Refereed)
  • 57.
    Danielsson, Anna
    et al.
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. Fysikens didaktik.
    Linder, Cedric
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. Fysikens didaktik.
    Gendered identities in the physics student laboratory.2006In: The Gender and Science and Technology 12th International Conference, Brighton, England., 2006Conference paper (Refereed)
  • 58.
    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.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Learning in physics by doing laboratory work: towards a new conceptual framework2009In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 21, no 2, p. 129-144Article in journal (Refereed)
    Abstract [en]

    Drawing on a study that explores university students' experiences of doing laboratory work in physics, this article outlines a proposed conceptual framework for extending the exploration of the gendered experience of learning. In this framework situated cognition and post-structural gender theory are merged together. By drawing on data that aim at exploring the gendered experience of learning in physics in the laboratory setting, a case is made for the proposed conceptual framework to facilitate an analysis of gender as an active process that relates the dynamics of this process to the emerging physicist identities of the students. In other words, this framework allows for an analysis of the gendered learning experiences in a context such as physics education that goes well beyond the usual 'women-friendly' teaching approaches.

  • 59.
    Danielsson, Anna
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy.
    Lippmann Kung, Rebecca
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy.
    Female physics majors' experiences of doing university laboratory work2005Conference paper (Refereed)
  • 60.
    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.
    Lundin, Mattias
    Linnéuniversitet.
    Gender performativity in physics.: Affordances or only constraints?2014In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 9, no 2, p. 523-529Article in journal (Refereed)
    Abstract [en]

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

  • 61.
    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.
    Martinsson, I.
    Anna Beckman och hennes vetenskapliga gärning2006In: KOSMOSArticle in journal (Other (popular science, discussion, etc.))
  • 62.
    Danielsson, Anna
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Silfver, Eva
    Umeå universitet.
    Berge, Maria
    Umeå universitet.
    Engineering Identities: Affordances and Constraints of Different Methods for Exploring Engineering Students’ Identity Work2018Conference paper (Refereed)
  • 63.
    Danielsson, Anna T.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Breaking into the Lab. Engineering Progress for Women in Science2013In: Women's Studies: International Forum, ISSN 0277-5395, E-ISSN 1879-243X, Vol. 38, p. 147-147Article, book review (Other academic)
  • 64.
    Danielsson, Anna T
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science.
    Doing Physics - Doing Gender: An Exploration of Physics Students' Identity Constitution in the Context of Laboratory Work2009Doctoral thesis, monograph (Other academic)
    Abstract [en]

    In Sweden today women are greatly under-represented within university physics and the discipline of physics is also symbolically associated with men and masculinity. This motivates in-depth investigations of issues of physics, learning and gender.

    This thesis explores how physics students' simultaneously constitute the practice of physics as enacted in student and research laboratories and their physicist identities in relation to this practice. In particular, it focuses on how these constitutions can be understood as gendered. Previously, physics education research has often limited 'gender perspective' to focusing on comparisons between man and woman students, whereas this study conceptualises gender as an aspect of social identity constitution. A point of departure for the thesis is the theoretical framework which combines situated learning theory and post-structural gender theory. This framework allows for a simultaneous analysis of how students 'do physics' and 'do gender', thereby making a theoretical contribution to physics education research.

    In the empirical study twenty-two undergraduate and graduate physics students were interviewed about their physics studies, with a particular focus on laboratory work.

    The analytical outcomes of the study illustrate a wide variety of possible identity constitutions and possible ways of constituting the physicist community of practice. For example, the students expressed conflicting interpretations of what are suitable practices in the student laboratory in terms of the value of practical versus analytical skills. The boundaries of the physicist community of practice are constituted in relation to, for example, other disciplines, interdisciplinary practices and a traditional femininity practice. Thus, the thesis demonstrates the complexity in physics students gendered negotiations of what it can mean to be a physicist.

    The ambition of the thesis is further to promote discussions about gender and physics, by engaging readers in critical reflections about the practice of physics, and, thus, to inform the teaching practice of physics.

