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When “scary” science “just feels wrong”: how the facts in a masculine fact-based debate couldn’t stop science students’ feminine feelings
Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
2019 (Engelska)Ingår i: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510Artikel i tidskrift (Refereegranskat) Epub ahead of print
Abstract [en]

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.

Ort, förlag, år, upplaga, sidor
2019.
Nyckelord [en]
Science education, Argumentation, Role play, Images, Femininity, Masculinity
Nationell ämneskategori
Didaktik
Forskningsämne
didaktik med inriktning mot lärararbete och lärarprofession
Identifikatorer
URN: urn:nbn:se:su:diva-168933DOI: 10.1007/s11422-018-9904-yOAI: oai:DiVA.org:su-168933DiVA, id: diva2:1316331
Tillgänglig från: 2019-05-17 Skapad: 2019-05-17 Senast uppdaterad: 2019-10-14Bibliografiskt granskad

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Arvola Orlander, Auli
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Institutionen för matematikämnets och naturvetenskapsämnenas didaktik
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