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- Andrée, Maria, 1974-
(författare)
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Altering conditions for student participation and motive development in school science: learning from Helena’s mistake
- 2012
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Ingår i: Cultural Studies of Science Education. - : Springer. - 1871-1502 .- 1871-1510. ; 7:2, s. 425-438
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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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| 2. |
- Andrée, Maria, 1974-, et al.
(författare)
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Argumentation and Critique in Science Citizenship Education and Scientific Literacy : Symposium on Literacy and Didactics: Perspectives, Practices and Consequences I
- 2012
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Konferensbidrag (refereegranskat)abstract
- How citizenship education should be designed and what it should aim for is debated. The Swedish national curriculum describes the democratic mission for the compulsory school as imparting respect for human rights, fundamental democratic values and preparing students to responsibly participate in societal life. This mission is to be implemented in all school subjects. Here, we aim to shed light on how these ideas are expressed in the curriculum documents for science education in compulsory school in terms of argumentation and critique. We perform an analysis of the national syllabuses and commentary materials and also discuss the results from educational philosophy perspectives. First, we scrutinize the idea of developing students’ abilities to engage in argumentation, argumentation as means to reach consensus and argumentation as dissensus and agonism from a radical democratic perspective. Second, we scrutinize the idea of critique as expressed in the documents in relation to what has been described as a neo-liberal discourse of independence and integrity. We summarize our findings in what we suggest to be a tension between consensus and agonism. We point to affordances and constraints in the curriculum documents concerning possibilities of bringing together argumentation and critique in what we call critical deliberative education.
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| 3. |
- Andrée, Maria, 1974-
(författare)
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Biotechnology education as social and cultural production/reproduction of the biotechnology community
- 2014
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Ingår i: Cultural Studies of Science Education. - : Springer Science and Business Media LLC. - 1871-1502 .- 1871-1510. ; 9:1, s. 25-30
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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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| 4. |
- Andrée, Maria, 1974-
(författare)
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Developing Inquiry Literacy : Exploring Conditions for Students’ Learning about Inquiry in Primary School from a CHAT Perspective
- 2012
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Konferensbidrag (refereegranskat)abstract
- IntroductionThere is a current debate in science education on what it might mean to educate scientifically literate citizens and the possibilities of actually educating students to become “competent outsiders with respect to science” (Feinstein, 2011). One aspect of scientific literacy, which has been underscored but not sufficiently scrutinized in relation to educating “competent outsiders”, concerns the issue of becoming capable “…to evaluate the quality of scientific information on the basis of its source and the methods used to generate it”. (National Science Education Standards, 1996, p. 22). The aim of this study is to explore conditions for promoting students' abilities to engage in critical discussion in relation to science inquiry in primary science education.In science education, on a policy level, inquiry has been attributed great promise as an instructional approach. It has been identified as a ‘key-approach’ to primary science education (Harlen, 2009; Lena, 2009), and recommended as the 'renewed pedagogy for the future of Europe' (European commission, 2007). Today, inquiry is found in curricula world-wide (Beeth et al., 2003). As educational practices, IBSE practices are inherently hybrid: products, ideas and methods of science are transformed into educational content and classroom tasks (Andrée, 2007). The aims of inquiry based science education (IBSE) are, multi-facetted involving IBSE as a method for a) making science more interesting, b) illustrating scientific concepts and c) learning about inquiry as a way of doing science. From previous studies of inquiry and practical work in science education at various levels, we know that students' work in classrooms/school laboratories cannot be equated with the work of scientists even when students follow what appears to be similar procedure (e.g. Wickman & Östman, 2002). Studies specifically focusing on learning about inquiry show that an explicit focus on teaching about the characteristics of scientific inquiry is unusual (Lager-Nyqvist, 2003; Gyllenpalm, 2010). Also, teachers do not regard learning about inquiry as equally important as traditional science subject matter (Lederman, 2007). In addition to this, teachers have rarely experienced authentic inquiry themselves (Windshitl, 2002).Developing an inquiry literacy involves appropriation of a particular social language for critically analysing, evaluating and judging scientific investigations and conclusions (cf. Lemke, 1993). A challenge in a Cultural-Historical Activity Theory (CHAT) perspective (cf. Engeström, 2001; Leontiev, 1986; Roth, Lee & Hsu, 2009) becomes to engage students in an activity that allows them to make use of relevant intellectual tools for discussing scientific investigations. This also relates to the issue of authenticity and how to create some resemblance between what students do