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1.
  • Anderhag, Per, et al. (författare)
  • How can teaching make a difference to students’ interest in science? Including Bourdieuan field analysis
  • 2015
  • Ingår i: Cultural Studies of Science Education. - : Springer Science and Business Media LLC. - 1871-1502 .- 1871-1510. ; 10:2, s. 377-380
  • Tidskriftsartikel (refereegranskat)abstract
    • In this article we respond to the discussion by Alexandra Schindel Dimick regarding how the taste analysis presented in our feature article can be expanded within a Bourdieuan framework. Here we acknowledge the significance of field theory to introduce wider reflexivity on the kind of taste that is constituted in the science classroom, while we at the same time emphasize the importance of differentiating between how taste is reproduced versus how it is changed through teaching. The contribution of our methodology is mainly to offer the possibility to empirically analyze changes in this taste, and how teaching can make a difference in regard to students’ home backgrounds. However, our last two steps of our taste analysis include asking questions about how the taste developing in the classroom relates more widely in society. Schindel Dimick shows how these two steps can be productively expanded by a wider societal field analysis.
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2.
  • Anderhag, Per, et al. (författare)
  • Signs of taste for science : a methodology for studying the constitution of interest in the science classroom
  • 2015
  • Ingår i: Cultural Studies of Science Education. - : Springer Science and Business Media LLC. - 1871-1502 .- 1871-1510. ; 10:2, s. 339-368
  • Tidskriftsartikel (refereegranskat)abstract
    • In this paper we present a methodological approach for analyzing the transformation of interest in science through classroom talk and action. To this end, we use the construct of taste for scienceas a social and communicative operationalization, or proxy, to the more psychologically oriented construct of interest. To gain a taste for science as part of school science activities means developing habits of performing and valuing certain distinctions about ways to talk, act and be that are jointly construed as belonging in the school science classroom. In this view, to learn science is not only about learning the curriculum content, but also about learning a normative and aesthetic content in terms of habits of distinguishing and valuing. The approach thus complements previous studies on students’ interest in science, by making it possible to analyze how taste for science is constituted, moment-by-moment, through talk and action in the science classroom. In developing the method, we supplement theoretical constructs coming from pragmatism and Pierre Bourdieu with empirical data from a lower secondary science classroom. The application of the method to this classroom demonstrates the potential that the approach has for analyzing how conceptual, normative, and aesthetic distinctions within the science classroom interact in the constitution of taste for, and thereby potentially also in the development of interest in science among students.
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3.
  • Andersson, Kristina, 1962-, et al. (författare)
  • Chafing borderlands: obstacles for science teaching and learning in preschool teacher education.
  • 2020
  • Ingår i: Cultural Studies of Science Education. - : Springer Nature. - 1871-1502 .- 1871-1510. ; 15:2, s. 433-452
  • 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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4.
  • Andersson, Kristina, 1962- (författare)
  • Chemistry for whom? Gender awareness in teaching and learning chemistry
  • 2017
  • Ingår i: Cultural Studies of Science Education. - : Springer Science and Business Media LLC. - 1871-1502 .- 1871-1510. ; 12:2, s. 425-433
  • Tidskriftsartikel (refereegranskat)abstract
    • Marie Stahl and Anita Hussenius have defined what discourses dominate national tests in chemistry for Grade 9 in Sweden by using feminist, critical didactic perspectives. This response seeks to expand the results in Stahl and Hussenius's article Chemistry inside an epistemological community box!-Discursive exclusions and inclusions in the Swedish national tests in chemistry, by using different facets of gender awareness. The first facet-Gender awareness in relations to the test designers' own conceptions- highlighted how the gender order where women are subordinated men becomes visible in the national tests as a consequence of the test designers internalized conceptions. The second facet-Gender awareness in relation to chemistry-discussed the hierarchy between discourses within chemistry. The third facet-Gender awareness in relation to students-problematized chemistry in relation to the students' identity formation. In summary, I suggest that the different discourses can open up new ways to interpret chemistry and perhaps dismantle the hegemonic chemistry discourse.
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5.
  • Anderssson, Kristina, 1962-, et al. (författare)
  • What is science in preschool and what do teachers have to know to empower the children?
  • 2014
  • Ingår i: Cultural Studies of Science Education. - : Springer Science and Business Media LLC. - 1871-1502 .- 1871-1510. ; 9:2, s. 275-296
  • Tidskriftsartikel (refereegranskat)abstract
    • In this article we problematize the purpose of teaching science in preschool and the competences preschool teachers need in order to conduct science activities in the classroom. The empirical data were collected through an action research project with five preschool and primary school teachers (K-6). In the first section of this paper we use one situation, a floating–sinking experiment, as an illustration of how two different epistemological perspectives generate different foci on which kind of science teaching competences can be fruitful in preschool settings. In the first perspective, the central goal of science teaching is the development of the children’s conceptual understanding. With this perspective, we found that the science activities with children were unsuccessful, because their thoughts about concepts did not develop as expected, the situation even enhanced a‘‘misconception’’ concerning density. Moreover, the teacher was unsuccessful in supportingthe children’s conceptual learning. The second perspective uses a feminist approach that scrutinizes science, where we investigate if the floating–sinking activity contributes to a feeling of participation in a scientific context for the children and if so how the teacher promotes this inclusion. This second perspective showed that the children’s scientific proficiency benefited from the situation; they had a positive experience with density which was reinforced by the teacher. The children discovered that they had power over their own learning by using an experimental approach. On the basis of these findings, we conclude that there are competences other than subject matter knowledge that are also important when preschool teachers engage children in scientific activities. Through process-oriented work with the teacher group, we identified four concrete skills: paying attention to and using children’s previous experiences; capturing unexpected things that happen at the moment they occur; asking questions that challenge the children and that stimulate further investigation; creating a situated presence, that is, ‘‘remaining’’ in the situation and listening to the children and their explanations. We discuss possible ways to move preschool teachers away from their feelings of inadequacy and poor self-confidence in teaching science by reinforcing this kind of pedagogical content knowledge.
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6.
  • Andrée, Maria, 1974- (författare)
  • Altering conditions for student participation and motive development in school science: learning from Helena’s mistake
  • 2012
  • Ingår i: Cultural Studies of Science Education. - : Springer. - 1871-1502 .- 1871-1510. ; 7:2, s. 425-438
  • Tidskriftsartikel (refereegranskat)abstract
    • Previous research on science education has described various factors influencing students’ participation and produced categorizations of students based on e.g. cultural background. In this article it is argued, theoretically and empirically, that an understanding of students’ participation in science education needs to begin with an analysis of what activity students are engaged in. The aim is to explore how altering conditions of classroom work may open up opportunities for students mainly participating in an activity of education or schooling to engage in an activity of science learning. Activity is conceptualized in a Cultural-Historical Activity Theory perspective as object-oriented and transformative. Drawing on an ethnographic study in a Swedish compulsory school, a critical incident of the participation in science education of a 7th grade girl called Helena is analyzed. The results show that altered conditions of classroom practice may produce new possibilities for student participation, and point to the impossibility of determining students as ‘different kinds of students’ based on a priori categories e.g. sex, ethnicity, socio-economic background.
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7.
  • Andrée, Maria, 1974- (författare)
  • Biotechnology education as social and cultural production/reproduction of the biotechnology community
  • 2014
  • Ingår i: Cultural Studies of Science Education. - : Springer Science and Business Media LLC. - 1871-1502 .- 1871-1510. ; 9:1, s. 25-30
  • Tidskriftsartikel (refereegranskat)abstract
    • This paper is a commentary to a paper by Anne Solli, Frank Bach and Björn Åkerman on how students at a technical university learn to argue as biotechnologists. Solli and her colleagues report from an ethnographic study performed during the first semester of a 5-year program in biotechnology at a technical university in Sweden. Their study demonstrates how students begin to acquire ‘the right way’ of approaching the controversial issue of producing and consuming genetically modified organisms. In my response I discuss the ethnographic account of this particular educational practice in terms of social and cultural production/reproduction of a biotechnology community and how the participants (students and teaching professors) deal with the dialectic of individual and collective transformation. In the perspective of the biotechnology community, the work done by the teaching professor becomes a way of ensuring the future of the biotechnology community in terms of what values and objectives are held highly in the community of practice.
