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- Lindahl, Britt, et al.
(författare)
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Socio-scientific Issues : A Way to Improve Students’ Interest and Learning?
- 2011
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Ingår i: US-China Education Review B. - New York : David Publishing Company. - 2161-6248 .- 1548-6613 .- 1930-1529. ; 8:9, s. 342-347
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Tidskriftsartikel (refereegranskat)abstract
- According to many documents, there is a strong need to renew science education. One way could be to work with SSI (socio-scientific issues). This paper reports on both students' and teachers' experiences and learning when working with socio-scientific issues in science education in secondary school (aged from 13 to 16). The approach is multidimensional, as factors that influence cognition as well as motivation and the forming of attitudes are complex. Results suggest that SSI work forms are more important than personal factors for explaining outcomes. Relevant issues, autonomy and functioning group work seem to be important aspects of successful SSI work together with structure provided by the teacher, and information that challenges previous knowledge. In general, SSI seems to be most efficient for students, who believe that they learn from presenting and discussing their knowledge, focus on "the large picture", acknowledge own responsibility for learning, find school science personally relevant and are self-efficacious. It seems that the outcomes from SSI work are much in the hands of the teacher. This paper is a short summary of the first year and quantitative part of the project. Further results from the project will later be found in our homepage (http://www.sisc.se).
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| 4. |
- Angervall, Petra, 1970-, et al.
(författare)
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Academic Career : On institutions, social capital and gender
- 2018
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Ingår i: Higher Education Research and Development. - : Informa UK Limited. - 0729-4360 .- 1469-8366. ; 37:6, s. 1095-1108
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Tidskriftsartikel (refereegranskat)abstract
- During decades of change in the Western higher education sector, new ways of understanding academic work have reinforced notions of the impact of social capital. The present study investigates researchers’ experiences of their own career making within two areas of Education Sciences in Swedish higher education: Childhood Studies (CS) and Science Education (SE). The structure at the CS departments is collaborative and integrated; teaching and research are seen as an entity. This structure creates a coherent career path where members of the collective group jointly produce and accumulate social capital; it also appears to be related to discourses of femininity. In the SE departments, the career structure is strategic and differentiated; the two career paths work in parallel through a differentiation between teaching and research. This appears to be related to discourses of masculinity. In conclusion, our analysis shows how social capital and gender mutually create different ways of doing an academic career.
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| 5. |
- Angervall, Petra, 1970-, et al.
(författare)
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Assembling lines in research education : Challenges, choices and resistance among Swedish doctoral students
- 2019
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Ingår i: Studies in Graduate and Postdoctoral Education. - : Emerald Group Publishing Limited. - 2398-4686 .- 2398-4694. ; 10:2, s. 142-154
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – The higher education sector in Sweden has, over decades, faced increasing demands in terms of efficiency rates in research, as well as increasing demands in the international competition for external revenue. These demands have influenced academic career trajectories and postdoctoral tracks as well as the everyday work of doctoral students. The purpose of this paper is to investigate how doctoral students express and challenge subjectivity in the present context of research education.Design/methodology/approach – The authors depart from the overall understanding that doctoral students’ lines of actions in research education depend on and form assemblages and, thus, define an academic institution. By re-analysing eight in-depth interviews, they illustrate how doctoral students from different milieus not only comply but also challenge, use border-crossings and change directions in research education.Findings – The results show that some of these doctoral students try to act as loyal and satisfied, especially in regard to their supervisors, whereas others use coping strategies and resistance. It is illustrated that when some of the students use “unsecure” molecular lines, they appear more open to redefining possibilities and change, in comparison with those on more stable molar lines. Those acting on molar lines sometimes express a lack of emotional (productive) engagement, even though this particular group tend to more often get access to rewarded assemblages. These patterns are partly gender-related.Social implications – The tension between finding more stable lines and spaces for change is apparent in doctoral students’ subjectivity, but also how this tension is related to gender. The women doctoral students appear not only more mobile but also in a sense more alert than their men peers. This offers insights in how actions define and redefine not only academic institutions but also different subjectivities.Originality/value – In the present, given the manifold demands on academic institutions, new insights and methodological approaches are necessary to illustrate how contemporary changes affect research education and the everyday life of doctoral students.
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| 6. |
- Angervall, Petra, et al.