in school science and what happens in science laboratories (Roth, Eijck, Reis & Hsu, 2008).MethodThe study was conducted as a participant-oriented action research study in collaboration with two teachers teaching science in primary school, grades 1-2 and 3, in one Swedish compulsory school over one school-year. This implies studying educational practice with a view to improving the quality of action within it (cf. Elliot, 1991). Data was collected throughout the school-year by using audio- and video recordings of collaborative teacher-researcher meetings, classroom work and collecting artifacts (e.g. work-plans, lesson plans, and student work). Data also include field-notes from informal meetings. Data is analyzed in terms of how students’ incorporate a language of inquiry in activity. The analytical framework used is Cultural-Historical Activity Theory (cf. Engeström, 2001; Leontiev, 1986; Roth, Lee & Hsu, 2009) in combination with Bakhtin’s (1986) notion of speech genres.Expected OutcomesThe initial experiences of collaborating researchers and teachers was that it is difficult to design teaching practices that allow students to engage in open-ended inquiry sharing some resemblance to what happens in science laboratories in terms of the levels of control the students have over their conditions of work. For example, when grade 1 students were given a task to collect and investigate mosses in a nearby forest, the teacher by habit assembled the collected mosses from the students without record of whom had collected what mosses, in view that the class would share the mosses equally the following science lesson. As a consequence, the students were deprived of their own unique collection and lost the context for gathering their mosses. In the next step of inquiry students could not relate to the different milieus of the mosses. In order to push toward more authentic inquiry, researchers and teachers have discussed how to further control over inquiry to the students without loosing the objective of developing students abilities to talk about inquiry work. Further detailed analyses will focus on how students in grades 2 and 3 incorporate a language of inquiry when investigating water phase transitions.ReferencesBakhtin, M. (1986). The problem of speech genres. In C. Emerson & M. Holquist (Eds.), Speech genres and other late essays (pp. 60-102). Austin: Univ. of Texas Press.Elliot, J. (1991). Action Research for Educational Change. Open University Press, Bristol.Engeström, Y. (2001). Expansive learning at work: toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133-156.European commission (2007). Science Education Now: A Renewed Pedagogy for the Future of Europe. Expert Group Community Research Report. Directorate-General for Research Information and Communication Unit. Brussels.Feinstein, N. (2011), Salvaging science literacy. Science Education, 95, 168–185.Gyllenpalm, J., Wickman, P-O. & Holmgren, S-O. (2009). Teachers’ Language on Scientific Inquiry: Methods of teaching or methods of inquiry? International Journal of Science Education, 32, 1151-1172.Harlen, W. (2009). Evaluation of inquiry-based science education pedagogy and programs. Presentation at European Conference on Primary science education Berlin, May 29 2009.Lederman, N. (2007). Nature of science: Past, Present and Future. In N. Lederman & S. Abel (Eds.), Handbook of research on science education (pp. 831-879). Mahwah: Lawrence Erlbaum.Lemke, J. (1993). Talking science: Language, learning, and values. Norwood: Ablex.Lena, P. (2009). A long term model for IBSE in primary schools Lessons from La main à la pâte in France. Presentation at European Conference on Primary Science Education Berlin, May 29.Leontiev, A. (1986). Verksamhet, medvetande personlighet. Moskva/Göteborg: Progress/Fram.Roth, W-M., Eijck,M. Reis, G. & Hsu, P-L. (2008). Authentic science revisited: In praise of diversity, heterogeneity, hybridity. Rotterdam: Sense Publishers.Roth, W-M., Lee, Y.J. & Hsu, P-L. (2009). Cultural-historical activity theory and science education. Studies in Science Education, 45, 131-167.Windschitl, M., Thompson, J. & Braaten, M. (2008). Beyond the scientific method: Model-based inquiry as a new paradigm of preference for school science investigations. Science Education, 92, 941-967.
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| 5. |
- Andrée, Maria, 1974-, et al.
(författare)
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Fler ungdomar till naturvetenskapliga utbildningar? Om rekryteringsförsök, kunskapsemfaser och identitet
- 2011
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Satsningar för att öka ungdomars intresse för naturvetenskap och naturvetenskapliga utbild-ningar görs av aktörer, med olika agenda och ekonomiska resurser. Aktuell forskning visar att ungdomars val av utbildning också är en fråga om identitet. Frågan är därför i vilken utsträck-ning olika rekryteringsförsök faktiskt öppnar för att naturvetenskap kan få plats i fler ung-domars identitetsskapande jämfört med idag. Syftet i artikeln är att, utifrån ett identitets-perspektiv, problematisera satsningar för att öka ungdomars intresse för naturvetenskapliga utbildningar. I artikeln analyseras exempel på två svenska rekryteringsförsök. Gemensamt för rekryteringsförsöken är att de innehåller filmer som riktar sig till elever i grundskolans senare del. Det första initiativet ärKemi-Julkalendern – en webbkalender (ett filmat experiment/dag), producerad och publicerad av Lunds Tekniska högskola. Initiativet är ett exempel på hur vetenskapssamhället självt försöker öka ungdomars intresse för naturvetenskaplig utbildning. Det andra initiativet är en kampanj från Teknikdelegationen. Delegationen är tillsatt av regeringen och kampanjen är ett exempel på ett politiskt initiativ som också engagerat industrirepresentanter. Kampanjen, som består av nio filmer, har syftet att få fler ungdomar att välja gymnasiets naturvetenskapliga program. Filmerna analyseras med utgångspunkt i Roberts kunskapsemfaser (Roberts, 1982; Roberts, 1998). Kunskapsemfaserna har tidigare använts vid