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8.
  • Arvola Orlander, Auli (författare)
  • When “scary” science “just feels wrong” : how the facts in a masculine fact-based debate couldn’t stop science students’ feminine feelings
  • 2019
  • Ingår i: Cultural Studies of Science Education. - : Springer Science and Business Media LLC. - 1871-1502 .- 1871-1510. ; 15:1, s. 265-285
  • Tidskriftsartikel (refereegranskat)abstract
    • The purpose of this study is to discuss notions of femininity and masculinity in situations of argumentation among Swedish upper-secondary students who are studying Natural Science. The empirical material is drawn from an ethnographic inspired study, where I followed a group of students in all of their science teaching throughout a semester. This study includes three classroom situations where the students are given a task to play roles where they either argue for or against nuclear power and where they are asked to argue for or against genetically engineered organisms. The students also asked to defend the position of one country in negotiations to limit greenhouse gas emissions in an international climate conference. This study will focus on relational situations at the micro level that are related to masculinities and femininities at the macro-level. The results show how the constructions of argumentation in the role playing tasks are based on an economic terminology and rationality, which can be said to represent a masculine approach. In contrast, the discussions that followed the role playing allowed for affective presentations, which are often regarded as feminine. This study discusses how a critical perspective can contribute to the awareness of the logic of these rendered performances.
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9.
  • Berglund, Helena (författare)
  • Biology teachers’ collaborative experiences : benefits and difficulties in different contexts in relation to perceived value
  • 2022
  • Ingår i: Cultural Studies of Science Education. - : Springer Science and Business Media LLC. - 1871-1502 .- 1871-1510. ; 17:4, s. 1089-1113
  • Tidskriftsartikel (refereegranskat)abstract
    • Collaboration has the potential to strengthen both professional learning and well-being for teachers. However, it can also bring problematic aspects, such as increased workload and conflicts. The purpose of this study was to explore biology teachers’ experiences of collaboration to better understand how upper secondary school organisations can support teachers to obtain valuable collaborations. By analysing accounts of biology teachers’ experiences of collaborations perceived as valued and less valued, I investigate how benefits and difficulties of the collaborations relate to organisational and situational conditions. Benefits and difficulties in different types of collaborations associated with high and low perceived value from collaborations can help identify ways to lower the cost and increase the gain for teachers in collaborations. The results showed that the chosen valued collaborations were often initiated by the teachers and typically involved benefits relating to both teacher and student learning. In the less valued collaborations, benefits were narrower, impacting teachers or students. The importance of structure was emphasised in most collaborations but management support appeared more important in interdisciplinary collaborations involving more than three teachers, while personal affinity between collaborators appeared more important in collaborations involving two or three teachers. Continuity was emphasised in order to give time for consensus and structure to develop, or to sustain discussions on important issues. Overall, this study shows that while continuity appeared important for developing valued collaborations, it can be difficult to obtain. Focusing on biology teachers’ experiences of benefits and difficulties in relation to more or less valued collaborations can help school organisations prioritise support, time and resources for professional development to allow for continuity in valuable collaborations that can strengthen the quality of biology education.
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10.
  • Bergwik, Staffan, 1975- (författare)
  • The Historicity of the Physics Class : Enactments, Mimes and Imitation
  • 2014
  • Ingår i: Cultural Studies of Science Education. - : Springer Science and Business Media LLC. - 1871-1502 .- 1871-1510. ; 9:2, s. 495-501
  • Tidskriftsartikel (refereegranskat)abstract
    • This essay discusses Anna Danielsson’s article “In the physics class: university physics students’ enactments of class and gender in the context of laboratory work”. The situated co-construction of knowledge and identity forms the crucial vantage point and I argue that it is a point of intersection between the history of science and research in science education. The former can provide a valuable understanding of the historicity of learning science. I thus highlight the importance of knowledge as situated in time and space, for instance the importance of the historical division between “head and hand” clearly visible in the discourse of Danielsson’s informants. Moreover, the article discusses how identity is produced in specific knowledge contexts through repeated performances. The article closes by briefly suggesting analytical alternatives, in particular “belonging” and “imitation”. Both draw on post-structuralist ideas about the citational nature of identity. Belonging is created by citing and reinstating norms. Imitating knowledge, identity and norms is an issue that should be brought to the fore when we speak of education and training.
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11.
  • Caiman, Cecilia, et al. (författare)
  • Young children's imagination in science education and education for sustainability
  • 2018
  • Ingår i: Cultural Studies of Science Education. - : Springer Science and Business Media LLC. - 1871-1502 .- 1871-1510. ; 13:3, s. 687-705
  • Tidskriftsartikel (refereegranskat)abstract
    • This research is concerned with how children's processes of imagination, situated in cultural and social practices, come into play when they invent, anticipate, and explore a problem that is important to them. To enhance our understanding of young children's learning and meaning-making related to science and sustainability, research that investigates children's use of imagination is valuable. The specific aim of this paper is to empirically scrutinize how children's imaginations emerge, develop, and impact their experiences in science. We approach imagination as a situated, open, and unscripted act that emerges within transactions. This empirical study was conducted in a Swedish pre-school, and the data was collected in between' a science inquiry activity and lunchtime. We gathered specific video-sequences wherein the children, lived through the process of imagination, invented a problem together and produced something new. Our analysis showed that imagination has a great significance when children provide different solutions which may be useful in the future to sustainability-related problems. If the purpose of an educational experience in some way supports children's imaginative flow, then practicing an open, listening approach becomes vital. Thus, by encouraging children to explore their concerns and questions related to sustainability issues more thoroughly without incautious recommendations or suggestions from adults, the process of imagination might flourish.
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12.
  • Danielsson, Anna, 1978-, et al. (författare)
  • Gender performativity in physics : affordances or only constraints?
  • 2014
  • Ingår i: Cultural Studies of Science Education. - : Springer Science and Business Media LLC. - 1871-1502 .- 1871-1510. ; 9:2, s. 523-529
  • Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
    • 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.
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13.
  • Danielsson, Anna, 1978-, et al. (författare)
  • "In biology class we would just sit indoors…” : Experiences of insideness and outsideness in the places student teachers’ associate with science
  • 2016
  • Ingår i: Cultural Studies of Science Education. - : Springer. - 1871-1502 .- 1871-1510. ; 11:4, s. 1115-1134
  • Tidskriftsartikel (refereegranskat)abstract
    • In this article we explore the places pre- and primary school (K-6) student teachers associate with their science learning experiences and how they view the relationship between these places and science. In doing so, we use ‘place’ as an analytical entry point to deepen the understanding of pre- and primary school student teachers’ relationship to science. Inspired by theories from human geography we firstly explore how the university science classroom can be conceptualised as a meeting place, where trajectories of people as well as artefacts come together, using this conceptualisation as the stepping stone for arguing the importance of the place-related narrations of science the students bring to this classroom. We thereafter analyse how a sense of place, including affective dimensions, is reflected in Swedish student teachers’ science learning narratives (collected in the form of an essay assignment where the student teachers’ reflected upon their in and out of school science learning experiences). The empirical material consists of 120 student essays. The most prominent feature of the empirical material as a whole is the abundance of affective stories about the student teachers’ experiences in natural environments, often expressing a strong sense of belonging to, and identification with, a particular place. However, the student narratives also give voice to an ambivalent valuing of the affective experiences of natural environments. Sometimes such affective experiences are strongly delineated from what the students consider actual science knowledge, on other occasions, students, in a somewhat contradictious way, stress natural environments as the authentic place for doing science, in contrast to the perceived in-authenticity of teaching science in the classroom. When student teachers explicitly discuss the classroom as a place, this was almost without exception with strong negative emotions, experiences of outsideness and alienation.
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14.