(författare)
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Gendered networks in academia
- 2011
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Konferensbidrag (refereegranskat)abstract
- This paper takes as a starting point the complexities and proposed changes of contemporary power relations within academia recognised throughout the Western world. For example, it is said that ‘traditional’ gender relations are losing ground as growing numbers of women position themselves in e.g. educational research (Murray & Maguire, 2007; Arnesen et al., 2008; HSV, 2008). However, the pattern is still that men occupy more senior positions (Ducklin & Ozga, 200; Kurtz-Costes et al., 2006; Silander, 2010). Notwithstanding, institutions are influenced by a growing performative discourse, which might affect the dominating power and gender relations in research work (Acker, 2008). Our paper presents preliminary findings from a Swedish research project, Gender and career in academia, the main aim of which is to develop knowledge about gender and other power relations within universities. Six academic institutions were selected to present a variety of departments of education/educational sciences according to location, size, major orientation, traditions, and externally funded research. We also interviewed approximately 120 doctoral students and junior researches, in order to map structures, positions and relations within research groups, and in doctoral programmes (Smith, 2005). Theoretically, we draw on Ball’s (2008, 2009), Rhodes’ (1997) and Newman’s (2001) ideas of governance and networks in institutional contexts. It is argued that academic institutions, departments and milieus vary with regard to social and economic capital (Bourdieu, 1986; Field, 2009; Lin, 2002), used as resources for power. These resources promote certain networks and groups before others, they condition scientific interests, and how positions are given and ordered, i.e. they enable different careers. We further agree with Connell (1996, 2002) and others who underline that gender can be performed differently depending on contexts, i.e. the power and gender regimes do not automatically follow the prevalent gender order. In this paper we focus on one of the six selected academic institutions. The aim is to show how individual and collective resources are provided and used from a power and gender perspective. A preliminary analysis shows that subject discipline, research traditions and external funding influence junior researchers’ possibilities to access horizontal and vertical networks and other career productive resources. Also, former supervisors are found to act as gatekeepers to networks and capital which condition career paths. Notions of gender and other social categories impact on junior researchers’ possibilities to be seen as ‘promising’ researchers with potentials to make a successful career. The analysis also illustrates how positions in the horizontal institutional network tend to affect positions provided by the vertical network. Resources (social, economic) used and provided in the horizontal network are often needed in order for the researcher to be admitted into the vertical network. Further, aspects of trust play an important role in the process, where institutional networks and different positions are established. We also argue that many vertical networks promote performativity and thereby exclude those (often women) lacking legitimacy and certain resources for power.
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| 8. |
- Berge, Maria, 1979-, et al.
(författare)
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In search of the new engineer : gender, age, and social class in information about engineering education
- 2019
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Ingår i: European Journal of Engineering Education. - : Taylor & Francis. - 0304-3797 .- 1469-5898. ; 44:5, s. 650-665
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Tidskriftsartikel (refereegranskat)abstract
- It is widely argued that engineering education needs to change in order to attract new groups of students and provide students with knowledge appropriate for the future society. In this paper we, therefore, investigate and analyse Swedish universities’ websites, focusing on what characteristics are brought to the fore as important for tomorrow’s engineers. The data consist of text and pictures/photos from nine different Engineering Mechanics programme websites. Using a critical discourse analysis approach, we identify three societal discourses concerning ‘technological progression’, ‘sustainability’, and ‘neoliberal ideals’, evident in the websites. These discourses make certain engineering identities possible, that we have labelled: traditional, contemporary, responsible, and self-made engineer. Our analysis shows that universities’ efforts to diversify students’ participation in engineering education simultaneously reveal stereotypical norms concerning gender and age. We also argue that strong neoliberal notions about the self-made engineer can derail awareness of a gendered, classed, and racialized society.
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| 9. |
- Berge, Maria, et al.
(författare)
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Searching for a viable approach to project work in engineering education
- 2017
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Ingår i: Proceedings of the 45th SEFI Annual Conference 2017 Education Excellence for Sustainability, Edited by JoséCarlos Quadrado; Jorge Bernardino; Joao Rocha. - Brussels, Belgium : European Society for Engineering Education (SEFI). - 9789899887572
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Konferensbidrag (refereegranskat)abstract
- Many engineering departments across the world are moving towards implementing project-organised courses. In this paper we make the claim that there is a need for quality criteria for project work, given that research provides a mixed picture of what students can potentially learn in project work. The empirical data in this case study consists of ethnography, video-recordings, video-diaries and interviews, from one project work with four students taking a six weeks long course on machine elements. Our analysis shows that the students spend substantial amounts of time on activities with little or no value to their education, but that this is interspersed with very productive moments. In addition, our analysis showed that two of the students worked considerably less than the other two, but the assessment structure made this more or less invisible to the teacher. The analysis also illustrates the uneven nature of implementations of group work and we argue that as engineering educators we must implement approaches to project work that bring out and utilise the valuable parts, while actively suppressing less productive parts, thereby producing a shift towards being more ‘effective’.
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