  • 65.
    Danielsson, Anna T.
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Warwick, Paul
    'You Have to Give Them Some Science Facts': Primary Student Teachers' Early Negotiations of Teacher Identities in the Intersections of Discourses About Science Teaching and About Primary Teaching2014In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 44, no 2, p. 289-305Article in journal (Refereed)
    Abstract [en]

    In the broadest sense, the goal for primary science teacher education could be described as preparing these teachers to teach for scientific literacy. Our starting point is that making such science teaching accessible and desirable for future primary science teachers is dependent not only on their science knowledge and self-confidence, but also on a whole range of interrelated sociocultural factors. This paper aims to explore how intersections between different Discourses about primary teaching and about science teaching are evidenced in primary school student teachers' talk about becoming teachers. The study is founded in a conceptualisation of learning as a process of social participation. The conceptual framework is crafted around two key concepts: Discourse (Gee 2005) and identity (Paechter, Women's Studies International Forum, 26(1):69-77, 2007). Empirically, the paper utilises semi-structured interviews with 11 primary student teachers enrolled in a 1-year Postgraduate Certificate of Education course. The analysis draws on five previously identified teacher Discourses: 'Teaching science through inquiry', 'Traditional science teacher', 'Traditional primary teacher', 'Teacher as classroom authority', and 'Primary teacher as a role model' (Danielsson and Warwick, International Journal of Science Education, 2013). It explores how the student teachers, at an early stage in their course, are starting to intersect these Discourses to negotiate their emerging identities as primary science teachers.

  • 66.
    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. Univ Cambridge, Fac Educ, Cambridge CB2 8PQ, England.
    Warwick, Paul
    Univ Cambridge, Fac Educ, Cambridge CB2 8PQ, England.
    ‘All we did was things like forces and motion…’: multiple Discourses in the development of primary science teachers2014In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 36, no 1, p. 103-128Article in journal (Refereed)
    Abstract [en]

    Previous research has highlighted challenges associated with embracing an inquiry approach to science teaching for primary teachers, often associating these challenges with insecurity linked to the lack of content knowledge. We argue that in order to understand the extent to which primary student teachers are able to embrace science teaching informed by scientific literacy for all, it is important to take into account various, sometimes competing, science teacher and primary teacher Discourses. The aim of this paper is to explore how such Discourses are constituted in the context of learning to teach during a 1-year university-based Post Graduate Certificate of Education course. The empirical data consist of semi-structured interviews with 11 student teachers. The analysis identifies 5 teacher Discourses and we argue that these can help us to better understand some of the tensions involved in becoming a primary teacher with a responsibility for teaching science: for example, in terms of the interplay between the student teachers' own educational biographies and institutionally sanctioned Discourses. One conclusion is that student teachers' willingness and ability to embrace a Discourse of science education, informed by the aim of scientific literacy for all, may be every bit as constrained by their experience of learning science through ‘traditional schooling’ as it is by their confidence with respect to their own subject knowledge. The 5 Discourses, with their complex interrelations, raise questions about which identity positions are available to students in the intersections of the Discourses and which identity positions teacher educators may seek to make available for their students.

  • 67.
    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.
    Warwick, Paul
    University of Cambridge.
    Becoming a primary science teacher? Primary student teachers' negotiations of teacher identities in the intersections of Discourses about science teaching and about primary teaching.2012Conference paper (Refereed)
  • 68.
    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.
    Warwick, Paul
    Faculty of Education, University of Cambridge.
    Gee’s Discourse analysis as a way of approaching the constitution of primary science teacher identities2015In: Studying Science Teacher Identity: Theoretical Perspectives, Methodological Approaches and Empirical Findings / [ed] Lucy Avraamidou and Wolff-Michael Roth, Sense Publishers, 2015Chapter in book (Refereed)
  • 69.
    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.
    WIksten Folkeryd, Jenny
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Berge, Maria
    Umeå University.
    Lidar, Malena
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Scientific Norms And Evaluative Language Use – A Lesson Example From Grade 9 (Physics)2016Conference paper (Refereed)
  • 70.
    Edvardsson, D.
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy.
    Karlsson, Leif
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy.
    Eland, J.H.D.
    University of Oxford.
    An experimental and theoretical investigation fo the valence double photoionisation of the iodine molecule2006In: Chemical Physics, ISSN 0301-0104, E-ISSN 1873-4421, Vol. 324, no 2-3, p. 674-678Article in journal (Refereed)
  • 71.
    Edvardsson, D.
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy.
    Karlsson, Leif
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy.
    Eland, J.H.D.
    University of Oxford.
    An experimental and theoretical investigation of the valence double photoionisation of the ICl molecule2007In: Chemical Physics, ISSN 0301-0104, E-ISSN 1873-4421, Vol. 332, no 2-3, p. 249-254Article in journal (Refereed)
  • 72.
    Engström, Susanne
    et al.
    KTH.
    Norström, Per
    KTH.
    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.
    Universitetsundervisning i fysik för blivande ämneslärare –: Bourdieus symboliska kapital som lins2018Conference paper (Refereed)
  • 73.
    Gonsalves, Allison J.
    et al.
    McGill University.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Pettersson, Helena
    Umeå universitet.
    Masculinities and experimental practices in physics: The view from three case studies2016In: Physical Review Special Topics : Physics Education Research, ISSN 1554-9178, E-ISSN 1554-9178, Vol. 12, article id 020120Article in journal (Refereed)
    Abstract [en]