  • Danielsson, Anna, 1978- (författare)
  • In the physics class : University physics students’ enactment of class and gender in the context of laboratory work
  • 2014
  • Ingår i: Cultural Studies of Science Education. - : Springer Science and Business Media LLC. - 1871-1502 .- 1871-1510. ; 9:2, s. 477-494
  • Tidskriftsartikel (refereegranskat)abstract
    • This article explores how the doing of social class and gender can intersect with the learning of science, through case studies of two male, working-class university students’ constitutions of identities as physics students. In doing so, I challenge the taken-for-granted notion that male physics students have an unproblematic relation to their chosen discipline, and nuance the picture of how working-class students relate to higher education by the explicit focus on one disciplinary culture. Working from the perspective of situated learning theory, the interviews with the two male students were analysed for how they negotiated the practice of the physics student laboratory and their own classed and gendered participation in this practice. By drawing on the heterogeneity of the practice of physics the two students were able to use the practical and technological aspects of physics as a gateway into the discipline. However, this is not to say that their participation in physics was completely frictionless. The students were both engaged in a continuous negotiation of how skills they had learned to value in the background may or may not be compatible with the ones they perceived to be valued in the university physicist community.
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15.
  • Danielsson, Anna, 1978-, et al. (författare)
  • Knowledge and power in the technology classroom : a framework for studying teachers and students in action
  • 2018
  • Ingår i: Cultural Studies of Science Education. - : Springer. - 1871-1502 .- 1871-1510. ; 13:1, s. 163-184
  • Tidskriftsartikel (refereegranskat)abstract
    • The purpose of this paper is to develop and illustrate an analytical framework for exploring how relations between knowledge and power are constituted in science and technology classrooms. In addition, the empirical purpose of this paper is to explore how disciplinary knowledge and knowledge-making are constituted in teacher–student interactions. In our analysis we focus on how instances of teacher–student interaction can be understood as simultaneously contributing to meaning-making and producing power relations. The analytical framework we have developed makes use of practical epistemological analysis in combination with a Foucauldian conceptualisation of power, assuming that privileging of educational content needs to be understood as integral to the execution of power in the classroom. The empirical data consists of video-recorded teaching episodes, taken from a teaching sequence of three 1-h lessons in one Swedish technology classroom with sixteen 13–14 years old students. In the analysis we have identified how different epistemological moves contribute to the normalisation and exclusion of knowledge as well as ways of knowledge-making. Further, by looking at how the teacher communicates what counts as (ir)relevant knowledge or (ir)relevant ways of acquiring knowledge we are able to describe what kind of technology student is made desirable in the analysed classroom.
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16.
  • Danielsson, Anna T., et al. (författare)
  • The identity turn in science education research: a critical review of methodologies in a consolidating field : A critical review of methodologies in a consolidating field
  • 2023
  • Ingår i: Cultural Studies of Science Education. - : Springer Nature. - 1871-1502 .- 1871-1510.
  • Tidskriftsartikel (refereegranskat)abstract
    • This manuscript reflects on the affordances and limitations of methodological approaches commonly adopted by science education researchers examining learner identities. Our aims are to unpack the relative strengths and weaknesses of such approaches and note their respective prevalence. In so doing, we identify and critique studies which we consider exemplify the different approaches and, in turn, note the direction of fruitful developments and the nature of key challenges. From our review of the field, we suggest that three discrete methodological approaches can be identified: macro-studies within a psychological tradition; macro-studies within a sociological tradition; and micro-studies within an interpretive tradition. Our review comprised a critical analysis of papers included in the Web of Science databases published between 1998 and 2018. A total of 198 papers examining aspects of learner identity relating to science were identified. Of these, the majority (146) were categorised as micro-studies within an interpretive tradition. We discuss the implications of methodological choices for the advancement of understanding and further note ambiguities in the field particularly in relation to the ways in which learner identity research is conceived. We also raise questions for the field relating to the ways in which findings may be scaled, and how the field might develop to allow stronger theoretical and conceptual coherence.
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17.
  • Danielsson, Anna, Professor, 1978-, et al. (författare)
  • The identity turn in science education research : a critical review of methodologies in a consolidating field
  • 2023
  • Ingår i: Cultural Studies of Science Education. - : Springer Science and Business Media LLC. - 1871-1502 .- 1871-1510. ; :18, s. 695-754
  • Forskningsöversikt (refereegranskat)abstract
    • This manuscript reflects on the affordances and limitations of methodological approaches commonly adopted by science education researchers examining learner identities. Our aims are to unpack the relative strengths and weaknesses of such approaches and note their respective prevalence. In so doing, we identify and critique studies which we consider exemplify the different approaches and, in turn, note the direction of fruitful developments and the nature of key challenges. From our review of the field, we suggest that three discrete methodological approaches can be identified: macro-studies within a psychological tradition; macro-studies within a sociological tradition; and micro-studies within an interpretive tradition. Our review comprised a critical analysis of papers included in the Web of Science databases published between 1998 and 2018. A total of 198 papers examining aspects of learner identity relating to science were identified. Of these, the majority (146) were categorised as micro-studies within an interpretive tradition. We discuss the implications of methodological choices for the advancement of understanding and further note ambiguities in the field particularly in relation to the ways in which learner identity research is conceived. We also raise questions for the field relating to the ways in which findings may be scaled, and how the field might develop to allow stronger theoretical and conceptual coherence.  
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18.
  • de Freitas, Elizabeth, et al. (författare)
  • How scientific concepts come to matter in early childhood curriculum : rethinking the concept of force
  • 2016
  • Ingår i: Cultural Studies of Science Education. - : Springer Science and Business Media LLC. - 1871-1502 .- 1871-1510. ; 11:4, s. 1201-1222
  • Tidskriftsartikel (refereegranskat)abstract
    • The aim of this article is to investigate how new materialist philosophies of matter can help us study the emergence of scientific thought in young children's activities. We draw extensively on the work of Gilles Deleuze to help us understand scientific concepts as concrete universals. In particular, we show how the concept of force is reanimated through this approach, becoming less deterministic, and more inflected with chance and indeterminism. We show how this approach to concepts moves beyond constructivist socio-cultural theories of learning, and reveals how concepts are 'material articulations of the world' intra-acting with all other matter and meaning. Finally, we discuss video data and artifacts from an ongoing ethnographic project in Stockholm entitled 'Children's relations to the city'. Our analysis of the classroom video data from this project shows how concepts are not timeless transcendent abstractions, but part of an unfolding event and learning assemblage. Thus the article contributes to research on conceptual change in children, with particular focus on scientific concepts.
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19.
  • del Carmen Gómez, Maria, et al. (författare)
  • Everyday classroom assessment practices in science classrooms in Sweden
  • 2014
  • Ingår i: Cultural Studies of Science Education. - : Springer. - 1871-1502 .- 1871-1510. ; 9:4, s. 825-853
  • Tidskriftsartikel (refereegranskat)abstract
    • Denna studie undersöker gymnasielärares bedömning och betygspraktiker på de naturvetenskapliga programmen på gymnasieskolor i Sverige. Lärarna tillfrågades om hur och när de bedömer eleverna och vad som var avgörande för dem vid betygsättning av eleverna. Vi frågade dem om sådant som lyfts fram i den nationella läroplanen, framför allt, när de ansåg att eleverna hade utvecklat följande kriterier för kunskap: förtrogenhet med ämnet, förmåga till kritiskt tänkande, analytiska och praktiska färdigheter och hur de bedömde eleverna när det gäller dessa färdigheter. Vi studerade också frågan om studenternas medverkan i bedömningsprocessen. Vi rapporterar övergripande evidensbaserade lärarnas bedömningspraktiker från lärarnas kommentarer i personliga intervjuer med dem. Vi har funnit att lärarnas kommentarer är nära förbundna med varandra och relaterad till sedan länge etablerade föreställningar om bedömning. Karaktären av bedömningen och betygssättnigen som vi hittat står i strid med den nationella svenska läroplanen samt med moderna perspektiv på bedömning och den roll som bedömningen har i lärandet.
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20.
  • Doerr, Katherine (författare)
  • Testing and cheating : technologies of power and resistance
  • 2021
  • Ingår i: Cultural Studies of Science Education. - : Springer. - 1871-1502 .- 1871-1510. ; 16:4, s. 1315-1334
  • Tidskriftsartikel (refereegranskat)abstract
    • Cheating, a form of academic dishonesty, is commonly regarded as a problem in science education. This inquiry theorizes cheating not as a moral failing on the part of students or a lack of surveillance by teachers but rather as a resistance to testing. Ethnographic data from a university physical science department, analyzed with Michel Foucault’s theory of governmentality, suggests testing as a technique of disciplinary power to produce normalized cases, schooled subjects of a certain type. The resistance of cheating is an assertion of agency within inequitable power relations. As such, cheating and testing are mutually constituting. This inquiry aims to trouble the notion that testing is educationally beneficial by discussing how testing may be placing students in morally compromised positions and teachers in morally complicit positions.
