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  • 51. Andersson, Jan
    et al.
    Enghag, Margareta
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    THE LABORATORY WORK STYLE'S INFLUENCE ON STUDENTS' COMMUNICATION2017Ingår i: Journal of Baltic Science Education, ISSN 1648-3898, E-ISSN 2538-7138, Vol. 16, nr 6, s. 958-979Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    More knowledge of how the actual design of the laboratory work influence students' communication, is needed to design and implement physics laboratory work lessons. The aim with this quantitative research, conducted at a Swedish upper secondary school, was to explore how the design of the laboratory work affects students' communication. Twenty students divided into five groups participated in this natural case study and were video recorded while performing four practical tasks with the theme uniformly accelerated motion, designed by their teacher. The four workstations were categorised based on three predefined descriptors: outcome, approach and procedure. Students' work at each workstation was coded according to five defined activities: planning, preparing equipment, collecting data, processing data and analysis of results. The activities were thereafter divided into shorter episodes that were coded for three different types of communication: disputational talk, cumulative talk and exploratory talk. The result shows that the amount of exploratory talk students engaged in are influenced by the style of the laboratory work and the character of the activity. Based on these research results, teachers can better accustom the laboratory work to facilitate fruitful physics discussions which endorse students' learning.

  • 52.
    Andersson, Robert
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    ”Vilken energikälla ska vi välja?”: Elevers vägar till agentiska beslut i frågor om energi och hållbar utveckling2018Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Mänsklighetens påverkan på planeten gör att utbildning framhålls som avgörande för hållbar utveckling. Tidigare forskning har visat på behovet av nya strategier att undervisa naturvetenskap vilket innebär stora utmaningar för lärare. I studien har författaren tillsammans med en lärare vidareutvecklat en didaktisk modell, med tillägget att öka elevers agentskap, vid arbete med en samhällsfråga med naturvetenskapligt innehåll med ställningstagande om förnybara energikällor. Det empiriska materialet består av ljudinspelningar av samtal mellan elever på samhällsprogrammets första årskurs. Ett analytiskt ramverk utvecklades utifrån Sadlers aspekter av SNI (Sadler, Barab & Scott, 2007) och Biesta och Tedders (2007) definition av agens. I linje med tidigare forskning visar resultatet att elevernas argumentation kännetecknas av komplexitet, mångfald av perspektiv respektive SNI-frågans pågående karaktär, samt en låg grad av kritiskt förhållningssätt. Studien bidrar med nya insikter om agens och ger lärare möjligheter att reflektera överstrategier för SNI-undervisning, utifrån både innehåll och demokratiska arbetsformer genom elevers agentskap.

  • 53. Andrade-Molina, Melissa
    et al.
    Valero, Paola
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik. Aalborg University, Denmark.
    The Effects of School Geometry in the Shaping of a Desired Child: Challenging the Sociopolitical Dimensions of Research2017Ingår i: The Disorder of Mathematics Education: Challenging the socio-political dimensions of research / [ed] Hauke Straehler-Pohl, Nina Bohlmann, Alexandre Pais, Springer, 2017, s. 251-270Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    In this chapter we explore how school geometry becomes a technology for the government of the self, and how the pedagogical devices of school geometry conduct students’ ways of thinking and acting. We contend that students, in their working with pedagogical devices, engage in a training process in which they learn to regulate their own conduct so that they perceive space through the trained eyes of reason provided by Euclidean, school geometry. Our contribution is an analysis of the power effects of school geometry in terms of the fabrication of children’s subjectivities towards the shaping of the desired child of society.

  • 54. Andrade-Molina, Melissa
    et al.
    Valero, Paola
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Ravn, Ole
    The Amalgam of Faith and Reason: Euclid’s Elements and the Scientific Thinker2018Ingår i: The Philosophy of Mathematics Education Today / [ed] Paul Ernest, Cham: Springer, 2018, s. 99-111Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    Problematizing the truths of mathematics education is one of the roles of the philosophy of mathematics education. That mathematics education is a matter of reason and science—not of faith and religion—and that mathematics is timeless, universal and immutable, objective knowledge that is independent from people’s work and sense-making are two strong taken-for-granted statements that navigate in common understandings of mathematics education. Using a Foucault-Deleuze inspired analytical strategy, we examine the contention that mathematics education for the making of the rational and logical child intertwines with what was ought to be the ‘scientific thinker’ to Christianity. We focus on how Euclidean geometry, taken as a proper method of inquiry amalgamated with the Christian worldview to provide explanations about the natural world. The effect of power is the making of the Modern scientific thinker.

