| 51. |
- Andersson, Kristina
(författare)
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"It's Funny that We Don't See the Similarities when that's what We're Aiming for"-Visualizing and Challenging Teachers' Stereotypes of Gender and Science
- 2012
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Ingår i: Research in science education. - : Springer Science and Business Media LLC. - 0157-244X .- 1573-1898. ; 42:2, s. 281-302
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Tidskriftsartikel (refereegranskat)abstract
- This study illuminates teachers' conceptions of gender and science and possibilities to challenge these conceptions. Since 2005, a group of teachers (K-6) in Sweden have met approximately once a month in two-hour seminars to discuss and develop their instruction in science and technology based on a gender perspective. The present data consist mainly of audio-recordings of the teacher seminars and video-recordings of science activities with students. Analysis of the empirical data has been carried out in several stages and was inspired by thematic analysis, the theoretical framework of which is based on Hirdman's and Beauvoir's theories of gender. The results show that the teachers' ideas about gender/equity and science exist on several levels, within which various conceptions are represented. On the one hand, "reasoning around similarity", where teachers consider that both girls and boys should have the same prerequisites for working with science. In contrast, stereotypical conceptions of girls and boys occur when the teachers evaluate their activities with students, and condescending attitudes toward girls are also observed. The girls' ways of working with science are not as highly valued as the boys', and this outlook on children can ultimately have consequences for girls' attitudes towards the subject. When teachers are allowed to read their own statements about the girls, they get "a glimpse of themselves", and their condescending ideas about girls are made visible. In this way, the teachers can begin their active work towards change, which may lead to new outlooks on and attitudes towards students.
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| 52. |
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| 53. |
- Andersson, Kristina, 1962-
(författare)
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Lärare för förändring : att synliggöra och utmana föreställningar om naturvetenskap och genus
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Lärares genusmedvetenhet i relation till naturvetenskaplig verksamhet är fokus för denna avhandling, som belyses genom två studier: en longitudinell aktionsforskningsstudie som genomfördes tillsammans med en grupp förskollärare/lärare och en studie där verksamma förskollärare/lärare under en fortbildningskurs fick tillämpa en genusteori på en verklig klassrumshändelse. Studierna visar att genusarbete är komplicerat eftersom det inbegriper många aspekter av livet och en viktig del av genusmedvetenheten är att förhålla sig till dessa olika aspekter. Det är av avgörande betydelse att utmana föreställningar om genus, där utmaningarna resulterar i att föreställningarna blir verbaliserade och därmed synliggjorda. Vidare visar studierna att genom att ta avstamp i feministisk vetenskapskritik och pedagogik kan ett alternativt sätt att förhålla sig till lärande och undervisning i naturvetenskap bli möjligt. För lärare som inte har en naturvetenskaplig bakgrund, men som ska genomföra aktiviteter eller undervisa i ämnena, blir de didaktiska och pedagogiska kompetenser de redan besitter en startpunkt för att utveckla sina ämnesdidaktiska förmågor. Kompetensutveckling med ett feministiskt anslag kan ge lärarna ”empowerment” som medför att de känner större delaktighet i den naturvetenskapliga praktiken och därmed kan bidra till att utveckla såväl dess kultur som kunskapsstoffet. Avhandlingen ger också nya metodologiska kunskapsbidrag om aktionsforskning. Ett resultat är att tid är en viktig faktor som man måste ta hänsyn till beroende på vilken förändring man vill åstadkomma. Forskaren som deltar i aktionsforskningen som en ”outsider” har en viktig funktion genom att kunna överblicka processen samt uppmärksamma och använda sig av kritiska händelser för att driva förändringsarbetet framåt.
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| 54. |
- Andersson, Kristina, 1962-, et al.
(författare)
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Methodological dilemmas in action research
- 2011
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- In this study we want to call attention to and discuss two aspects of importance for work toward change regarding fundamental values through action research. The first aspect is time, and taking it into account according to “the action research spiral”. The second aspect concerns the importance of critical events for making progress and challenging preconceived notions. We also stress that researchers as “outsiders” have the opportunity to overview the process in a way that the other participants (insiders) do not. The empirical data is collected from an action research project on science and gender conducted inSweden with teachers from preschool and K-6. The collaboration was proceeded during 2005 to 2010, a total of 57 months.