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21.
  • Due, Karin, 1953- (författare)
  • Who is the competent physics student? : A study of students’ positions and social interaction in small-group discussions
  • 2014
  • Ingår i: Cultural Studies of Science Education. - : Springer. - 1871-1502 .- 1871-1510. ; 9:2, s. 441-459
  • Tidskriftsartikel (refereegranskat)abstract
    • This article describes a study which explored the social interaction and the reproduction and challenge of gendered discourses in small group discussions in physics. Data for the study consisted of video recordings of eight upper secondary school groups solving physics problems and 15 audiotaped individual interviews with participating students. The analysis was based on gender theory viewing gender both as a process and a discourse. Specifically discursive psychology analysis was used to examine how students position themselves and their peers within discourses of physics and gender. The results of the study reveal how images of physics and of ‘‘skilled physics student’’ were constructed in the context of the interviews. These discourses were reconstructed in the students’ discussions and their social interactions within groups. Traditional gendered positions were reconstructed, for example with boys positioned as more competent in physics than girls. These positions were however also resisted and challenged.
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22.
  • Dunlop, Lynda, et al. (författare)
  • Treading carefully : the environment and political participation in science education
  • 2024
  • Ingår i: Cultural Studies of Science Education. - Dordrecht : Springer Netherlands. - 1871-1502 .- 1871-1510.
  • Tidskriftsartikel (refereegranskat)abstract
    • Politics and science are inextricably connected, particularly in relation to the climate emer-gency and other environmental crises, yet science education is an often overlooked site forengaging with the political dimensions of environmental issues. This study examines howscience teachers in England experience politics—specifically political participation—inrelation to the environment in school science, against a background of increased obstruc-tion in civic space. The study draws on an analysis of theoretically informed in-depth inter-views with eleven science teachers about their experiences of political participation in rela-tion to environmental issues. We find that politics enters the science classroom primarilythrough informal conversations initiated by students rather than planned by teachers. Whenplanned for, the emphasis is on individual, latent–political (civic) engagement rather thanmanifest political participation. We argue that this is a symptom of the post-political condi-tion and call for a more enabling environment for discussing the strengths and limitationsof different forms of political participation in school science. © The Author(s) 2024
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23.
  • Elkin Postila, Teresa, 1970- (författare)
  • Stories of water : preschool children's engagement with water purification
  • 2022
  • Ingår i: Cultural Studies of Science Education. - : Springer Science and Business Media LLC. - 1871-1502 .- 1871-1510. ; 17:2, s. 277-299
  • Tidskriftsartikel (refereegranskat)abstract
    • This article aims to investigate environmental education in preschools by taking Donna Haraway’s call of staying with the trouble together with preschool children seriously, here-and-now, in explorations of dirty water and water purification. This posthumanist inspired research project draws theoretically and methodologically on the writings of Haraway, Anna L. Tsing and Isabelle Stengers. The empirical data consist of three stories from a multidisciplinary intervention research project in the Stockholm region in Sweden, collected from collaboratively produced data such as films, photographs, drawings, and notes from the project. The study can be seen as an invitation to preschools to engage in the debate on climate change and to create a togetherness around environmental concerns, not only in the future, but also here-and-now in the preschool.
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24.
  • Engström, Susanne, 1962-, et al. (författare)
  • Different habitus – different strategies in teaching physics? : Relationships between teachers’ social, economic and cultural capital and strategies in teaching physics in upper secondary school
  • 2014
  • Ingår i: Cultural Studies of Science Education. - : Springer Science and Business Media LLC. - 1871-1502 .- 1871-1510. ; 9:3, s. 699-728
  • Tidskriftsartikel (refereegranskat)abstract
    • With environmental awareness in the societies of today, political steering documents emphasize that all education should include sustainable development. But it seems to be others competing ideals for teaching physics, or why do the physics teachers teach as they do? Physics teachers in secondary school in Sweden have generally, been focused on facts and a strong link with scientific theories and concepts. In general, the curriculum sway the teaching, a standard text book in physics is used, the teaching is organized according to the book and the teacher deals with and demonstrates typical tasks on the whiteboard and group work is common for special issues related to tasks from the textbook or elaborating. The aim with this study is to analyze why physics teachers in upper secondary school choose to teach energy as they do. Data emerging from a questionnaire focused on indicators of the teachers' cultural and economic assets, or capital, according to the work of Pierre Bourdieu´s sociology. Especially his concept on life styles and habitus provide a tool for analysis. We focus on physics teachers' positions in the social space, dispositions and standpoints towards the ideal way to teach physics in upper secondary school (n=268). Our response rate is 29 % and due to the low response rate a non response bias analysis was made. In our analysis we primarily sought for groups, with a cluster analysis based on the teaching practice, revealed common features for both what and how they teach and three different teaching types emerged. Then we reconstructed the group habitus of the teachers by analyzing dispositions and standpoints and related those to the specific polarization of sacred values, that is struggles about the natural order (doxa) in the social space of science education, which is a part of and has boundaries to dominating fields like the natural sciences and the political fields (curriculum etc.). Three teacher-groups' habituses are described and analyzed; 1. The Manager of theTraditional, 2. The Challenger for Technology and 3. The Challenger for Citizenship. By constructing the habitus of the teachers in the different groups we can explain why teachers teach as they do and thereby make a contribution to both science education research and to teaching training, whereas reflective approach which also includes the individual dispositions and representations are paramount. In our paper we elaborate the grounds and implications of these findings further.
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25.
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26.
  • Gade, Sharada, 1960-, et al. (författare)
  • Investigating everyday measures through exploratory talk : whole class plenary intervention and landscape study at grade four
  • 2018
  • Ingår i: Cultural Studies of Science Education. - New York : Springer. - 1871-1502 .- 1871-1510. ; 13:1, s. 235-252
  • Tidskriftsartikel (refereegranskat)abstract
    • We report an exploratory talk based, whole class plenary intervention, in relation to students' understanding of everyday measures and measurement, in a grade four classroom at a grade 4-6 school in Sweden. Extended, project related, teacher-researcher collaboration forms basis for such cultural historical activity theory or CHAT based efforts. As formative intervention, the conduct of the plenary is not pre-determined but embedded in ongoing curricular realities, with the agency of students and teacher promoted, pedagogical ideas reutilised and the role of researcher viewed as supporting design and growth of the intervention. Under Charlotta's guidance as teacher, the plenary is opportunity for her students to examine improbable scenarios such as, Can Eva and Anton measure the length of Sweden on foot, Can Lars and Iris measure their age in decimeters. A zone of proximal development is created, in which students make the transition from spontaneous to scientific concepts and learn how various units of measurement are objects-that-can-be-used-for-certain-purposes. With opportunity for critical and reflective inquiry, in a plenary designed to lead development, Charlotta's students look beyond the making of rote measurements and articulate a theory of measure in nascent terms. Such a landscape of teaching-learning is finally understood in terms of the nature of talk that was facilitated, the manner of pedagogy utilised, the style of teaching exercised and the kind of learning that was demanded of her students.
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27.
  • Gade, Sharada, 1960- (författare)
  • Unpacking teacher-researcher collaboration with three theoretical frameworks : a case of expansive learning activity?
  • 2015
  • Ingår i: Cultural Studies of Science Education. - : Springer Science and Business Media LLC. - 1871-1502 .- 1871-1510. ; 10:3, s. 603-619
  • Tidskriftsartikel (refereegranskat)abstract
    • Long association with a mathematics teacher at a Grade 4-6 school in Sweden, is basis for reporting a case of teacher-researcher collaboration. Three theoretical frameworks used to study its development over time are relational knowing, relational agency and cogenerative dialogue. While relational knowing uses narrative perspectives to explore the experiential and relational nature of collaboration; relational agency, draws on activity theory perspectives and identifies the change in the purpose of collaboration, from initially conducting classroom interventions to co-authoring research. Finally, cogenerative dialogue, deploys hermeneutic-phenomenological perspectives and investigates the dialogue that transpired between Lotta and the author, as they co-authored their research report. Such analysis sheds invaluable light on a case of expansive learning activity. 
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28.