  • 55.
    Andrews, Paul
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    European mathematics curricula and classroom practices2014Ingår i: Masterclass in mathematics education: international perspectives on teaching and learning / [ed] Paul Andrews, Tim Rowland, London: Bloomsbury Academic, 2014, s. 179-190Kapitel i bok, del av antologi (Refereegranskat)
  • 56.
    Andrews, Paul
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Flemish mathematics teaching: Bourbaki meets RME?2014Ingår i: Proceedings of the 8th British Congress of Mathematics Education 2014 / [ed] Sue Pope, 2014, s. 9-16Konferensbidrag (Refereegranskat)
    Abstract [en]

    The Programme of International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS) create much international interest in those countries perceived as high achieving. One such system, rarely acknowledged, is Flanders, the Dutch-speaking region of Belgium. In this paper I present the results of focused analyses of four sequences of video-taped mathematics lessons taught to students aged 10 to 14 years. These confirmed a mathematics education tradition drawing on two well-known curricular movements. The first presents mathematics as a Bourbakian set of interconnected concepts. The second exploits realistic problems in its presentation of mathematics.

  • 57.
    Andrews, Paul
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Is the ‘telling case’ a methodological myth?2016Ingår i: International Journal of Social Research Methodology, ISSN 1364-5579, E-ISSN 1464-5300, Vol. 20, nr 5, s. 455-467Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper discusses the ‘telling case’ (Mitchell, 1984) and the manner and extent of its use in social research. The ‘telling case’, proposed by Mitchell as a counter to prevailing expectations of typicality, is an ethnographic case study, derived from analytic induction and focused on the exposure of new theoretical insights. By means of an evaluation of the available literature this paper summarises Mitchell’s construal of the ‘telling case’ before examining how it has been exploited by others. The evidence suggests that while authors acknowledge the source of the ‘telling case’ few offer any substantial acknowledgement of Mitchell’s conceptualisation, indicating that most ‘telling case’ research has employed Mitchell’s name somewhat disingenuously and contributed to the growth of a methodological myth. Moreover, despite its international spread, its origins seem located in the work of a small number of internationally recognised scholars and the mobility of their former graduate students.

  • 58.
    Andrews, Paul
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Mathematics, PISA, and culture: An unpredictable relationship2015Ingår i: Journal of educational change, ISSN 1389-2843, E-ISSN 1573-1812, Vol. 16, nr 3, s. 251-280Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Recent studies have indicated, particularly in the European context, that students’ mathematical successes on international tests of student achievement may not be attributable to the quality of classroom instruction, although, as is shown, this is unlikely to be the case in Flanders, the autonomous Dutch-speaking region of Belgium. Flemish students’ mathematics performance on such tests have placed them at the head of the European rankings, warranting Flanders as a site of research interest that has been largely ignored by the international community. In this paper, drawing on analyses of four sequences of five lessons, taught by teachers construed locally as competent, I explore the nature of Flemish mathematics teaching. Framed by anecdotal reports that it reflects the structuralism of the now largely abandoned Bourbakian new mathematics movement humanised by the Dutch tradition of realistic mathematics education, the analyses focus on examining not only the extent to which these traditions are manifested in Flemish classrooms but the ways in which they interact. The dominant tradition seems to be that of mathematical structuralism mediated by teachers’ use of realistic problems; a tradition not unlikely to underpin Flemish students’ repeated successes. The results are discussed in relation to research highlighting the significance on students’ achievement of the broader cultural milieu in which they and their teachers operate.