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| 55. |
- Andersson, Katharina, 1954-
(författare)
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Pojkar kan visst skriva! : skrivkompetenser på nationellt prov i svenska i årskurs tre i Sverige
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- 10-year old boys are writing texts in a National Test in the spring of 2009. The aim of this study is to increase knowledge in and understanding of boys’ writing skills through description, analysis and interpretation of the texts produced by the boys in the National Test in Swedish for junior level year three, taken in Sweden in 2009. The material consists of texts produced by boys and is focused on their ability to write. Through avoiding relating to texts produced by girls, it is possible to search, review, interpret and observe without simultaneously comparing the two genders. The aim of the test is to measure writing proficiency from a normative perspective, while I am investigating content, reception, awareness, and other aspects relevant when producing text. Genres are described through the instruction given in the test, which defines the work that takes place in the classroom and thereby my approach to the analysis. The latter is focused on finding patterns in the competence of the students rather than looking for flaws and limitations. When competence is searched for beyond the relationship to syllabi or the demands of the test in itself, the boys’ texts from the test provide a general foundation for investigating writing proficiency. Person, place and social group have been removed from the texts thereby avoiding aspects of social positioning. The texts are seen from the perspective of 10-year old boys who write texts in a National Test. The theoretical basis as provided by Ivaničs (2004; 2012) offers models for theory on writing. A socio-cultural viewpoint (Smidt, 2009; Säljö, 2000) including literacy and a holistic view on writing is found throughout. By the use of abdicative logic (see 4.4) material and theory work in mutual cooperation. The primary method hermeneutics (Gadamer 1997) and analytical closereading (Gustavsson, 1999) are used dependent on the requirements of the texts. The thesis builds its foundation through the analysis from theoretically diverse areas of science. Central to the thesis is the result that boys who write texts in the National Test, are able to write in two separate genres without conversion or the creating hybrids between the two. Furthermore, the boys inhibit extensive knowledge about other types of texts, gained from TV, film, computers, books, games, and magazines even in such a culturally bound context as a test. Texts the boy has knowledge of through other situations can implicitly be inserted in his own text, or be explicitly written with a name of the main character, title, as well as other signifiers. These texts are written to express and describe what is required in the topic heading of the test. In addition other visible results of the boys’ ability to write well occur though the multitude of methods for analysis throughout the thesis which both search, and find writing competence in the texts written by the boys.
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| 56. |
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| 57. |
- Andersson, Lars, 1947-, et al.
(författare)
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Jämlik ålderdom? : I samtiden och framtiden
- 2012. - 1
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Ojämlikheten bland äldre tar sig många uttryck. I bokens kapitel ställs frågor om möjligheter att arbeta längre, och hur det går för dem som måste sluta arbeta i förtid. Andra frågor är hur det nya pensionssystemet fungerar ur rättvisesynpunkt, liksom hur jämlikt samhället egentligen är när det gäller ekonomi, hälsa och äldreomsorg. Boken visar att ojämlikhet i ålderdomen existerar i varierande grad och inom flera välfärdsområden. Med mer jämlika livsvillkor skapas förutsättningar för en god ålderdom för fler.Boken vänder sig till studerande inom socialt arbete, sociologi, vårdvetenskap och närliggande ämnen, i synnerhet på kurser med inriktning på äldre och välfärdsfrågor.
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| 58. |
- Andersson, Lars, 1947-, et al.
(författare)
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Äldre arbetstagares delaktighet i arbetslivet
- 2012
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Ingår i: Social delaktighet. - Helsingfors : Arcada. - 9789525260342 - 9789525260359 ; , s. 41-58
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 59. |
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| 60. |
- Andersson, Maria, 1977, et al.
(författare)
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The effects of environmental management systems on source separation in the work and home settings
- 2012
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Ingår i: Sustainability. - Basel : MDPI AG. - 2071-1050. ; 4, s. 1292-1308
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Tidskriftsartikel (refereegranskat)abstract
- Measures that challenge the generation of waste are needed to address the global problem of the increasing volumes of waste that are generated in both private homes and workplaces. Source separation at the workplace is commonly implemented by environmental management systems (EMS). In the present study, the relationship between source separation at work and at home was investigated. A questionnaire that maps psychological and behavioural predictors of source separation was distributed to employees at different workplaces. The results show that respondents with awareness of EMS report higher levels of source separation at work, stronger environmental concern, personal and social norms, and perceive source separation to be less difficult. Furthermore, the results support the notion that after the adoption of EMS at the workplace, source separation at work spills over into source separation in the household. The potential implications for environmental management systems are discussed. © 2012 by the authors.
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