läromedelsanalyser och läroplansanalyser. Här använder vi emfaserna för att analysera de budskap, om varför naturvetenskaplig kunskap/utbildning kan vara eftersträvansvärd, som förekommer i filmerna. I analysen identifieras både dominerande emfaser och emfaser som saknas. Dessa diskuteras i relation till elevers identitet, intresse och val. De preliminära resultaten visar att kemikalendern, genom filmernas "setting" och kommunicerade kunskaps-emfaser, bekräftar en stereotyp bild av naturvetare. Den dominerande emfasen är "Kunna för-klara själv". I filmerna visar en kemistudent hur han, tack vare kemikunskaper, kan manipulera och behärska föremål så att ovanliga och konstiga saker händer – primärt i syfte att ha roligt. Genom filmerna bjuds tittaren in och får tillgång till en del av den speciella kunskap kemisten besitter. I Teknikdelegationens filmer dominerar em-fasen "Den säkra grunden". Denna kommuniceras bl.a. genom att kända personer, som inte arbetar med natur-vetenskap, berättar att Nv-programmet ger en bred bas för fortsatta studier, en god grund för framtida arbete och tillträde till åtråvärda gemenskaper. Budskap om varför kunskap i och om naturvetenskap skulle kunna vara intressant eller användbart saknas, däremot nämns mate-matik och problemlösningsförmåga. Några säger också explicit att deras val av naturvetenskapsprogrammet inte handlade om ett intresse för naturvetenskap i sig. Istället uttrycks i filmerna intressen som fotboll, politik, teknik, musik och djur. Det ena av de två rekryterings-försöken bekräftar i stort en stereotyp bild av naturvetare, medan det andra undviker stereo-typen. Båda initiativen saknar t.ex. emfasen Naturvetenskap och beslutsfattande vilken kunde haft potential att attrahera ungdomar som vill göra något av skillnad för samhället. Inget av initiativen erbjuder sätt att förhålla sig till naturvetenskap som utgår från ett sådant intresse.För att öppna upp för att fler ungdomar ska kunna se sig själva välja naturvetenskaplig utbildning bör rekryteringsförsök ta utgångspunkt i hur människor, utifrån olika utgångspunkter och positioner i samhället finner kunskap i och om naturvetenskap meningsfull.
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| 9. |
- Andrée, Maria, 1974-, et al.
(författare)
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Marketing the ‘Broad Line’ : Invitations to STEM education in a Swedish recruitment campaign
- 2013
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Ingår i: International Journal of Science Education. - : Informa UK Limited. - 0950-0693 .- 1464-5289. ; 35:1, s. 147-166
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Tidskriftsartikel (refereegranskat)abstract
- In many Western societies, there is a concern about the tendency of young people not choosing Science, Technology, Engineering, and Mathematics (STEM) education and occupations. In response, different initiatives have been launched. If one believes that science should have a place in more young people's lives, an important question is to what extent recruitment campaigns communicate messages that open up for STEM education to become relevant in young people's identity formation. Here, we analyse a Swedish government-initiated, primarily Internet-based recruitment attempt (‘The Broad Line Campaign’) aimed at increasing the number of young people choosing the natural science programme in upper secondary school. The campaign is based on marketing principles and deliberately draws on identity issues. The data analysed consists of campaign films and written resources describing the campaign. Data are analysed by use of the constant comparative approach in order to produce categories describing different messages about why to engage in STEM education. These messages are then analysed from an identity perspective using the concept of subjective values. Our results show that the messages communicated in the Broad Line campaign emphasise utility value, attainment value and relative cost rather than interest-enjoyment. The campaign communicates that the natural science programme is to be associated with a high attainment value without establishing relations to the field of science. Finally, potential consequences of the communicated messages in the campaign are discussed in light of previous research.
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| 10. |
- Andrée, Maria, 1974-, et al.
(författare)
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Play with Science in Inquiry Based Science Education
- 2011
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Konferensbidrag (refereegranskat)abstract
- In science education students sometimes engage in imaginary science-oriented play where ideas about science and scientists are put to use. Through play, children interpret their experiences, dramatize, give life to and transform what they know into a lived narrative. In this paper we build on the work of Vygotsky on imagination and creativity. Previous research on play in primary and secondary school has focused on play as a method for formal instruction rather than students’ spontaneous informal play. Our aim is to explore students’ informal play as part of activity in lower secondary school science. The empirical study was conducted as part of a larger study on learning, narrative knowing and remembering in inquiry based science education in two Swedish compulsory schools. Data were collected during 10 weeks using video- and audiotape recordings. The results show that the studied classroom practices offer students a variety of resources that may be used to engage in spontaneous play with science. We discern two categories of play: role-playing and game-playing involving transformations of classroom tasks and opening up for different social positioning in relation to science. Implications for teaching science is that teachers, in order to promote students learning about science as a cultural endeavor and about themselves in relation to science and scientist communities may encourage students’ informal play.
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