  • Günther-Hanssen, Anna (författare)
  • A swing and a child : How scientific phenomena can come to matter for preschool children’s emergent science identities
  • 2020
  • Ingår i: Cultural Studies of Science Education. - : Springer Science and Business Media LLC. - 1871-1502 .- 1871-1510. ; 15, s. 885-910
  • Tidskriftsartikel (refereegranskat)abstract
    • The focus of this study is the co-actings of a 5-year-old girl, a swing, and physical phenomena. The study explores how the swing and physical phenomena worked as co-creators of the girl’s scientific explorations as well as her bodily capacities and identity construction. Empirically, the study makes use of a video sequence generated during a field study in a Swedish preschool with 5-year-old children. The field study focused on the children’s play and explorations together with the preschool environment, during activities not specifically guided by teachers. To conceptualize children’s emergent scientific learning as mutual with their identity construction and as being co-created together with nonhuman agents, the study combines perspectives from new materialism, emergent science, physics, and gender theory. As a theoretical and methodological foundation, a new materialist perspective drawing on Karen Barad’s (2007) theory of agential realism and diffractive methodology were used, as well as Elizabeth de Freitas and Anna Palmer’s (2016) notion concerning how scientific concepts can work as creative playmates in children’s  explorations. The findings show how the girl, together with the swing, could experience and explore various physical phenomena as well as extend her bodily capacities and become brave and strong. As such, new materialism shows how scientific phenomena can create affordances for an individual’s becomings as scientific as well as how “becoming scientific” can be understood. At the same time, the findings also indicate the importance of teachers not assuming that scientific phenomena are automatically part of children’s play or can be experienced by all children all the time. The explored situation was rare. On most occasions, the girl did not get the same kind of experiences with the swing because of gender norms. I argue that norms and discourses connected to science and gender are not things that “come with” older children or are only introduced by adults. These are instead already in the making and re-making within children’s co-actings with the material-discursive environment in preschool. It is therefore important that teachers engage in children’s embodied play with scientific phenomena, with the aim to empower the children, their bodies, capacities and (science) identities.
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29.
  • Gyllenpalm, Jakob (författare)
  • Inquiry and flow in science education
  • 2018
  • Ingår i: Cultural Studies of Science Education. - : Springer Science and Business Media LLC. - 1871-1502 .- 1871-1510. ; 13:2, s. 429-435
  • Tidskriftsartikel (refereegranskat)abstract
    • Ellwood's and Abrams's paper, Students's social interaction in inquiry-based science education: how experiences of flow can increase motivation and achievement, describes two groups of students and their experiences in an extended inquiry unit. For one of these, the Off-Campus group, several educational aspects were enhanced compared with the group that stayed on campus for their fieldwork. In the analysis this was related to the nature and quality of students' social interactions during the project and their experiences of flow. This forum article seeks to expand and reframe some of the interpretations made by the authors concerning the role of time, place and attention for setting up conditions for experiences of flow in general, and in scientific inquiry in particular. A comparison with the result from research on wait-time is made, and the significance of place and social interactions are related to a typology of attention helpful for understanding Flow theory. It is suggested that an additional finding may be that there are certain moments in an inquiry unit where slowing down the tempo of instruction to allow for feedback and discussion is particularly important, because doing so can significantly alter the subsequent development and quality of students' social interactions, experiences of flow, and consequently learning. Implications for science teaching and teacher education are discussed.
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30.
  • Hansson, Sven Ove (författare)
  • How to reconcile the multiculturalist and universalist approaches to science education
  • 2018
  • Ingår i: Cultural Studies of Science Education. - : Springer Nature. - 1871-1502 .- 1871-1510. ; 13:2, s. 517-523
  • Tidskriftsartikel (refereegranskat)abstract
    • The "multiculturalist" and "universalist" approaches to science education both fail to recognize the strong continuities between modern science and its forerunners in traditional societies. Various fact-finding practices in indigenous cultures exhibit the hallmarks of scientific investigations, such as collectively achieved rationality, a careful distinction between facts and values, a search for shared, well-founded judgments in empirical matters, and strivings for continuous improvement of these judgments. Prominent examples are hunters' discussions when tracking a prey, systematic agricultural experiments performed by indigenous farmers, and remarkably advanced experiments performed by craftspeople long before the advent of modern science. When the continuities between science and these prescientific practices are taken into account, it becomes obvious that the traditional forms of both multiculturalism and universalism should be replaced by a new approach that dissolves the alleged conflict between adherence to modern science and respect for traditional cultures.
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31.
  • Ho, Felix M. (författare)
  • Reforms in pedagogy and the Confucian tradition : looking below the surface
  • 2018
  • Ingår i: Cultural Studies of Science Education. - : SPRINGER. - 1871-1502 .- 1871-1510. ; 13:1, s. 133-145
  • Tidskriftsartikel (refereegranskat)abstract
    • This Forum article addresses some of the issues raised in the article by Ying-Syuan Huang and Anila Asghar's paper entitled: Science education reform in Confucian learning cultures: teachers' perspectives on policy and practice in Taiwan. An attempt is made to highlight the need for a more nuanced approach in considering the Confucian education tradition and its compatibility with education reforms. In particular, the article discusses issues concerning the historical development of the Confucian education tradition, challenges in reform implementation that are in reality tradition-independent, as well as opportunities and points of convergence that the Confucian education tradition presents that can in fact be favorable to implementation of reform-based pedagogies.
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32.
  • Hussenius, Anita, 1956- (författare)
  • Science Education for all, some or just a few?
  • 2014
  • Ingår i: Culture Studies of Science Education. - : Springer. - 1871-1502 .- 1871-1510. ; 9:2, s. 255-262
  • Tidskriftsartikel (refereegranskat)
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33.
  • Ideland, Malin, et al. (författare)
  • Body talk : students’ identity construction while discussing a socioscientific issue
  • 2012
  • Ingår i: Cultural Studies of Science Education. - : Springer. - 1871-1502 .- 1871-1510. ; 7:2, s. 279-305
  • Tidskriftsartikel (refereegranskat)abstract
    • Vision II school science is often stated to be a democratic and inclusive form of science education. But what characterizes the subject who fits into the Vision II school science? Who is the desirable student and who is constructed as ill-fitting? This article explores discourses that structure the Vision II science classroom, and how different students construct their identities inside these discourses. In the article we consider school science as an order of discourses which restricts and enables what is possible to think and say and what subject-positions those are available and non-available. The results show that students’ talk about a SSI about body and health is constituted by several discourses. We have analyzed how school science discourse, body discourse and general school discourse are structuring the discussions. But these discourses are used in different ways depending on how the students construct their identities in relation to available subject positions, which are dependent on how students at the same time are “doing” gender and social class. As an example, middle class girls show resistance against SSI-work since the practice is threatening their identity as “successful students”. This article uses a sociopolitical perspective in its discussions on inclusion and exclusion in the practice of Vision II. It raises critical issues about the inherited complexity of SSI with meetings and/or collisions between discourses. Even if the empirical results from this qualitative study are situated in specific cultural contexts, they contribute with new questions to ask concerning SSI and Vision II school science.
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34.
  • Jobér, Anna (författare)
  • Revising laboratory work : sociological perspectives on the science classroom
  • 2017
  • Ingår i: Cultural Studies of Science Education. - : Springer. - 1871-1502 .- 1871-1510. ; 12:12, s. 615-635
  • Tidskriftsartikel (refereegranskat)abstract
    • This study uses sociological perspectives to analyse one of the core practices in science education: schoolchildren’s and students’ laboratory work. Applying an ethnographic approach to the laboratory work done by pupils at a Swedish compulsory school, data were generated through observations, field notes, interviews, and a questionnaire. The pupils, ages 14 and 15, were observed as they took a 5-week physics unit (specifically, mechanics). The analysis shows that the episodes of laboratory work could be filled with curiosity and exciting challenges; however, another picture emerged when sociological concepts and notions were applied to what is a very common way of working in the classroom. Laboratory work is characterised as a social activity that is expected to be organised as a group activity. This entails groups becoming, to some extent, ‘safe havens’ for the pupils. On the other hand, this way of working in groups required pupils to subject to the groups and the peer effect, sometimes undermining their chances to learn and perform better. In addition, the practice of working in groups when doing laboratory work left some pupils and the teacher blaming themselves, even though the outcome of the learning situation was a result of a complex interplay of social processes. This article suggests a stronger emphasis on the contradictions and consequences of the science subjects, which are strongly influenced by their socio-historical legacy.
