Change search
ReferencesLink to record
Permanent link

Direct link
Lärare för förändring: att synliggöra och utmana föreställningar om naturvetenskap och genus
Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Arts and Sciences.
2011 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [sv]

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.

Abstract [en]

The main focus in this thesis is teachers’ gender awareness related to scientific practice. The thesis is based on two different empirical studies: a longitudinal action research study together with a group of teachers (K-6) and a study during an in-service development course where experienced teachers applied gender theory on a real classroom situation, a case.

The studies show that working with gender is complicated and comprises of many aspects of human life. An important part of gender awareness is to be able to relate to these aspects. A question of vital importance is to challenge conceptions of gender in such a way that the conceptions will be verbalized and thereby visualized. Moreover, the studies show that feminist pedagogy and theory of science can lead to a new approach to teaching and learning in science. For teachers without any background in science, there are other competences than just subject matter knowledge that are vital for teaching. Feminist perspectives in professional development reinforce teachers’ pedagogical competences and their pedagogical content knowledge and thereby make these teachers feel they participate in the scientific practice and contribute in developing both the stuff of knowledge and its culture.

The thesis also contributes to new methodological knowledge about action research. One of the results is that time is an important factor to take into consideration depending on what kind of change you want to receive. The researcher engaged in action research as an "outsider" has an important function in order to monitor the process and pay attention and use critical events to drive the change process forward.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press , 2011. , 80 p.
Series
Studies in Science and Technology Education, ISSN 1652-5051 ; 36
Keyword [en]
Action research, feminist critique, gender, gender awareness, pre-school teachers, primary school teachers, science education
Keyword [sv]
Aktionsforskning, feministisk kritik, förskollärare, genus, genusmedvetenhet, naturvetenskapernas didaktik, tidigarelärare
National Category
Didactics
Identifiers
URN: urn:nbn:se:liu:diva-67102ISBN: 978-91-7393-222-6OAI: oai:DiVA.org:liu-67102DiVA: diva2:407209
Public defence
2011-04-08, 99:132, Högskolan i Gävle, Gävle, 10:15 (Swedish)
Opponent
Supervisors
Available from: 2011-04-05 Created: 2011-03-29 Last updated: 2011-04-05Bibliographically approved
List of papers
1. "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.
Open this publication in new window or tab >>"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.
2010 (English)In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
SpringerLink, 2010
Keyword
awareness, gender, professional development, pre-school, science education, stimulated recall
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-67099 (URN)10.1007/s11165-010-9200-7 (DOI)
Available from: 2011-03-29 Created: 2011-03-29 Last updated: 2012-01-17Bibliographically approved
2. What is science in preschool and what do teachers have to know to empower children?
Open this publication in new window or tab >>What is science in preschool and what do teachers have to know to empower children?
2011 (English)In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 9, no 2, 275-296 p.Article in journal (Refereed) Published
Abstract [en]

In this article we problematize the purpose of teaching science in preschool and what competences preschool teachers need in order to conduct science activities in the classroom. The empirical data were collected through an action research project with five preschool and primary school teachers (K-6). In the first section we have used one situation, a floating-sinking experiment, as an illustration of how two different epistemological perspectives generate different foci on which kind of science teaching competences that are fruitful in preschool. In the first perspective, the central goal of science teaching is the development of the children’s conceptual understanding. With this perspective, we found that the science activities with the children were unsuccessful, because the children’s scientific thought did not develop; they did not learn any new concepts, but the situation enhanced a misconception concerning density. Moreover, the teacher was unsuccessful in supporting the children’s conceptual learning. The second perspective uses a feminist approach that scrutinizes science, where we investigate if the floating-sinking activity contributes to a feeling of participation in a scientific context for the children and if so how the teacher promotes this inclusion.  This second perspective showed that the children’s scientific proficiency benefited from the situation; they had acquired a positive experience of the density concept that they could build upon which was reinforced by the teacher. The children discovered that they had power over their own learning by using an experimental approach. On the basis of these findings, we conclude that there are competences other than subject matter knowledge that are also important when preschool teachers engage students in scientific activities. Through process-oriented work with the teacher group, we identified four concrete skills: paying attention to and using children’s previous experiences; capturing unexpected things that happen at the moment they occur; asking questions that challenge the children and that stimulate further investigation; situated presence, that is, “remaining” in the situation and listening to the children and their explanations. We discuss possible ways to move preschool teachers away from their feelings of inadequacy and poor self-confidence in teaching science by reinforcing this kind of pedagogical content knowledge.

 

Abstract [sv]

