| 1. |
- Hansson, Lena, et al.
(författare)
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Images of scientists in textbooks aimed at students in need of supplemental support : an analysis of adjustments
- 2020
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Ingår i: Nature of science for social justice. - Cham : Springer. ; , s. 225-243
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Bokkapitel (populärvet., debatt m.m.)abstract
- The inclusion of Nature of Science (NOS) perspectives in science teaching (including broad and nuanced images of scientists) has been suggested as a way to emphasize citizen and social justice perspectives, and is therefore important for all students. However, so far there has been little research on how, and to what extent, NOS is communicated to students who are experiencing difficulties in the science classroom. This study focuses on how the images of scientists in science textbooks (school years 7–9) are altered in adjusted textbooks aimed at students in need of supplemental support. The adjustments between general textbooks and the adjusted books are analyzed and discussed in relation to a Social Justice perspective on science education. The results show that a number of different adjustments are made between general and adjusted versions of the books: (a) Remove an entire section, (b) Remove scientist from section, (c) Remove information about scientist (e.g., characteristics and/or activities), (d) Addscientist to section, and (e) Add or emphasize information about scientist (e.g., characteristics and/or activities). In different ways, these adjustments influence the images of scientists communicated to students in need of supplemental support. The consequences of these adjustments are discussed from a social justice perspective.
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| 2. |
- Hansson, Lena, et al.
(författare)
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Nature of science for social justice : why, what and how?
- 2020
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Ingår i: Nature of science for social justice. - Cham : Springer Publishing Company. ; , s. 1-21
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- “Nature of Science” (NOS) and “Social Justice” (SJ) are vivid areas in contemporary science education research. There are different conceptualizations of NOS and SJ, giving rise to divergent research agendas. NOS and SJ research areas have mostly been separate tracks, with only a few contributions across each other. The aim of this volume is to bring NOS and SJ research closer together, explore possibilities that might arise, and start a dialogue on the characteristics of NOS for SJ. In this chapter, we prioritize SJ as an overall aim of science education and shed light on how NOS teaching can contribute to that aim. We argue for the importance of three questions: Why should a school science aiming for SJ address NOS? What NOS-related content, skills and attitudes form the basis when aiming for SJ? How can school science address NOS for SJ? The goal of the dialogue around these three broad questions is to develop a research base for NOS teaching aimed towards SJ. In this chapter, we initiate this dialogue, which is then continued in the chapters that follow. We also provide an overview of the volume and identify some of the main arguments that the authors make as they embark upon this dialogue.
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| 5. |
- Andrée, Marie, et al.
(författare)
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How industrial actors engage in and motivate engagement in STEM initiatives
- 2014
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Many different actors, including government, academy and industry, are engaged in school- and recruitment-STEM-initiatives. The aim of this study is to shed light on industrial initiatives, what actors are involved and what different repertoires are being used when motivating engagement in STEM-initiatives. The data analysed consist web-material where industrial actors describe their engagement in STEM-initiatives and reasons for their engagement. The method for analysis is discursive psychology. The results show a variety of constellations of industrial actors and that the initiatives draw on a variety of discursive resources. In our analysis we identify the following interpretative repertoires: 1) The securing competent labour repertoire, 2) The developing specific job skills or competences repertoire, 3) The bright future repertoire, and 4) The general increase interest in science repertoire. The results are discussed in a perspective of previous research on cultural selection mechanism and students educational choices.
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| 6. |
- Andrée, Marie, et al.
(författare)
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How industrial actors engage in and motivate engagement in STEM initiatives
- 2014
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Many different actors, including government, academy and industry, are engaged in school- and recruitment-STEM-initiatives. The aim of this study is to shed light on industrial initiatives, what actors are involved and what different repertoires are being used when motivating engagement in STEM-initiatives. The data analysed consist web-material where industrial actors describe their engagement in STEM-initiatives and reasons for their engagement. The method for analysis is discursive psychology. The results show a variety of constellations of industrial actors and that the initiatives draw on a variety of discursive resources. In our analysis we identify the following interpretative repertoires: 1) The securing competent labour repertoire, 2) The developing specific job skills or competences repertoire, 3) The bright future repertoire, and 4) The general increase interest in science repertoire. The results are discussed in a perspective of previous research on cultural selection mechanism and students educational choices.
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| 7. |
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| 8. |
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| 9. |
- Andrée, Maria, 1974-, et al.
(författare)
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Industrial actors and their rationales for engaging in STEM education
- 2020
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Ingår i: Journal of Curriculum Studies. - : Informa UK Limited. - 0022-0272 .- 1366-5839. ; 52:4, s. 551-576
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Tidskriftsartikel (refereegranskat)abstract
- In science education, critical discussions on the engagement of industrial actors in STEM education are scarce. In this study, we take the perspective that industrial STEM education initiatives are an arena for governing STEM education. The aim is to contribute to a critical discussion on the involvement of industrial actors in STEM education by scrutinizing how they describe their engagement. More specifically, we look at the discursive repertoires industrial actors put forward as rationales for engaging in STEM education initiatives. The data consist of web materials wherein industrial actors describe and justify their engagements. We identify the following interpretative repertoires used by industrial actors when justifying their engagement in said initiatives: a) Securing competent labour, b) Securing economic growth, c) Improving the public image—marketing, d) Contributing to a bright future, e) Increasing interest in STEM, f) Increasing knowledge in and of STEM and g) Empowering young people. The repertoires are discussed in light of potential tensions between public and private good. The notion of ‘boundary repertoires’ is introduced to discuss repertoires which can be adapted across discursive practices and which afford industrial actors possibilities for speaking to a varied audience—shareholders as well as teachers.
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