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35.
  • Johansson, Anders, 1987, et al. (författare)
  • Performing legitimate choice narratives in physics: possibilities for under-represented physics students
  • 2023
  • Ingår i: Cultural Studies of Science Education. - 1871-1502 .- 1871-1510. ; 18, s. 1255-1283
  • Tidskriftsartikel (refereegranskat)abstract
    • Higher education physics has long been a field with a disproportionately skewed representation in terms of gender, class, and ethnicity. Responding to this challenge, this study explores the trajectories of "unexpected" (i.e., demographically under-represented) students into higher education physics. Based on timeline-guided life-history interviews with 21 students enrolled in university physics programs across Sweden, the students' accounts of their trajectories into physics are analyzed as choice narratives. The analysis explores what ingredients are used to tell a legitimate story of physics participation, in relation to dominant discourses in physics culture, and wider social and political discourses. Results indicate that students narrate their choice as based on motivations of physics being a prestigious and challenging subject, of a deep interest in and a natural ability for physics, as well as a wish to use physics for contributing to the world. While most of these affiliations to physics has been documented in earlier research, the study shows how they are negotiated in relation to social locations such as gender, class and migration history, and used to perform an authentic and legitimate choice narrative in the interview situation. Furthermore, the study reports and discusses the possibility of conceiving the role of physics in students' lives as something beyond a "pure", intellectually challenging, and "prestigious" subject. In contrast, and with implications for widening participation, the stories of "unexpected" physics students indicate that physics can be reconceived as socially and altruistically oriented.
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36.
  • Johansson, Anders, 1987-, et al. (författare)
  • “Shut up and calculate” : the available discursive positions in quantum physics courses
  • 2018
  • Ingår i: Cultural Studies of Science Education. - : Springer Science and Business Media LLC. - 1871-1502 .- 1871-1510. ; 13:1, s. 205-226
  • Tidskriftsartikel (refereegranskat)abstract
    • Educating new generations of physicists is often seen as a matter of attracting good students, teaching them physics and making sure that they stay at the university. Sometimes, questions are also raised about what could be done to increase diversity in recruitment. Using a discursive perspective, in this study of three introductory quantum physics courses at two Swedish universities, we instead ask what it means to become a physicist, and whether certain ways of becoming a physicist and doing physics is privileged in this process. Asking the question of what discursive positions are made accessible to students, we use observations of lectures and problem solving sessions together with interviews with students to characterize the discourse in the courses. Many students seem to have high expectations for the quantum physics course and generally express that they appreciate the course more than other courses. Nevertheless, our analysis shows that the ways of being a “good quantum physics student” are limited by the dominating focus on calculating quantum physics in the courses. We argue that this could have negative consequences both for the education of future physicists and the discipline of physics itself, in that it may reproduce an instrumental “shut up and calculate”-culture of physics, as well as an elitist physics education. Additionally, many students who take the courses are not future physicists, and the limitation of discursive positions may also affect these students significantly.
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37.
  • Karlsson, Annika, et al. (författare)
  • The continuity of learning in a translanguaging science classroom
  • 2020
  • Ingår i: Cultural Studies of Science Education. - : Springer. - 1871-1502 .- 1871-1510. ; 15:1, s. 1-25
  • Tidskriftsartikel (refereegranskat)abstract
    • Syftet med denna artikel är att undersöka och förtydliga på vilka sätt elevers användning av första- och andraspråket i ett translanguaging science classroom (TSC) utgör en resurs i meningsskapande klassrumsaktiviteter och på vilka sätt detta kan påverka kontinuiteten i flerspråkiga elevers lärande i naturvetenskap. I ett TSC är det möjligt för både lärare och elever att använda alla tillgängliga språkliga resurser, såsom exempelvis första- och andraspråk, gester, bilder och föremål, i syfte att skapa förståelse. För att synliggöra elevernas och studiehandledarens autentiska språkanvändning i ett TSC använder vi oss av en etnografisk datainsamling och forskningsdesign. Studien följer några NO-lektioner varje månad i en mellanstadieklass under tre års tid (2012–2015). Lektionerna dokumenteras med hjälp av fyra videokameror och fyra diktafoner och den totalt inspelade tiden från lektionerna är 117 timmar. Dessutom samlas fältanteckningar, elevtexter och olika undervisningsmaterial in. Datamaterialet består också av inspelade samtal med fyra elever som vid tillfället för datainsamlingen är nyanlända. I dessa samtal berättar fyra nyanlända elever om sina erfarenheter och upplevelser av tidigare skolgång och mötet med den svenska NO-undervisningen. I studien används practical epistemology analysis (PEA) som analysverktyg för att analysera på vilka sätt användningen av både första- och andraspråket kan påverka kontinuiteten i meningsskapande klassrumsaktiviteter i ett TSC och därmed flerspråkiga elevers möjligheter till lärande i naturvetenskap. Analysen visar att elevernas och studiehandledarens användning av första- och andraspråket utgör en resurs för de nyanlända eleverna i approprieringen av klassrumsaktiviteterna i detta NO-klassrum. Eleverna och studiehandledaren använder ofta första- och andraspråket för att förtydliga ämnesinnehåll och förklara olika aktiviteter. Emellertid avslöjar analysen också situationer i denna praktik där alla tillgängliga resurser inte utnyttjas och kontinuiteten i klassrumsaktiviteterna blir avbruten på olika sätt. Dessa situationer verkar vara konsekvenser av låga förväntningar på elever med begränsad tillgång till undervisningsspråket, vilket uttrycks i en förenkling av det språk som används, kontextualisering av ämnesinnehållet till vardagliga erfarenheter som kanske inte delas av alla elever, samt komplexiteten att översätta och transformera det naturvetenskapliga ämnesinnehållet från ett språk till ett annat (arabiska och svenska) och mellan en vardaglig och en mer akademisk diskurs. Resultatet visar att det finns en tendens att förenkla språket, både på svenska och arabiska. Detta antyder att alla de språkliga resurser som finns att tillgå i en praktik som använder och uppmuntrar translanguaging inte utnyttjas fullt ut, vilket resulterar i att eleverna inte får tillgång till de medierande resurser som konstituerar ämnesinnehållet. En annan orsak till att kontinuiteten i lärprocessen ibland blir störd är att lärarna förklarar det naturvetenskapliga ämnesinnehållet och dess specifika språkbruk genom att relatera detta till en vardaglig och praktisk kontext. Detta blir ofta problematiskt dels eftersom lärarna och elevernas vardagliga och kulturella erfarenheter till en viss del förefaller skilja sig åt och dels därför att elevernas vardagliga och kulturella erfarenhet vanligen konstitueras på ett annat språk än undervisningsspråket. Elevernas språkliga repertoar innefattade inte därför alltid de språkbruk som konstituerar en vardaglig kontext på undervisningsspråket. Studien bidrar till fältet genom att illustrera vikten av att stödja varje elevs tillgång till de språkliga verktyg som konstituerar det naturvetenskapliga ämnesinnehållet, samt främja användningen av alla tillgängliga resurser, såsom första- och andraspråket och multimodala resurser, för att relatera det naturvetenskapliga ämnesinnehållet till tidigare erfarenhet och därmed skapa ett kontinuerligt lärande i flerspråkiga NO-klassrum.
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38.
  • Lundegård, Iann (författare)
  • Learning from metaphors
  • 2015
  • Ingår i: Cultural Studies of Science Education. - : Springer Science and Business Media LLC. - 1871-1502 .- 1871-1510. ; 10:3, s. 695-705
  • Tidskriftsartikel (refereegranskat)abstract
    • Today an increasing number of countries around the world have acquired almost the same metaphorical speech about teaching and learning. These theories grown in the Western world are largely produced within the framework of psychology and individualistic oriented educational philosophy and fits with the ever-expanding financial growth paradigm. This article gives a brief reference to an exchange that in the early 1900’s took place between two different ways to go in American educational philosophy. Then selects John Dewey’s route choice, which took a step away from attempts to create a rationalistic ultimate definition of teaching and learning. Instead, a couple of different metaphors for education are demonstrated that can be used as a basis for pragmatically organizing teaching toward specific purposes and consequences in relation to different cultural traditions.