Forskning om lärare som undervisar naturvetenskap för barn i unga år har i stor utsträckning fokuserat på dessa lärares bristande ämneskunskaper. Flera studier har också slagit fast att förskollärare och tidigare lärare har dåligt självförtroende vad gäller undervisning i naturvetenskap och många gör kopplingen att de bristande ämneskunskaperna är orsaken till det dåliga självförtroendet. Lösningen blir då att se till att lärarna får ökade ämneskunskaper. I den här artikeln vill vi diskutera syftet med naturvetenskap i förskolan och vilka ämnesdidaktiska kompetenser förskolläraren behöver för att kunna genomföra denna naturvetenskapliga verksamhet. Det empiriska materialet är hämtat från ett aktionsforskningsinspirerat projekt tillsammans med förskollärare och tidigarelärare (F-6). Vi utgår från en situation där barn tillsammans med förskollärare undersöker om olika föremål flyter eller sjunker i vatten och analyserar sedan denna situation med två olika epistemologiska utgångspunkter. Den första analysen tar avstamp i ett synsätt där utvecklande av begreppsförståelse och naturvetenskapligt tankesätt hos barn är det centrala målet för naturvetenskaplig undervisning. Genom denna analys framkommer att aktiviteten med barnen inte var så framgångsrik eftersom barnens naturvetenskapliga tänkande inte utvecklades; de lärde sig inte några nya begrepp utan till och med missförstod densitetsbegreppet. Den andra analysen utgår från att naturvetenskapen i sig inte är oproblematisk. Att “lära sig” naturvetenskap innefattar också att lära sig om den sociala praktiken, det språk och den kultur som råder där. Analys 2 visar att situationen har varit värdefull för barnens naturvetenskapliga kunnande; de har fått en erfarenhet av densitetsbegreppet som de senare kan bygga vidare på, erfarenheten var positiv och förstärktes av läraren; barnen upptäckte att de kan få makt över sitt eget lärande genom det experimenterande arbetssättet. Utifrån dessa resultat drar vi slutsatsen att det finns andra kompetenser än ämneskunskaper som också är relevanta för förskolläraren för att bedriva meningsfull naturvetenskaplig verksamhet. Tillsammans med det processinriktade arbetet med lärargruppen har fyra konkreta färdigheter kunnat identifieras: Uppmärksamma och använda sig av barns tidigare erfarenheter; Fånga det oväntade som inträffar i stunden; Ställa frågor som utmanar barnen och stimulerar till vidare undersökningar; Situerad närvaro.“Stanna kvar” i situationen och lyssna på barnen och deras egna förklaringar. I artikeln diskuterar vi hur man genom att förstärka den här typen av ämnesdidaktiska kunskaper hos förskollärarna, och inte enbart fokusera på bristande ämneskunskap, kan arbeta sig bort från känslan av otillräcklighet och dåligt självförtroende inom de naturvetenskapliga ämnena.

Place, publisher, year, edition, pages
Springer, 2011
Keyword
Empowerment, feminist perspective, pedagogical content knowledge, pre-school, science education
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-67100 (URN)10.1007/s11422-012-9439-6 (DOI)
Available from: 2011-03-29 Created: 2011-03-29 Last updated: 2015-10-20Bibliographically approved
3. Methodological dilemmas in action research
Open this publication in new window or tab >>Methodological dilemmas in action research
(English)Manuscript (preprint) (Other academic)
Abstract [en]

The present study is part of an action research project on science and gender conducted with parts of the working teams at one school in Sweden; the teams’ work activities included preschool and K-6. The collaboration was underway from September 2005 until May 2010, a total of 57 months. The most intense period was from spring 2007 until summer 2009. The core group consisted of three kindergarten teachers, one recreational teacher and one math/science teacher for grades 1-7, all of whom participated during the entire period. Over the years, other teachers joined the group, quit or were away for various periods owing to parental leave or illness absence. When we began our collaboration and asked if they might be interested in participating in a project on gender and science/technology, the teachers felt competent and secure regarding gender issues, but science/technology was new, unexplored territory, particularly for the preschool teachers. They had only used elements of science in their classroom activities to a limited extent, and then primarily elements of biology. One reason the teachers agreed to participate in the project was to receive support and to have the opportunity to initiate and work continually with activities in physics, chemistry and technology as well.

National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-67239 (URN)
Available from: 2011-04-05 Created: 2011-04-05 Last updated: 2011-04-05Bibliographically approved
4. Gender theory as a tool for analyzing science teaching
Open this publication in new window or tab >>Gender theory as a tool for analyzing science teaching
2009 (English)In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, Vol. 25, no 2, 336-343 p.Article in journal (Refereed) Published
Abstract [en]

This study examines to what extent experienced teachers are aware of gender issues in the science classroom. It also explores how an introduction to gender theory might alter this awareness. Teachers wrote their reflections about a real classroom situation. They were then asked to analyse the same situation after having read texts that discussed gender theory concepts. The fourteen teachers’ understanding about gender and society were challenged. Some teachers were able to analyse the case differently by applying gender theory, others discussed the case on a more general level, while one teacher showed signs of resistance regarding gender theory.

Place, publisher, year, edition, pages
Elsevier, 2009
Keyword
Awareness, case method, gender issues, in-service teacher education, science education, teaching methods
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-67101 (URN)10.1016/j.tate.2008.09.011 (DOI)
Available from: 2011-03-29 Created: 2011-03-29 Last updated: 2011-04-05

Open Access in DiVA

Lärare för förändring : att synliggöra och utmana föreställningar om naturvetenskap och genus(850 kB)5615 downloads
File information
File name FULLTEXT02.pdfFile size 850 kBChecksum SHA-512
789dc6828f1c1b73d85cf738fa6791d96ee54ed16ed75e585e6b7bbe51beb8821a7e3081054edaba1705ca7a1af5347384725d9321e4eefdd2501110839f0469
Type fulltextMimetype application/pdf
cover(2857 kB)62 downloads
File information
File name COVER01.pdfFile size 2857 kBChecksum SHA-512
dd5fea9291b32e05c2a1af9dad6add62101686db23b3881eb4dfa35b6fcb25726d30f6b91ed3b0d2ea705d35e22a7e6bccd247865fc4bdec77ed714a184db4c1
Type coverMimetype application/pdf

Search in DiVA

By author/editor
Andersson, Kristina
By organisation
Department of Social and Welfare StudiesFaculty of Arts and Sciences
Didactics

Search outside of DiVA

GoogleGoogle Scholar
Total: 5615 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

Total: 5035 hits
ReferencesLink to record
Permanent link

Direct link