  • 59.
    Andrews, Paul
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Practice to inspire: Mathematics teaching in one Hungarian grade one classroom2014Ingår i: "Do you think it's all the same?": Proceedings of the Julianna Szendrei Memorial Conference / [ed] Judit Szitanyi, 2014, s. 63-78Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    In this paper I introduce and categorise the concept of foundational number sense (FONS). Broadly described as the number related competences expected of grade one children, which research has shown to be necessary for the later study of mathematics, FONS is operationalised as an eight dimensional framework for analysing the number-related opportunities teachers present to their students. Drawing on data from a case study of exemplary teaching in grade one classrooms, I analyse one teacher’s, Klara’s, practice against the framework to show not only that she provides some profound opportunities for her students to learn but does so in ways that reflect the long-standing Hungarian tradition of mathematics as a problem solving discipline taught in collaborative and socially dynamic ways.

  • 60.
    Andrews, Paul
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    The Emperor’s new clothes: PISA, TIMSS and Finnish mathematics2014Ingår i: Spaces for learning: past, present and future: Proceedings of the FMSERA 30th annual symposium in Vaasa, November 6-8, 2013 / [ed] Ann-Sofi Röj-Lindberg, Lars Burman, Berit Kurtén-Finnäs, Karin Linnanmäki, Åbo Akademi University , 2014, s. 43-65Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    For nearly fifteen years, due to repeated successes on the Programme of International Student Assessment (PISA), Finnish education in general and mathematics education in particular have been construed internationally as benchmarks. In what is essentially a review paper I consider how the Finns explain their students’ repeated PISA successes before contrasting these explanations with observational evidence indicating that typical classroom practice is unlikely to account for such successes. In addition, I examine the relative failure of Finnish students on the Trends in International Mathematics and Science Study (TIMSS), particularly with respect to algebra and geometry, and highlight the extent to which Finnish students may be inadequately prepared for higher study of mathematics. I close by indicating that continued interest in Finland as a source of excellence in mathematics teaching may be misguided and that other European systems, like Flanders, may provide better warranted research locations for those interested in transferable insights.

  • 61.
    Andrews, Paul
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Understanding the Cultural Construction of School Mathematics2016Ingår i: Mathematical Cultures: The London Meetings 2012-2014 / [ed] Brendan Larvor, Springer, 2016, s. 9-23Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    In this chapter, I show how culture underpins all aspects of school mathematics, whether it be the curriculum specified by the system, the development of the textbooks that teachers may or may not be compelled to use, the ways teachers teach, the classroom interactions privileged by the system or the beliefs, attitudes and aspirations of teachers, students and parents. To do this, however, I will describe the nature of culture and its educational manifestation.

  • 62.
    Andrews, Paul
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    What does PISA performance tell us about mathematics teaching quality? Case studies from Finland and Flanders2013Ingår i: Pisa, power and policy: the emergence of global educational governance / [ed] Heinz-Dieter Meyer, Aaron Benavot, Oxford: Symposium Books, 2013, s. 99-114Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    Over the last decade Finnish students’ performance on the mathematical literacy components of PISA has created much international interest. However, with respect to the two times Finland has participated in the Trends in International Mathematics and Science Study (TIMSS), Finnish students’ mathematical performance has painted a very different picture, particularly at grade 8. What is less well known is that Flanders, whose Programme for International Student Assessment (PISA) achievements have been masked by those of Belgium as a whole, has performed as well as Finland with respect to mathematical literacy and, on the three TIMSS in which it has participated, it has been the most successful European system at grade 8. Thus, while Finnish performance on tests of technical competence, despite success on tests of mathematical applicability, has been moderate, Flemish students have led the Europeans on both. In this chapter, the author examines two sequences of videotaped lessons taught on percentages, a topic resonant with ambitions of both technical competence and mathematical applicability, by case-study teachers considered against local criteria to be effective. The evidence suggests that Finnish mathematics didactics are more likely to explain Finnish TIMSS failure than PISA success. Flemish didactics may have greater explanatory potential for both PISA and TIMSS success. Such findings suggest that performance on international tests of achievement may be unrelated to didactical quality as other, typically hidden, cultural factors intercede.

