| 1. |
- Hansson, Lena, et al.
(författare)
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Images of scientists in textbooks aimed at students in need of supplemental support : an analysis of adjustments
- 2020
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Ingår i: Nature of science for social justice. - Cham : Springer. ; , s. 225-243
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Bokkapitel (populärvet., debatt m.m.)abstract
- The inclusion of Nature of Science (NOS) perspectives in science teaching (including broad and nuanced images of scientists) has been suggested as a way to emphasize citizen and social justice perspectives, and is therefore important for all students. However, so far there has been little research on how, and to what extent, NOS is communicated to students who are experiencing difficulties in the science classroom. This study focuses on how the images of scientists in science textbooks (school years 7–9) are altered in adjusted textbooks aimed at students in need of supplemental support. The adjustments between general textbooks and the adjusted books are analyzed and discussed in relation to a Social Justice perspective on science education. The results show that a number of different adjustments are made between general and adjusted versions of the books: (a) Remove an entire section, (b) Remove scientist from section, (c) Remove information about scientist (e.g., characteristics and/or activities), (d) Addscientist to section, and (e) Add or emphasize information about scientist (e.g., characteristics and/or activities). In different ways, these adjustments influence the images of scientists communicated to students in need of supplemental support. The consequences of these adjustments are discussed from a social justice perspective.
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| 2. |
- Hansson, Lena, et al.
(författare)
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Nature of science for social justice : why, what and how?
- 2020
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Ingår i: Nature of science for social justice. - Cham : Springer Publishing Company. ; , s. 1-21
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- “Nature of Science” (NOS) and “Social Justice” (SJ) are vivid areas in contemporary science education research. There are different conceptualizations of NOS and SJ, giving rise to divergent research agendas. NOS and SJ research areas have mostly been separate tracks, with only a few contributions across each other. The aim of this volume is to bring NOS and SJ research closer together, explore possibilities that might arise, and start a dialogue on the characteristics of NOS for SJ. In this chapter, we prioritize SJ as an overall aim of science education and shed light on how NOS teaching can contribute to that aim. We argue for the importance of three questions: Why should a school science aiming for SJ address NOS? What NOS-related content, skills and attitudes form the basis when aiming for SJ? How can school science address NOS for SJ? The goal of the dialogue around these three broad questions is to develop a research base for NOS teaching aimed towards SJ. In this chapter, we initiate this dialogue, which is then continued in the chapters that follow. We also provide an overview of the volume and identify some of the main arguments that the authors make as they embark upon this dialogue.
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| 3. |
- Andrée, Maria, 1974-, et al.
(författare)
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Industrial actors and their rationales for engaging in STEM education
- 2020
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Ingår i: Journal of Curriculum Studies. - : Informa UK Limited. - 0022-0272 .- 1366-5839. ; 52:4, s. 551-576
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Tidskriftsartikel (refereegranskat)abstract
- In science education, critical discussions on the engagement of industrial actors in STEM education are scarce. In this study, we take the perspective that industrial STEM education initiatives are an arena for governing STEM education. The aim is to contribute to a critical discussion on the involvement of industrial actors in STEM education by scrutinizing how they describe their engagement. More specifically, we look at the discursive repertoires industrial actors put forward as rationales for engaging in STEM education initiatives. The data consist of web materials wherein industrial actors describe and justify their engagements. We identify the following interpretative repertoires used by industrial actors when justifying their engagement in said initiatives: a) Securing competent labour, b) Securing economic growth, c) Improving the public image—marketing, d) Contributing to a bright future, e) Increasing interest in STEM, f) Increasing knowledge in and of STEM and g) Empowering young people. The repertoires are discussed in light of potential tensions between public and private good. The notion of ‘boundary repertoires’ is introduced to discuss repertoires which can be adapted across discursive practices and which afford industrial actors possibilities for speaking to a varied audience—shareholders as well as teachers.
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| 4. |
- Andrée, Maria, 1974-, et al.
