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- Andersson, Kristina, et al.
(författare)
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Gender theory as a tool for analysing science teaching
- 2008
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Ingår i: Planning science instruction - from insight to learning to pedagogical practices. - Reykjavík : School of education, University of Iceland. - 9789979985174 ; , s. 168-170
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Konferensbidrag (refereegranskat)abstract
- Attempts to reform science education have to a minor extent taken into account that gender issues may have an influence on the pupils, their learning and interest. Therefore, examples of using feminist or gender theories for analyzing or planning science education are difficult to find in the literature (Nyström 2007, Sinnes 2006). The aim of this study is to examine to what extent experienced teachers apprehend the gender order within the scientific classroom and also to explore if it is possible to achieve a change in these apprehensions. In-service teachers have unprepared written down their reflections about a real classroom situation, a case, and afterwards got the task of analyzing the situation once again after reading a gender theory. The teachers’ texts have been analyzed in several steps: first, the written material was analyzed to find and form categories of relevance; second, sections were raised that pointed out if the teachers had used the gender theory and in what way they had used it; and third, a comparison was made on an individual level of the teachers’ explanations in the two different tasks. The results show that the participating teachers’ understandings about gender and society were challenged ,which is expressed in different ways in their texts. One group of teachers was able to apply the theory on the concrete classroom event, another group had a discussion on a more general level, while one teacher showed a resistance to the theory and thereby also to the task. The fact that the teachers deepen and widen their interpretation of a real classroom’s event when they get access to a gender theory indicates that this method can be applied in teacher education. The usage of cases can be an instrument to link theories to practical work.
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- Tibell, Lena A.E. 1952-, et al.
(författare)
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Haptic Influences on Reasoning and Learning in Protein Education
- 2008
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Ingår i: Proceedings of the 9th Nordic Research Symposium on Science Education. - : Science Education Research Group, School of Education, University of Iceland. - 9789979985174 ; , s. 165-168
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- An emerging viewpoint of cognition suggests that the body has a central role in shaping the mind and that cognitive processes are deeply rooted in the body´s interaction with the world that, “embodied cognition or learning”. If so, the documented difficulties for learners to grasp and to engage in molecular sciences might, at least in part, explained by the lack of direct experience of the micro world. The term haptics encompasses the tactual sensation and the human interaction with the external environment through touch. When integrated as part of a computer-based virtual environment, haptics refers to the artificial tactual sensation used to simulate the experience of actually touching or feeling a real object that occur in response to user movements. The present work aims to evaluate the gains of a haptic element from a learning perspective, when haptics is added to an educational virtual reality environment for students learning the concepts of molecular interactions in proteins. A combined qualitative and quantitative approach is taken, using data from tests and interviews (with a subset of the subjects). The study is an attempt to fill some of the gaps in the research about possible benefits from using force feedback technology, focusing specifically on the learning gains from a study of a virtual protein model. The computer model did not help the students to solve their tasks faster, but it appears to help them to gain a deeper understanding of the docking process, partly by challenging their preconceptions. Further, we propose that the force feedback might constitute a critical feature for understanding the involvement of the dynamics and forces involved in the process.
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