    This article analyzes masculinity and experimental practices within three different physics communities. This work is premised on the understanding that the discipline of physics is not only dominated by men, but also is laden with masculine connotations on a symbolical level, and that this limited and limiting construction of physics has made it difficult for many women to find a place in the discipline. Consequently, we argue that in order to further the understanding of gender dynamics within physics communities and enrich the current understandings about the lack of women in physics, perspectives from masculinity studies are crucial. The article draws on three different ethnographic case studies dealing with undergraduate students, graduate students, and research scientists.

  • 74.
    Gonsalves, Allison J.
    et al.
    McGill University.
    Silfver, Eva
    Umeå universitet.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Berge, Maria
    Umeå universitet.
    "It's not my dream, actually": Students' identity work across figured worlds of construction engineering in Sweden2019In: International Journal of STEM education, E-ISSN 2196-7822, Vol. 6, p. 1-17, article id 13Article in journal (Refereed)
    Abstract [en]

    Background

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

    Results

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

    Conclusions

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

  • 75.
    Gullberg, Annica
    et al.
    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.
    Hussénius, 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.
    Does gender matter?: Preschool student teachers’ perspectives on gender, their teaching role and children2013Conference paper (Refereed)
  • 76.
    Gullberg, Annica
    et al.
    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.
    Hussénius, 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.
    Kan en individualiserad barnsyn försämra barns möjlighet att lära sig naturvetenskap?2012Conference paper (Refereed)
  • 77.
    Gullberg, Annica
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research. Högskolan i Gävle.
    Andersson, Kristina
    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.
    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.
    Can the ambition to individualize pedagogy limit the children in pre-school?2014Conference paper (Refereed)
  • 78.
    Gullberg, Annica
    et al.
    Högskolan i Gävle.
    Andersson, Kristina
    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.
    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 Delware.
    Gender Knowledge as an Important but Neglected Aspect of Pedagogy of Science2014Conference paper (Refereed)
  • 79.
    Gullberg, Annica
    et al.
    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.
    Hussénius, 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.
    How gender awareness affects pre-service teachers’ teaching knowledge in science and technology.2013Conference paper (Refereed)
  • 80.
    Gullberg, Annica
    et al.
    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.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Scantlebury, Kathryn
    Department of Chemistry and Biochemistry, University of Delaware, Newark, USA.
    Hussenius, Anita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Pre-service teachers' views of the child: Reproducing or challenging gender stereotypes in science in preschool2018In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 48, no 4, p. 691-715Article in journal (Refereed)
    Abstract [en]

    We report how 47 pre-service teachers during their preschool placement in Sweden identify events related to gender and emerging science. We analysed their reflections on the situations with Gee’s Discourse analysis. Two dominant discourse models were identified: the Discourse Construare, where pre-service teachers assumed that children have potential interests in a variety of subjects, and the Discourse Essentia, where children were regarded to have a stable core identity. In the latter discourse, the pre-service teachers’ task would be to encourage the children to be who they are. The analysis found a connection between pre-service teachers’ views of the child and whether gender stereotypes were reproduced or counteracted. The Discourse Essentia is in conflict with the goal in the Swedish national curriculum that all children should learn science.  We discuss how the different discourses affect whether children are stimulated or inhibited in their emerging science activities and interests. Based on the results from an analysis of answers reflecting the Discourse Construare, we have designed a model illustrating a process for gender-aware teaching.

  • 81.
    Gullberg, Annica
    et al.
    Högskolan i Gävle.
    Anderssson, Kristina
    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.
    Can the Ambition with Individualize Pedagogy Limit the Children in Pre-school?2014Conference paper (Refereed)
    Abstract [en]

    At two Swedish universities critical perspectives on gender and science were integrated as part of preschool teacher science courses. In one assignment 45 preservice teachers described and reflected upon episodes in their pre-school placements where they judged gender to be of importance and impacted the children’s science and technology learning. Two main themes regarding the view of children were identified: (1) children have a stable core identity and should be supported to ‘be who they are’, or (2) children are a “jack-of-all-trades” with potential interests in a variety of subject matter topics and that these interests could be supported by teachers.  We will discuss how the different themes may affect preservice teachers’ strategies to challenge children’s stereotypical gender patterns.