(författare)
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Inviting the petrochemical industry to the STEM classroom : messages about industry–society–environment in webinars
- 2024
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 30:5, s. 661-676
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Tidskriftsartikel (refereegranskat)abstract
- This article reports from a study of what messages concerning industry–society–environment are communicated to secondary students when they participate in webinars with representatives from the petrochemical industry. The webinars are conceptualised as part of an arena for governing science education and the messages as companion meanings. Empirically, the study is set in a context of online webinars on the topic of careers in the petrochemical industry. The webinars target students across the European Union (EU). The analysis reveals two main themes of companion meanings concerning what relations between industry–society–environment are communicated: a) the petrochemical industry as safeguarding modern life, and b) the petrochemical industry as essential for the solving of environmental problems. The companion meanings conveyed are not at all neutral but instead a means to influence the attitudes and choices of young people. The themes are discussed in relation to the overall democracy and citizenship aims of education. That the webinars claim to address the topic of careers and that they are part of an initiative sanctioned by a governmental authority (the EU) might contribute to teachers and students lowering their guard in relation to potentially biased messages.
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| 5. |
- Andrée, Maria, 1974-, et al.
(författare)
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Marketing the ‘Broad Line’ : Invitations to STEM education in a Swedish recruitment campaign
- 2013
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Ingår i: International Journal of Science Education. - : Informa UK Limited. - 0950-0693 .- 1464-5289. ; 35:1, s. 147-166
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Tidskriftsartikel (refereegranskat)abstract
- In many Western societies, there is a concern about the tendency of young people not choosing Science, Technology, Engineering, and Mathematics (STEM) education and occupations. In response, different initiatives have been launched. If one believes that science should have a place in more young people's lives, an important question is to what extent recruitment campaigns communicate messages that open up for STEM education to become relevant in young people's identity formation. Here, we analyse a Swedish government-initiated, primarily Internet-based recruitment attempt (‘The Broad Line Campaign’) aimed at increasing the number of young people choosing the natural science programme in upper secondary school. The campaign is based on marketing principles and deliberately draws on identity issues. The data analysed consists of campaign films and written resources describing the campaign. Data are analysed by use of the constant comparative approach in order to produce categories describing different messages about why to engage in STEM education. These messages are then analysed from an identity perspective using the concept of subjective values. Our results show that the messages communicated in the Broad Line campaign emphasise utility value, attainment value and relative cost rather than interest-enjoyment. The campaign communicates that the natural science programme is to be associated with a high attainment value without establishing relations to the field of science. Finally, potential consequences of the communicated messages in the campaign are discussed in light of previous research.
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| 6. |
- Andrée, Maria, 1974-, et al.
(författare)
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Recruiting the Next Generation Scientists and Industrial Engineers : How Industrial Actors Engage in and Motivate Engagement in STEM Initiatives
- 2015
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Ingår i: Procedia - Social and Behavioral Sciences. - : Elsevier BV. - 1877-0428. ; 167, s. 75-78
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Tidskriftsartikel (refereegranskat)abstract
- Many different actors, including government, academy and industry, are engaged in school- and recruitment-STEM-initiatives. The aim is to shed light on industrial initiatives, what actors are involved and what different repertoires are being used when motivating engagement in STEM-initiatives. The data collected consists of web-materials where industrial actors describe their engagement in STEM-initiatives and provide reasons for their engagement. The method for analysis is discursive psychology. The results show that a variety of constellations of industrial actors are engaged in STEM-initiatives and that the initiatives draw on a variety of discursive resources. In our analysis we identify the following interpretative repertoires: 1) The securing competent labor repertoire, 2) The developing specific job skills or competences repertoire, 3) The bright future repertoire, and 4) The general increase interest in science repertoire. The results of this study may contribute to the self-reflection of industrial actors on how the choice of resources and repertoires may afford and constrain possibilities for breaking the cultural patterns of selection to STEM education.
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| 7. |
- Andrée, Maria, et al.
