| 1. |
|
|
| 2. |
|
|
| 3. |
|
|
| 4. |
- Anderssson, Kristina, 1962-, et al.
(författare)
-
Lärarutbildares naturvetenskap under lupp - : en studie i gränslandet mellan ämnesdiscipliner och skolämnen
- 2019
-
Ingår i: Resultatdialog 2019. - Stockholm : Swedish Research Council, Vetenskapsrådet. - 9789188943224 ; , s. 10-13
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Universitetslärare i biologi, fysik och kemi lägger ingen större vikt vid att det finns lärarstudenter bland eleverna och deras uppfattning om ämnesdidaktik är diffus. Ofta sätter instrumenttunga laboratorier osynliga ramar för vad som är legitimt att fokusera. Studenter med annat fokus riskerar att stötas ut. Kulturen på institutionerna gör att ämneslärarstudenter matas med budskap om att undervisning är något underordnat – vilket sannolikt påverkar deras syn på utbildningsval, självbild och framtida yrkesroll som specialister på just undervisning. Vi har studerat lärarutbildares syn på sina ämnen och hur denna manifesteras i utbildningen.
|
|
| 5. |
- 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.
|
|
| 6. |
|
|
| 7. |
|
|
| 8. |
- Gullberg, Annica, 1962-, et al.
(författare)
-
Pre-service teachers' views of the child : Reproducing or challenging gender stereotypes in science in preschool
- 2018
-
Ingår i: Research in science education. - : Springer. - 0157-244X .- 1573-1898. ; 48:4, s. 691-715
-
Tidskriftsartikel (refereegranskat)abstract
- We report how 47 pre-service teachers during their preschool placement in Sweden identify events related to gender and emerging science. We analysed their reflections on the situations with Gee’s Discourse analysis. Two dominant discourse models were identified: the Discourse Construare, where pre-service teachers assumed that children have potential interests in a variety of subjects, and the Discourse Essentia, where children were regarded to have a stable core identity. In the latter discourse, the pre-service teachers’ task would be to encourage the children to be who they are. The analysis found a connection between pre-service teachers’ views of the child and whether gender stereotypes were reproduced or counteracted. The Discourse Essentia is in conflict with the goal in the Swedish national curriculum that all children should learn science. We discuss how the different discourses affect whether children are stimulated or inhibited in their emerging science activities and interests. Based on the results from an analysis of answers reflecting the Discourse Construare, we have designed a model illustrating a process for gender-aware teaching.
|
|
| 9. |
- Hussenius, Anita, 1956-
(författare)
-
Bland provrör och spektrometrar. : Materiens agens och materiell dysfunktionalitet
- 2018
-
Ingår i: Tidskrift för genusvetenskap. - : Tidskrift för genusvetenskap. - 1654-5443. ; 39:4, s. 31-50
-
Tidskriftsartikel (refereegranskat)abstract
- This study considers academic chemistry environments and showshow both daily consumables and precious research instrumentsinteract with students and teachers. In such an environment – alaboratory, a classroom, a staff room – language, discourse, culture,and matter are entangled, without the possibility to clearly distinguishthem as separate entities. It is this entanglement the presentarticle aims to illustrate. By using Barad’s feminist theory of agentialrealism and the concept of ‘culture’ on empirical data constructedduring field work where chemistry professors where shadowed, Iinvestigate and discuss how the intertwinement of matter anddiscourse occurs. By using an example from the empirical data, theagency of matter is shown as part of the emergence of materialdiscursivepractices and it is also shown how such an agencysometimes has effects that extend far beyond the intended purposeand scope, sometimes creating limits for what is possible. In bothcases, there are consequences for participants who are eitherco-creators of the practice or who suddenly find themselves in analready existing one. In the article, I introduce the concept ofmaterial dysfunctionality and show that the absence of materialawareness poses a risk, primarily for students and other subordinatedparticipants, of finding themselves in non-optimal or evenimpossible situations. Participants who, due to the materialdysfunctionality of an educational or work environment, end up ina performance-unfavorable position, can be identified as incompetentand not recognized as a potential member of the discipline andthe culture. Such negative adhesion is more likely if the participant’sperceived shortcomings are reinforced by the fact that she is awoman in a male-dominated environment. Other categories ofdifferences may have similar consequences if perceived as challengingin the prevailing culture.
|
|
| 10. |
|
|