  • 82.
    Günther-Hanssen, Anna
    et al.
    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.
    Anderssson, Kristina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Emergent Science, ’Neutral’ Environments and Gendering Processes in Preschool2018Conference paper (Refereed)
  • 83.
    Günther-Hanssen, Anna
    et al.
    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.
    Anderssson, Kristina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    How does Gendering Matter in Preschool Science: Emergent Science, ‘Neutral’ Environments and Gendering Processes in Preschool2019In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516Article in journal (Refereed)
    Abstract [en]

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

  • 84. Hast, Ylwa Li
    et al.
    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.
    "I normala fall gillar tjejer killukt”: Naturkunskapens sexualitets- och relationsundervisning analyserad ur ett heteronormativitetsperspektiv2016In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 12, no 1, p. 21-35Article in journal (Refereed)
    Abstract [en]

    In Sweden, a new subject syllabus for Science Studies (Naturkunskap) in upper secondary school was introduced in 2011. In this syllabus knowledge about norms concerning sexualities and relations was brought to the fore as a core content. The aim of this paper is to explore how norms concerning sexuality guide the teaching, through a case study where three upper secondary school teachers were observed and their teaching was analysed from the perspective of companion meanings. All three observed teachers did teach about homosexuality, bisexuality, and transgender identities, often using genetics or evolution as their explanatory model. The teaching most often assumed that all students in the class were heterosexual, positioning LGBT-people as the Other, and did at no times take power perspectives into account.

  • 85.
    Hussenius, Anita
    et al.
    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.
    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.
    Ämnesinnehåll och genusmedvetenhet i samspel för en mer inkluderande naturvetenskap2014In: Högre Utbildning, ISSN 2000-7558, E-ISSN 2000-7558, Vol. 4, no 2, p. 109-125Article in journal (Refereed)
  • 86.
    Hussenius, Anita
    et al.
    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.
    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.
    "Här håller vi inte på med genus, här håller vi på med naturvetenskap"2014In: Resultatdialog 2014, Stockholm: Vetenskapsrådet , 2014Chapter in book (Other academic)
  • 87.
    Hussénius, Anita
    et al.
    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.
    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.
    Scantlebury, Kathryn
    University of Delaware.
    Salminen-Karlsson, Minna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Gender awareness in constructing knowledge of science and science teaching.2011Conference paper (Refereed)
  • 88.
    Hussénius, Anita
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Scantlebury, Kathryn
    University of Delaware.
    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.
    Andersson, Kristina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Teaching science - teaching gender.2013Conference paper (Refereed)
  • 89.
    Johansson, Anders
    et al.
    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.
    Hussenius, Anita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Andersson, Staffan
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Reaching out across epistemological borders2016Conference paper (Other academic)
    Abstract [en]

    There is a broad consensus that gender equality is a crucial issue in science education. However, science education researchers approaching issues of gender have often used the quantitative research methods that dominate the natural sciences. This means that introducing a qualitative, feminist tradition into science education research potentially presents several difficulties. Several “paradigm gaps” have to be bridged in order for fruitful dialogues to occur.

    The organizers of this round table are all science education researchers who have experience of publishing in science education journals. Drawing on our experiences, we will initiate a discussion of the challenges of bringing interpretative research perspectives in dialogue with traditionally positivist research fields. We invite researchers facing similar challenges to join this roundtable to share experiences, problems, and strategies for doing feminist research, for example, discussing the hurdles of publishing in journals unaccustomed to feminist perspectives. Questions to be discussed during the roundtable include: How can we as feminist researchers make a difference in research fields where the research questions and methodologies we employ are often seen as “unscientific”? How do we communicate results from experience-based research about in/equality in contexts infused with taken-for-granted notions of objectivity and meritocracy?

  • 90.
    Johansson, Anders
    et al.
    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.
    Andersson, Staffan
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    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.
    Reaching out across epistemological borders2016Conference paper (Refereed)
  • 91.
    Kung, Rebecca
    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. Fysikundervisningen didaktik.
    Danielsson, Anna
    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. Fysikundervisningen didaktik.
    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. Fysikundervisningen didaktik.
    Metacognition in the student laboratory: Is increased metacognition necessarily better?2005In: 11th European Conference for Research on Learning and Instruction, Nicosia, Cyprus., 2005Conference paper (Refereed)
  • 92.
    Larsson, Johanna
    et al.
    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.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Department of Mathematics and Science Education, Stockholm University, Stockholm, Sweden.
    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.
    Lundqvist, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    A Fragmented Training Environment: Discourse Models in the Talk of Physics Teacher Educators2018In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898Article in journal (Refereed)
    Abstract [en]