  • 63.
    Andrews, Paul
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Diego Mantecón, Jose
    Instrument adaptation in cross-cultural studies of students' mathematics-related beliefs: Learning from healthcare research2015Ingår i: Compare, ISSN 0305-7925, E-ISSN 1469-3623, Vol. 45, nr 4, s. 545-567Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Much comparative research into education-related beliefs has exploitedquestionnaires developed in one culture for use in another. This hasbeen particularly the case in mathematics education, the focus of thispaper. In so doing, researchers have tended to assume that translationalone is sufficient to warrant a reliable and valid instrument forcross-cultural research, prompting concerns that a number of necessaryequivalences are unlikely to have been addressed. In this paper, we considerthe nature of these equivalences before examining the literature ofa different field, healthcare research, to synthesise an approach to instrumentadaptation that is pragmatic but rigorous. Finally, we demonstratehow this pragmatic approach, incorporating extensive cognitive interviews,enabled us to adapt and refine a mathematics-related beliefsquestionnaire, developed in Flanders, for use with students aged 14–15in England and Spain. Analyses indicate that the instrument so developedis multidimensional, reliable and cross-culturally valid. Someimplications are discussed.

  • 64.
    Andrews, Paul
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Rowland, Tim
    Masterclass in mathematics education: international perspectives on teaching and learning2014Samlingsverk (redaktörskap) (Refereegranskat)
  • 65.
    Andrews, Paul
    et al.
    Mälardalen University, Sweden.
    Ryve, Andreas
    Mälardalen University, Sweden.
    Hemmi, Kirsti
    Mälardalen University, Sweden.
    Sayers, Judy
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    PISA, TIMSS and Finnish mathematics teaching: an enigma in search of an explanation2014Ingår i: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 87, nr 1, s. 7-26Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Finnish students’ success on all three content domains of each of the four cycles ofthe OECD’s Programme for International Student Assessment (PISA) has created muchinternational interest. It has also prompted Finnish academics to offer systemic explanationstypically linked to the structural qualities of Finnish schooling and teacher education. Lesswell-known has been the modest mathematics performance of Finnish grade 8 students on thetwo Trends in International Mathematics and Science Study (TIMSS) in which Finland hasparticipated, which, when compared with its PISA successes, has created something of anenigma. In this paper, we attempt to shed light on this enigma through analyses of Finnishmathematics classroom practice that draw on two extant data sets—interviews with Finnishteacher educators and video-recordings of sequences of lessons taught on standard topics. Dueto the international interest in Finnish PISA success, the analyses focus primarily on theresonance between classroom practice and the mathematical literacy component of the PISAassessment framework. The analyses indicate that Finnish mathematics didactics are morelikely to explain the modest TIMSS achievements than PISA successes and allude to severalfactors thought to be unique to the Finns, which, unrelated to mathematics teaching practices,may be contributory to the repeated Finnish PISA successes. Some implications for policyborrowingare discussed.

  • 66.
    Andrews, Paul
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Sayers, Judy
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Foundational number sense: A framework for analysing early number-related teaching2014Ingår i: Proceedings of MADIF 9, The Ninth mathematics Education Research Seminar, 2014Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this paper, by means of an extensive review of the literature, we discuss the development of a framework for analysing the opportunities, both implicit and explicit, that grade one students receive for acquiring those number-related understandings necessary for later mathematical achievement but which do not occur without formal instruction. The framework, which we have called foundational number sense, currently comprises seven interrelated components, although additional components may exist. Each component, as warranted by earlier research, is known to underpin later mathematical understanding and, when viewed collectively, addresses a definitional gap in the literature.

  • 67.
    Andrews, Paul
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Sayers, Judy
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Identifying opportunities for grade one children to acquire foundational number sense: Developing a framework for cross cultural classroom analyses2015Ingår i: Early Childhood Education Journal, ISSN 1082-3301, E-ISSN 1573-1707, Vol. 43, nr 4, s. 257-267Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    It is known that an appropriately developedfoundational number sense (FONS), or the ability tooperate flexibly with number and quantity, is a powerfulpredictor of young children’s later mathematical achievement.However, until now not only has FONS been definitionallyelusive but instruments for identifyingopportunities for children to acquire its various componentshave been missing from the classroom observationtools available. In this paper, drawing on a constant comparisonanalysis of appropriate literature, we outline thedevelopment of an eight dimensional FONS framework.We then show, by applying this framework to three culturallydiverse European grade one lessons, one English,one Hungarian and one Swedish, that it is both straightforwardlyoperationalised and amenable to cross culturalanalyses of classroom practice. Some implications arediscussed.