(författare)
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Recruitment Campaigns as a Tool for Social and Cultural Reproduction of Scientific Communities : A case study on how scientists invite young people to science
- 2014
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Ingår i: International Journal of Science Education. - : Informa UK Limited. - 0950-0693 .- 1464-5289. ; 36:12, s. 1985-2008
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Tidskriftsartikel (refereegranskat)abstract
- Young people's interest in pursuing science and science-intense educations has been expressed as a concern in relation to societal, economic and democratic development by various stakeholders (governments, industry and university). From the perspective of the scientific communities, the issues at stake do not necessarily correspond to the overall societal aims. Rather, initiatives to recruit young people to science are also ways for the scientific community to engage in the social and cultural reproduction of itself. For a community to survive and produce a future, it needs to secure regeneration of itself in succeeding generations. The aim of this study is to, from a perspective of social and cultural production/reproduction, shed light on an initiative from the scientific community to recruit young people to science education. This is a case study of one recruitment campaign called the Chemistry Advent calendar. The calendar consists of 25 webcasted films, produced and published by the science/technology faculty at a university. The analysed data consist of the films and additional published material relating to the campaign such as working reports and articles published about the campaign. The analysis focussed on what messages are communicated to potential newcomers. The messages were categorised by means of a framework of subjective values. The results are discussed both from a perspective of how the messages mirror traditions and habits of the scientific community, and in relation to research on students' educational choices.
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| 8. |
- Andrée, Maria, et al.
(författare)
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Teachers’ negotiations of bias in relation to teaching resources offered to schools by industrial actors
- 2022
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Ingår i: Nordic Journal of Studies in Educational Policy. - : Informa UK Limited. - 2002-0317. ; 8:1, s. 52-64
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Tidskriftsartikel (refereegranskat)abstract
- This article focuses on the participation of industrial and corporate actors in science and technology education in Sweden. Opening up schools for the participation of industrial actors may be seen as a means of making education more connected to society. However, it may also contribute to the emergence of tensions related to ensuring values of objectivity and neutrality. The aim is to investigate how teachers deal with commercial interest, bias and partiality in collegial evaluations of industry-produced teaching resources. The data consist of focus group interviews with teachers, which were analysed using an ecological perspective on teacher agency. The teachers’ evaluations of the teaching resources focussed: (1) The legitimacy of evaluating teaching resources in terms of bias. (2) The value of a resource in terms of correctness and versatility, (3) Acceptable ways in which commercial interests are communicated (undercurrent messages, logos and advertisement), (4) Bias in light of different educational aims, and (5) Upholding neutrality versus imparting specific values and behaviours. The results are discussed with regard to the teacher agency achieved in evaluations concerning commercial interests, bias and partiality.
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| 9. |
- Belova, Nadja, et al.
(författare)
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Cross-curricular goals and raising the relevance of science education
- 2017
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Ingår i: Cognitive and Affective Aspects in Science Education Research - selected papers from the ESERA 2015 conference. - Cham : Springer. - 9783319586847 - 9783319586854 ; , s. 297-307, s. 297-305
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- ‘Relevance’ is one of the most commonly used terms when it comes to reforms in science education. The term is used in manifold ways. It can be understood – among other things – as meeting an interest, fulfilling needs or contributing to intellectual development. Many components of relevant science education go beyond single contents and concepts; many challenges are tied to cross-curricular goals. Specifically, when it comes to the societal and vocational relevance of science education, many demands can only be met when we develop corresponding skills across disciplines and grade levels. This chapter focuses on a set of such cross-curricular goals from a chemistry education perspective, namely, education for sustainability, critical media literacy, innovation competence, vocational orientation and employability. It relates them to the idea of relevant chemistry and science education. Directions for research and curriculum development will be suggested that emerge from taking into account cross-curricular goals on the science curriculum more thoroughly.
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| 10. |
- Hansson, Lena, et al.
(författare)
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Physics and the Possibility of a Religious View of the Universe : Swedish Upper Secondary Students’ Views
- 2006
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Ingår i: Science & Education. - : Springer Science and Business Media LLC. - 0926-7220 .- 1573-1901. ; 16:3-5, s. 461-478
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Tidskriftsartikel (refereegranskat)abstract
- This study is addressing both upper secondary students’ views of whether it is possible to combine a scientific view of the universe with a religious conviction, and their views of miracles. Students are asked about their own views as well as the views they associate with physics. The study shows that in some cases the students’ own views differ from the views they associate with physics. This we consider to be a possible problem for these students. Through looking at how the students explain the views they associate with physics concerning the issues above, we show that these views are for many of the students intertwined with and linked to other views, that in the students’ views, are part of the worldview of physics. It is common that the students associate scientism with physics. We question whether these kinds of views are necessary for the building of scientific knowledge. Consequences for the teaching and learning of science are discussed.
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