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

  • 93.
    Lidar, Malena
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Berge, Maria
    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.
    Methodological considerations in the analysis of the co-production of knowledge and power in secondary school physics classrooms2018Conference paper (Refereed)
  • 94.
    Lidar, Malena
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Berge, Maria
    Umeå University.
    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.
    Power in Teaching and Learning Processes in the Physics Classroom2016Conference paper (Refereed)
  • 95.
    Lidar, Malena
    et al.
    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.
    Berge, Maria
    Umeå universitet.
    Investigating power in teaching and learning processes in the physics classroom2016Conference paper (Refereed)
  • 96.
    Lidar, Malena
    et al.
    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. Kings' college London, UK.
    Berge, Maria
    Umeå universitet.
    Kunskap och makt i fysikundervisningen2016Conference paper (Refereed)
    Abstract [sv]

    Detta bidrag handlar om inkluderings- och exkluderingsprocesser i fysikundervisningen. Forskning visar att många elever har svårt att identifiera sig med fysik och väljer bort naturvetenskap som en möjlig karriärväg.  Vi undersöker därför fysikundervisning på högstadiet, eftersom det är där många elever tappar intresse för ämnena, och gymnasiet då eleverna väljer om de vill fortsätta med vidare studier inom ämnet, med forskningsfrågan att se hur kunskapsutveckling och maktrelationer är sammanlänkade i klassrummet.

    När någon deltar i undervisning i fysik, lär de sig potentiellt mycket mer än kunskapsinnehållet som undervisas; de lär sig vad som räknas som relevant kunskap i fysik, de lär sig om normer och värderingar i fysik, och vem som kan vara en fysiker. Vilket innehåll och vilka metoder som privilegieras får konsekvenser för vad eleverna ges möjlighet att läsa sig, och kan således betraktas som aspekter av makt. Vi analyserar maktaspekter genom att identifiera handlingar som vägleder eller styr andras handlingar, och därefter analysera likheter och skillnader i olika klassrum i fråga om hur styrning sker och vilka potentiella konsekvenser denna styrning kan få.

    Analyserna görs på videoinspelningar och fältanteckningar från klassrumsaktiviteter i tre högstadieskolor i årskurs 8 och 9, samt i en gymnasieklass i år 1. Resultaten visar att vid en första anblick ter sig undervisningen i alla fyra klassrummen inkludera ett ganska traditionellt fysikinnehåll. Men en mer ingående analys visar att eleverna i de olika klassrummen ges väldigt olika möjligheter att delta i undervisningen och skapa relationer till innehållet. Vad som framstår som önskvärda sätt att handla på ger olika förutsättningar för meningsskapande. Därmed ges olika förutsättningar för deltagande i ett allt mer individualiserat, senliberalt samhälle där människor förväntas vara aktiva, reflekterande och göra val för sitt eget personliga bästa.

  • 97.
    Mickelsson, Martin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, SWEDESD - The Swedish International Centre of Education for Sustainable Development. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Scaling and subjectification in an ESD educational projectIn: Journal of Education for Sustainable Development, ISSN 0973-4082, E-ISSN 0973-4074Article in journal (Refereed)
    Abstract [en]

    The aim of the article is to investigate, in light of the emphasis put on scaling by UNESCO (UNESCO, 2014), how subjectification of those involved in educational innovations both enables and constricts scaling understood as a learning process. This is done through a case study of the Alforja Educativa, an educational project in Ecuador on antibiotic resistance (ABR). ABR has been described as a sustainability challenge comparable to climate change. The way in which subjectification enables and constrict scaling as a learning process is analysed by drawing on educational scaling research and the article illustrates how the subject positions of those involved in scaling emerge as scaling subjects in transactional relationships, both with the sites where the educational project is to be scaled, and in relation to that, which will be scaled.

  • 98.
    Mickelsson, Martin
    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 Educational Sciences, SWEDESD - The Swedish International Centre of Education for Sustainable Development.
    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.
    Scaling and subjectification in an ESD educational project2018Conference paper (Refereed)
  • 99.
    Molloy, R.D.
    et al.
    University of Oxford.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy.
    Karlsson, Leif
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy.
    Eland, J.H.D.
    University of Oxford.
    Double photoionisation spectra of small molecules and a new empirical rule for double ionisation energies2007In: Chemical Physics, ISSN 0301-0104, E-ISSN 1873-4421, Vol. 335, no 1, p. 49-54-Article in journal (Refereed)
  • 100.
    Nyström, Anne-Sofie
    et al.
    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.
    Bridging questions of 'who' and 'what' in science education research2019Conference paper (Other academic)
    Abstract [en]

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

    Introduction

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

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

    Method

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

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

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

    Results

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

    Conclusions and Discussion

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

    Acknowledgement

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

    References

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

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

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

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

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