  • 68.
    Andrews, Paul
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Sayers, Judy
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Marschall, Gosia
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Developing foundational number sense: Number line examples from Poland and Russia2015Ingår i: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education / [ed] Konrad Krainer, Nad'a Vondrová, 2015, s. 1681-1687Konferensbidrag (Refereegranskat)
    Abstract [en]

    For a variety of reasons children start school with differing number-related skills, leading to differences in later mathematics achievement. Such differences prompt the question, what number-related experiences are necessary if the first year of school is to prepare children appropriately for their learning of mathematics? In this paper we discuss the development of an eight dimensional framework, foundational number sense (FoNS), that characterises those learning experiences. We then demonstrate the framework's analytical efficacy by evaluating episodes from two sequences of lessons, one Polish and one Russian, focused on the use of the number line. The results show that the FoNS framework is cross-culturally sensitive, simply operationalised and analytically powerful.

  • 69.
    Andrews, Paul
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Xenofontos, Constantinos
    Analysing the relationship between the problem-solving-related beliefs, competence and teaching of three Cypriot primary teachers2015Ingår i: Journal of Mathematics Teacher Education, ISSN 1386-4416, E-ISSN 1573-1820, Vol. 18, nr 4, s. 299-325Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article, we analyse the problem-solving-related beliefs, competence and classroom practice of three Cypriot upper-primary teachers. Data derived from semi-structured interviews focused on teachers’ beliefs about the nature of mathematical problems, problem-solving, and their competence as both problem-solvers and teachers of problem-solving; clinical interviews during which teachers solved a context-free geometrical problem, and observations of a lesson during which teachers introduced that problem to students of grade six. Analyses, structured by a framework derived from key problem-solving literature, indicated firstly, that the framework was an effective tool, sensitive to variation within and across the data from teachers, and secondly, that all participants, in largely explicable ways, exhibited consistency and inconsistency in the ways in which their beliefs, competence and practice interacted. Some implications for further research are discussed.

  • 70.
    Andrée, Maria
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Altering conditions for student participation and motive development in school science: learning from Helena’s mistake2012Ingår i: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 7, nr 2, s. 425-438Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Previous research on science education has described various factors influencing students’ participation and produced categorizations of students based on e.g. cultural background. In this article it is argued, theoretically and empirically, that an understanding of students’ participation in science education needs to begin with an analysis of what activity students are engaged in. The aim is to explore how altering conditions of classroom work may open up opportunities for students mainly participating in an activity of education or schooling to engage in an activity of science learning. Activity is conceptualized in a Cultural-Historical Activity Theory perspective as object-oriented and transformative. Drawing on an ethnographic study in a Swedish compulsory school, a critical incident of the participation in science education of a 7th grade girl called Helena is analyzed. The results show that altered conditions of classroom practice may produce new possibilities for student participation, and point to the impossibility of determining students as ‘different kinds of students’ based on a priori categories e.g. sex, ethnicity, socio-economic background.

  • 71.
    Andrée, Maria
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Biotechnology education as social and cultural production/reproduction of the biotechnology community2014Ingår i: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 9, nr 1, s. 25-30Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper is a commentary to a paper by Anne Solli, Frank Bach and Björn Åkerman on how students at a technical university learn to argue as biotechnologists. Solli and her colleagues report from an ethnographic study performed during the first semester of a 5-year program in biotechnology at a technical university in Sweden. Their study demonstrates how students begin to acquire ‘the right way’ of approaching the controversial issue of producing and consuming genetically modified organisms. In my response I discuss the ethnographic account of this particular educational practice in terms of social and cultural production/reproduction of a biotechnology community and how the participants (students and teaching professors) deal with the dialectic of individual and collective transformation. In the perspective of the biotechnology community, the work done by the teaching professor becomes a way of ensuring the future of the biotechnology community in terms of what values and objectives are held highly in the community of practice.