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39.
  • Lundin, Mattias, 1970- (författare)
  • Action for purpose in a language game in motion
  • 2007
  • Ingår i: Cultural Studies of Science Education. - Netherlands : Springer. - 1871-1502 .- 1871-1510. ; 2:1, s. 300-303
  • Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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40.
  • Lundin, Mattias, 1970- (författare)
  • Inviting queer ideas into the science classroom : studying sexuality education from a queer perspective
  • 2014
  • Ingår i: Cultural Studies of Science Education. - : Springer Science and Business Media LLC. - 1871-1502 .- 1871-1510. ; 9:2, s. 377-391
  • Tidskriftsartikel (refereegranskat)abstract
    • Science education has been pointed out as fact-based and built on reliable knowledge. Nevertheless, there are areas that include other aspects. Sexual education is, according to the Swedish syllabus, such an example and it involves aspects as love, sexuality and relations. These aspects suggest a possible tension between the biological and well-established definition of sex and later non-dichotomized perspectives. Teachers need to take both of these aspects into account as they work. Equality work aiming at providing equality for people that are not part of the prevalent norms for doing gender and sexuality is another endeavour to teachers in science education. To be able to study prevalent norms a queer perspective has been used. The hetero norm is defined in this perspective and it is explained as the expectation that everybody is heterosexual and wishes to live in hetero pair-ship. This perspective also involves the normative construction of man and woman. The different ways to approach sex and sexuality is the research object of this study and the research question is formulated as follows: How can the construction of the hetero norm be visualized by queer theory to challenge the norm in sexuality education? A framework that visualizes the hetero norm and that could elicit attempts to question the norm was chosen for the analysis. The applied framework can be summarized using the following descriptions: repetition of desirability, dichotomization of sexes, differentiation of sexualities and hierarchy of positions. The data constituted of observations made in two classes with 14-year-old students during sexuality education lessons. The results illustrate how the hetero norm was reconstructed in all of the four parts of the applied framework. The analysis provides four examples of how the norm was challenged, first, by expressing the unexpected and uncommon, second, by an orientation towards uncommon positions, third, by eliciting the communalities of sexes and fourth, by an illumination of the queer. It is concluded in the paper that a challenge of the hierarchy of positions is subsequent to the challenge of the initial parts of the framework. Furthermore, the part of the framework called repetition of desirability could benefit from being part of a different level compared to the following parts of the framework. The excerpts used in the analysis were chosen because of their applicability to the framework. However, the biological content does not stand out in the chosen excerpts. The analysis cannot point out if this is a coincidence and it is open to further research to illuminate whether the biological content is diminished, or if teachers might focus on the biological subject content separately from the questions referring to love, sexuality and relations. To conclude, the framework seems to be fruitful to illuminate equality issues regarding the hetero norm both by visualizing the reconstruction of the norm as well as visualizing attempts to challenge the same norm.
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41.
  • Lundin, Mattias (författare)
  • Questions as a tool for bridging science and everyday language games
  • 2007
  • Ingår i: Cultural Studies of Science Education. - : Springer Science and Business Media LLC. - 1871-1502 .- 1871-1510. ; 1:2, s. 265-279
  • Tidskriftsartikel (refereegranskat)abstract
    • Research has shown how students can shift between different ways of communicating about natural phenomena. The point of departure in this text is that school science comprises science ways to communicate as well as everyday ways to communicate. In school science activities transitions, from for example everyday ways to explain to science ways to explain, occur and the purpose of this paper is to show what role questions play in these transitions. Data consists of video observations of a group of 24 students, 15 years of age, doing their ordinary school science work without my interference in their planning. Relevant conversations including questions were transcribed. The analysis was made by examining the establishment of relations between utterances in the transcribed conversations. Relations that bridge science and everyday language games are described in the results. Questions that were formulated in an everyday language game illustrate the difficulties of making transitions to a science language game. Without teacher guidance, students’ questions are potential promoters for making the topic drift and to develop into something totally different from the topic as planned by the teacher. However, questions promote transitions to an everyday language game. These can be used by teachers for example to adjust an everyday explanation and guide students in making science knowledge useful in daily life.
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42.
  • Lundin, Mattias (författare)
  • Questions as a tool for bridging scientific and everyday language games
  • 2007
  • Ingår i: Cultural Studies of Science Education. - : Springer Science and Business Media LLC. - 1871-1502 .- 1871-1510. ; 2:1, s. 265-279
  • Tidskriftsartikel (refereegranskat)abstract
    • Research has shown how students can shift between different ways of communicating about natural phenomena. The point of departure in this text is that school science comprises science ways to communicate as well as everyday ways to communicate. In school science activities transitions, from for example everyday ways to explain to science ways to explain, occur and the purpose of this paper is to show what role questions play in these transitions. Data consists of video observations of a group of 24 students, 15 years of age, doing their ordinary school science work without my interference in their planning. Relevant conversations including questions were transcribed. The analysis was made by examining the establishment of relations between utterances in the transcribed conversations. Relations that bridge science and everyday language games are described in the results. Questions that were formulated in an everyday language game illustrate the difficulties of making transitions to a science language game. Without teacher guidance, students’ questions are potential promoters for making the topic drift and to develop into something totally different from the topic as planned by the teacher. However, questions promote transitions to an everyday language game. These can be used by teachers for example to adjust an everyday explanation and guide students in making science knowledge useful in daily life.
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43.
  • Lundin, Mattias, 1970-, et al. (författare)
  • Situated meaning-making of the human body : A study of elementary school children's reasons in two different activities
  • 2014
  • Ingår i: Cultural Studies of Science Education. - : Springer Science and Business Media LLC. - 1871-1502 .- 1871-1510. ; 9:1, s. 173-191
  • Tidskriftsartikel (refereegranskat)abstract
    • In this text we compare children's expressions in drawings to their statements during interviews, for the purpose of understanding how different situations afford children to make meaning. In specific we study how two different activities interact and afford children to make meaning differently about the human body. The analytic attention is drawn to the meaning-making children made as they in pairs were asked to explain the body drawings that they did prior to the interviews. Meaning-making was studied by using a practical epistemology analysis, an analysis facilitating understanding of how relations are established in a developing conversation, and more generally providing understanding from a child perspective. The results indicate that several reasons are at hand for children in the two different situations; namely, social, artistic, practical, empirical and memory reasons are identified. Social reasons refer to statements belonging to the social context and items that were described as inappropriate to express. Artistic reasons were interpreted from aesthetic judgements, referring to the artistic quality of the drawing. Practical reasons were given in situations where children expressed, for example, that the space limited their opportunities to draw. Empirical reasons are built on children's statements referring to picture items that are identified by pointing or touching their own body. Memory reasons are involved in all the situations where children explained items were previously omitted, because the body part had been temporarily forgotten. Furthermore, we suggest that children interpret situational aspects and make judgements concerning the relevance of their different reasons. By these means we hope to facilitate children's understanding of interview questions and also to improve researchers' understanding of children's ability to grasp relevant details prior to their response (or participation).
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44.
  • Lundqvist, Eva, 1972-, et al. (författare)
  • Institutional traditions in teachers' manners of teaching
  • 2012
  • Ingår i: Cultural Studies of Science Education. - : Springer. - 1871-1502 .- 1871-1510.
  • Tidskriftsartikel (refereegranskat)abstract
    • The aim of this article is to make a close case study of one teacher’s teaching in relation to established traditions within science education inSweden. The teacher’s manner of teaching is analysed with the help of an epistemological move analysis (EMA). The moves made by the teacher are then compared in a context of educational philosophy and selective tradition. In the analyses the focus is to study the process of teaching and learning in action in institutionalised and socially shared practices.The empirical material consists of video recordings of four lessons with the same group of students and the same teacher. The students are all in Year7 ina Swedish nine-year compulsory school. During these lessons the students work with a subject area called “Properties of materials”.The results show that the teacher makes a number of different moves with regard to how to proceed and come to a conclusion about what the substances are. Many of these moves are special in that they indicate that the students need to be able to handle the procedural level of school science. These moves do not deal directly with the knowledge production process, but with methodological aspects. The function of the moves turns the students’ attention from one source of knowledge to another. The moves are aimed at helping the students to help themselves, since it is through their own activity and their own thinking that learning takes place. This is characteristic in the teacher’s manner of teaching. When compared in a context of educational philosophy, this manner of teaching has similarities with progressentialism; a mixture of essentialism and progressivism. This educational philosophy is a central aspect of what is called the academic tradition - a selective tradition common in science education inSwedenbetween 1960-1990.
