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- Andersson, Kristina, 1962-, et al.
(författare)
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Chafing borderlands: obstacles for science teaching and learning in preschool teacher education.
- 2020
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Ingår i: Cultural Studies of Science Education. - : Springer Nature. - 1871-1502 .- 1871-1510. ; 15:2, s. 433-452
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Tidskriftsartikel (refereegranskat)abstract
- This study examines preservice preschool teachers’ university science education experience.The empirical data are from a research and intervention project conducted on teacher education programs at two Swedish universities. We analyzed one of the assignments completed by 111 students within a science course as well as their conversations about the assignment at a number of seminars. We combined culture contrast and thematic analysis to examine the data. The results showed a tension between the preschool culture and the university science culture. We described this tension between the boundary lines of the two cultures as a chafing borderland. These cultures do not merge, and the defined boundaries cause chafing with each other. We discuss ways of diminishing this chafing of borderlands, potential border crossings such as caring and children as boundary objects and equalizing power imbalances.
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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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- Andersson, Kristina, 1962-, et al.
(författare)
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Gender Theory as a Tool for Analysing Science Teaching
- 2009
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Ingår i: Teaching and Teacher Education. - : Elsevier BV. - 0742-051X .- 1879-2480. ; 25:2, s. 336-343
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Tidskriftsartikel (refereegranskat)abstract
- This study examines to what extent experienced teachers are aware of gender issues in the science classroom. It also explores how an introduction to gender theory might alter this awareness. Teachers wrote their reflections about a real classroom situation. They were then asked to analyse the same situation after having read texts that discussed gender theory concepts. The fourteen teachers' understanding about gender and society were challenged. Some teachers were able to analyse the case differently by applying gender theory, others discussed the case on a more general level, while one teacher showed signs of resistance regarding gender theory.
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- Andersson, Kristina, 1962-, et al.
(författare)
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Genusperspektiv i naturvetenskaplig undervisning
- 2006
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Ingår i: Naturfagsdidaktikkens mange facetter. - Köpenhamn : Danmarks Paedagogiska Universitets Forlag. - 8776840875 ; , s. 95-102
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Konferensbidrag (refereegranskat)abstract
- Våren 2005 har ett skolutvecklingsprojekt initierats tillsammans med åtta verksamma lärare för att studera om en ökad genusmedvetenhet kan påverka undervisningen inom naturorienterade ämnen (NO) och teknik. Lärargruppen har tillsammans med projektansvariga diskuterat litteratur från forskning inom genusvetenskap och ämnesdidaktik vid sammanlagt sju seminarietillfällen. Lärarna uppmärksammar könsbundna attitydskillnader till naturvetenskap och teknik. En ökad insikt om flickors behov av att se helheter och förstå sammanhang har fått lärarna att tänka kring sin undervisning i NO/teknik på ett nytt sätt. Lärarna har bland annat provat att presentera samma undervisningsmoment på olika sätt i flick- respektive pojkgrupper. Träning och erfarenhet inom ett område som eleverna tidigare inte behärskar, skapar trygghet och förtrogenhet med ämnet och därigenom kan attitydskillnader överbryggas. För att bättre kunna förmedla ett intresse och engagemang till eleverna uttrycker lärarna en önskan om kompetensutveckling inom NO/teknik. I artikeln presenteras delresultat från intervjuer med fyra av de deltagande lärarna.
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- Anderssson, Kristina, 1961-, et al.
(författare)
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Chafing borderlands : Obstacles for Science Teaching and Learning in Teacher Education
- 2014
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Konferensbidrag (refereegranskat)abstract
- A major Western concern is that young people avoid science and technology programs. At various times, and in different countries, governments, funding agencies and businesses have made large investments in recruitment campaigns with the objective to increase students’ interest and attract new groups of students to these disciplines. In particular, girls and women have been the target group for many of these campaigns. The assumption is that if young people understood how exciting and interesting science is, they would choose these subjects. In other words, the problem is that young people "don’t understand what is best for their own good". In addition, research has shown that primary and pre-school student teachers often feel alienated by science education (Appleton & Kindt 2002) and that it may be difficult for these students to reconcile the role of teacher of young children with the role of science teacher in their identity formation (Danielsson & Warwick 2012). However, feminist science educators suggest that students’ lack of interest is caused by character and image of the disciplines (Brickhouse 2001; Scantlebury 2012). Feminist philosophers’ of science have challenged the view of natural sciences as objective, and argue that knowledge production is human activities that are socially and culturally situated (Haraway 1988; Harding 1986). A noted problem with science is its elitist image. Science is portrayed as difficult and demanding, and as requiring a special talent from those who study or engage with the discipline. A feminist pedagogical stance is to visualize and discuss cultural, social, and historical dimensions of science. This has also proved advantageous for the acquiring of science content knowledge (Sible et al 2006). Therefore, we argue, that one important aspect of science teacher education is to problematize science (education), e.g. by including feminist critiques of science (Capobianco 2007; Mayberry 1998).In this paper we explore the impact of a feminist teaching intervention within teacher education, focusing on the research question: What occurs when students are situated in the encounter between feminist critique of natural sciences and teacher education? What kind of obstacles can be identified and how will these effect pre-service teachers’ pedagogy of science? The intervention, data collection and analysisIn an ongoing research and intervention project we are studying how an increased awareness of gender issues in science and in science teaching among student teachers influences their identities as teachers, and their teaching of science. We have followed a cohort of approximately 120 pre-service teachers (early years to lower secondary) from two universities in Sweden, through their first year of science courses. As an integral part of these science courses our intervention has introduced critical perspectives on gender and science as related to the culture of science and a feminist critique of the sciences. The project as a whole is framed theoretically by Hirdman's (1990) and Harding's (1986) theories of gender order in society, where gender is constituted on different levels: the structural, the symbolic and the individual (Harding 1986; Hirdman 1990; Rubin 1975). Hirdman (1990) describes this pattern from two perspectives: first, the separation of the two sexes and second, the superior status of the male standard. The formation of gender consolidates differences between the sexes and the female gender is always subordinate the male one, independent of status, class, time, and space.
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