  • 72.
    Andrée, Maria
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Bodily formation of students in the school science laboratory2007Konferensbidrag (Refereegranskat)
    Abstract [en]

    Work in the school science laboratory has been criticized for being pseudo-experimental, resulting only in a reproduction of already well-known facts and theories. The point of departure in this paper is rather what students actually have the possibility to learn. What we learn must be understood as an aspect of the activities we engage in. In this article the formation of students in the school science laboratory is analyzed within a cultural historical tradition. The research approach is ethnographic. Two science classes, grade six and seven, were studied in a Swedish midsized compulsory school during one school-year. A conclusion is that both students’ laboratory skills and their abilities to discern, classify, and represent nature and the physical reality is developed.

  • 73.
    Andrée, Maria
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Borders/Border Crossing2015Ingår i: Encyclopedia of Science Education / [ed] Richard Gunstone, Springer Netherlands, 2015, s. 132-133Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    Border crossing provides a lens for analyzing science learning as cultural acquisition and science teaching as cultural transmission. Thus, science is deemed as culture rather than absolute truth. The generic construction of border crossing assumes the existence of borders between two (or more) distinguishable cultures/subcultures that, to a varying degree, represent obstacles for individuals to cross. The notion of border crossing has been used widely in science education research to conceptualize difficulties that students encounter in science education. In research, science classroom experiences of students and teachers have been theorized in terms of the ease with which students and teachers cross cultural borders of the science classroom. Border crossings have been categorized as smooth, manageable, hazardous, or virtually impossible (Cobern & Aikenhead, 1998). The concept of border crossing was borrowed from cultural anthropology and first applied to Western students studying science by Aikenhead (1996) with an expressed aim to encourage science educators to acknowledge inherent border crossings between students’ lifeworld subcultures and the subculture of science. The theoretical framework of cultural borders and border crossing have later been challenged for assuming subcultures as given entities and not fully taking hybridity, heterogeneity, and the situatedness of cultural practices into account (Carter, 2008).

  • 74.
    Andrée, Maria
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Developing Inquiry Literacy: Exploring Conditions for Students’ Learning about Inquiry in Primary School from a CHAT Perspective2012Konferensbidrag (Refereegranskat)
    Abstract [en]

    Introduction

    There is a current debate in science education on what it might mean to educate scientifically literate citizens and the possibilities of actually educating students to become “competent outsiders with respect to science” (Feinstein, 2011). One aspect of scientific literacy, which has been underscored but not sufficiently scrutinized in relation to educating “competent outsiders”, concerns the issue of becoming capable “…to evaluate the quality of scientific information on the basis of its source and the methods used to generate it”. (National Science Education Standards, 1996, p. 22). The aim of this study is to explore conditions for promoting students' abilities to engage in critical discussion in relation to science inquiry in primary science education.

    In science education, on a policy level, inquiry has been attributed great promise as an instructional approach. It has been identified as a ‘key-approach’ to primary science education (Harlen, 2009; Lena, 2009), and recommended as the 'renewed pedagogy for the future of Europe' (European commission, 2007). Today, inquiry is found in curricula world-wide (Beeth et al., 2003). As educational practices, IBSE practices are inherently hybrid: products, ideas and methods of science are transformed into educational content and classroom tasks (Andrée, 2007). The aims of inquiry based science education (IBSE) are, multi-facetted involving IBSE as a method for a) making science more interesting, b) illustrating scientific concepts and c) learning about inquiry as a way of doing science. From previous studies of inquiry and practical work in science education at various levels, we know that students' work in classrooms/school laboratories cannot be equated with the work of scientists even when students follow what appears to be similar procedure (e.g. Wickman & Östman, 2002). Studies specifically focusing on learning about inquiry show that an explicit focus on teaching about the characteristics of scientific inquiry is unusual (Lager-Nyqvist, 2003; Gyllenpalm, 2010). Also, teachers do not regard learning about inquiry as equally important as traditional science subject matter (Lederman, 2007). In addition to this, teachers have rarely experienced authentic inquiry themselves (Windshitl, 2002).