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45.
  • Lundström, Mats, et al. (författare)
  • To vaccinate or not to vaccinate : how teenagers justified their decision
  • 2012
  • Ingår i: Cultural Studies of Science Education. - : Springer. - 1871-1502 .- 1871-1510. ; 7:1, s. 193-221
  • Tidskriftsartikel (refereegranskat)abstract
    • This article reports on a study of how teenagers made their decision on whether or not to vaccinate themselves against the new influenza. Its purpose was to identify connections between how teenagers talk about themselves and the decision they made. How do the teenagers construct their identities while talking about a specific socio-scientific issue? Seven teenagers between 17 to 19 years of age participated in the study. The informants were requested to document in video diary situations in which their decisions about the vaccination were discussed. All the teenagers recorded their diaries during the weeks of the vaccination programme. The students were also interviewed 1-4 weeks after completing their diaries. A discourse psychology framework (Potter and Wetherell, 1987) was used to analyse the video diaries and the interviews. In this context, decision-making on a socio-scientific issue must be understood as an appropriation and use of discursive repertoires, and also as meaning-making in relation to other fields, such as society and identity. It must also be understood in relation to the use of science repertoire - or actually, the school science repertoire – how available is this discourse in different contexts outside school? The repertoires were categorised into two main types; experienced emphases and important actors. The first included the categories of risk, solidarity and knowledge. The second included family and friends, media, school and society. The school repertoire was seldom used by the students, indicating that school and science education seem not to be an interpretative repertoire available to them. Instead, the risk, solidarity, family and friends and the media repertoires were available in their talk about vaccination. These results indicate the need to use media reports in dealing with scientific literacy and also in risk assessment discussions in school. It also indicates the importance of relating school science closely to the students’ daily life.
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46.
  • Malmberg, Claes, professor, 1956-, et al. (författare)
  • Health in school : stress, individual responsibility and democratic politics
  • 2019
  • Ingår i: Cultural Studies of Science Education. - Dordrecht : Springer Netherlands. - 1871-1502 .- 1871-1510. ; 14:863, s. 863-878
  • Tidskriftsartikel (refereegranskat)abstract
    • According to previous research, in contemporary western societies health is seen as an increasingly non-political issue. Rather than being at the centre of collective decision-making and democratic politics, health is regarded as resting on individual responsibility. In this study we focus on, and explore an important and challenging socio-scientific issue through the concepts of politicization and the depoliticization. We address the question of health education in schools as well as the question of citizenship and democracy, which adds to research on scientific literacy and socio-scientific issues. The study consists of two parts: firstly, we analyse whether health—more precisely stress—is portrayed as a political or non-political issue in textbooks for secondary school; secondly, and informed by the results from our analysis, we dissect and problematise what kind of citizenship that is constructed in textbooks. From a theoretical framework of politics, the article explores how citizenship emerges. Our findings show that health, and more precisely stress, is depoliticized in the textbooks. Firstly, stress is regarded as an individual—not public or governmental—concern. Secondly, stress is depoliticized in a more rigorous manner by making its political dimensions invisible. A consequence is a displacement of stress, e.g., in school, from the democratic arena to the individual citizen. As an implication we recommend an education that emphasize a political and democratic perspective on health as a complement to the individual perspective. © 2018, The Author(s).
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47.
  • Orlander, Auli Arvola, et al. (författare)
  • Bodily experiences in secondary school biology
  • 2011
  • Ingår i: Cultural Studies of Science Education. - Dordrecht : Springer Netherlands. - 1871-1510 .- 1871-1502. ; 6:3, s. 569-594
  • Tidskriftsartikel (refereegranskat)abstract
    • This is a study of teaching about the human body. It is based on transcribed material from interviews with 15-year old students and teachers about their experiences of sex education and from recordings of classroom interactions during a dissection. The analysis is focused on the relationship between what students are supposed to learn about the biological body and their expressed experiences and meaning making of bodies in the schoolwork. The results indicate that the negotiations associated with the encounters between the bodies of the classroom (student, teacher, and animal bodies) are important for what directions meaning making takes and what students are afforded to learn about bodies, biologically as well as in terms of values. We suggest that these negotiations should be taken into account at schools, be regarded as an important part of the learning processes in science education and in that way open up for new possibilities for students’ meaning making.
  •  
48.
  • Orlander, Auli Arvola (författare)
  • “What if we were in a test tube” : Students' gendered meaning making during a biology lesson about the basic facts of the human genitals.
  • 2012
  • Ingår i: Cultural Studies of Science Education. - : Springer Science and Business Media LLC. - 1871-1502 .- 1871-1510.
  • Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
    • This paper explores what happens in the encounters between presentations of ‘‘basic facts’’ about the human genitals and 15-year-old students during a biology lesson ina Swedish secondary school. In this paper, meaning making was approached as relational,context-dependent and continually transacted. For this reason the analysis was conductedthrough a series of close readings of situations where students interacted with each otherand the teacher in opening up gaps about alternative ways of discussing gender. Drawing on Foucault’s theories about the inclusion and exclusion of knowledge and the subsequent work of Butler and other feminist researchers, the paper illuminates what gendered relationsremain tacit in the conversation. It then illustrates possible ways in which these tacit gendered meanings could be made overt and discussed with the students when making meaning about the human genitals. The paper also shows how the ways in which human genitals are transacted in the science classroom have importance for what kind of learning is made available to the students.
  •  
49.
  • Planting-Bergloo, Sara, 1978-, et al. (författare)
  • The production of contraceptive cyborgs in Swedish upper secondary sexuality education
  • 2022
  • Ingår i: Cultural Studies of Science Education. - : Springer Science and Business Media LLC. - 1871-1502 .- 1871-1510. ; 17:2, s. 541-556
  • Tidskriftsartikel (refereegranskat)abstract
    • In this study we examine upper secondary students’ notions of contraceptive methods, as human reproduction and contraception are common content in sexuality education in Sweden and worldwide. Our data were constructed during an extensive educational sequence in natural science sexuality education and include audio recordings of 17–18-year-old students’ stories. Since the main body of the stories was about hormonal and digital contraception and contraceptive responsibility, these stories are the focal point of our analysis. Our study further aims to problematize, challenge, and develop education on contraceptive methods, and Donna Haraway’s theoretical perspectives have been particularly useful. We have in the analytical process linked Haraway’s cyborg image with her later work on tentacular thinking. Our result shows that scientific facts about human reproduction are important for the students’ ability to navigate between the advantages and disadvantages of various contraceptive methods. However, sexuality education turns out to not only be a matter of scientific facts. This study accentuates how natural science, historical, political, cultural, and market-oriented intertwinings affect students’ notions of contraception—and thereby also the construction of natural science sexuality education. 
  •  
50.
  • Rocksén, Miranda, 1968 (författare)
  • The many roles of "explanation" in science education: a case study
  • 2016
  • Ingår i: Cultural Studies of Science Education. - : Springer Science and Business Media LLC. - 1871-1502 .- 1871-1510. ; 11:4, s. 837-868
  • Tidskriftsartikel (refereegranskat)abstract
    • In this paper the role of explanations is discussed in relation to possible consequences originating in the polysemy of the word explanation. The present study is a response to conceptual confusions that have arisen in the intersection between theory and practice, and between science education literature and communication in authentic science classroom settings. Science classroom communication is examined in terms of one teacher’s word use during eleven lessons about evolution. The study contributes empirical examples of how disciplinary norms of valid explanations are manifested in science classroom communication. A dialogical analysis shows how the teacher provides three conversational structures: asking for acts of explanation, providing opportunities to talk about what explanations are in this context and providing opportunities to talk about explanations constructed by students. These three structures facilitate the process of learning how to evaluate and justify explanations. Three potential meanings of the word “explanation” are pointed to: an everyday meaning, a pedagogical–professional meaning and a scientific meaning of the word. It is suggested that the co-existence of these three potential meanings has communicative consequences in science education.
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