    Developing an inquiry literacy involves appropriation of a particular social language for critically analysing, evaluating and judging scientific investigations and conclusions (cf. Lemke, 1993). A challenge in a Cultural-Historical Activity Theory (CHAT) perspective (cf. Engeström, 2001; Leontiev, 1986; Roth, Lee & Hsu, 2009) becomes to engage students in an activity that allows them to make use of relevant intellectual tools for discussing scientific investigations. This also relates to the issue of authenticity and how to create some resemblance between what students do in school science and what happens in science laboratories (Roth, Eijck, Reis & Hsu, 2008).

    Method

    The study was conducted as a participant-oriented action research study in collaboration with two teachers teaching science in primary school, grades 1-2 and 3, in one Swedish compulsory school over one school-year. This implies studying educational practice with a view to improving the quality of action within it (cf. Elliot, 1991). Data was collected throughout the school-year by using audio- and video recordings of collaborative teacher-researcher meetings, classroom work and collecting artifacts (e.g. work-plans, lesson plans, and student work). Data also include field-notes from informal meetings. Data is analyzed in terms of how students’ incorporate a language of inquiry in activity. The analytical framework used is Cultural-Historical Activity Theory (cf. Engeström, 2001; Leontiev, 1986; Roth, Lee & Hsu, 2009) in combination with Bakhtin’s (1986) notion of speech genres.

    Expected Outcomes

    The initial experiences of collaborating researchers and teachers was that it is difficult to design teaching practices that allow students to engage in open-ended inquiry sharing some resemblance to what happens in science laboratories in terms of the levels of control the students have over their conditions of work. For example, when grade 1 students were given a task to collect and investigate mosses in a nearby forest, the teacher by habit assembled the collected mosses from the students without record of whom had collected what mosses, in view that the class would share the mosses equally the following science lesson. As a consequence, the students were deprived of their own unique collection and lost the context for gathering their mosses. In the next step of inquiry students could not relate to the different milieus of the mosses. In order to push toward more authentic inquiry, researchers and teachers have discussed how to further control over inquiry to the students without loosing the objective of developing students abilities to talk about inquiry work. Further detailed analyses will focus on how students in grades 2 and 3 incorporate a language of inquiry when investigating water phase transitions.

    References

    Bakhtin, M. (1986). The problem of speech genres. In C. Emerson & M. Holquist (Eds.), Speech genres and other late essays (pp. 60-102). Austin: Univ. of Texas Press.

    Elliot, J. (1991). Action Research for Educational Change. Open University Press, Bristol.

    Engeström, Y. (2001). Expansive learning at work: toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133-156.

    European commission (2007). Science Education Now: A Renewed Pedagogy for the Future of Europe. Expert Group Community Research Report. Directorate-General for Research Information and Communication Unit. Brussels.

    Feinstein, N. (2011), Salvaging science literacy. Science Education, 95, 168–185.

    Gyllenpalm, J., Wickman, P-O. & Holmgren, S-O. (2009). Teachers’ Language on Scientific Inquiry: Methods of teaching or methods of inquiry? International Journal of Science Education, 32, 1151-1172.

    Harlen, W. (2009). Evaluation of inquiry-based science education pedagogy and programs. Presentation at European Conference on Primary science education Berlin, May 29 2009.

    Lederman, N. (2007). Nature of science: Past, Present and Future. In N. Lederman & S. Abel (Eds.), Handbook of research on science education (pp. 831-879). Mahwah: Lawrence Erlbaum.

    Lemke, J. (1993). Talking science: Language, learning, and values. Norwood: Ablex.

    Lena, P. (2009). A long term model for IBSE in primary schools Lessons from La main à la pâte in France. Presentation at European Conference on Primary Science Education Berlin, May 29.

    Leontiev, A. (1986). Verksamhet, medvetande personlighet. Moskva/Göteborg: Progress/Fram.

    Roth, W-M., Eijck,M. Reis, G. & Hsu, P-L. (2008). Authentic science revisited: In praise of diversity, heterogeneity, hybridity. Rotterdam: Sense Publishers.

    Roth, W-M., Lee, Y.J. & Hsu, P-L. (2009). Cultural-historical activity theory and science education. Studies in Science Education, 45, 131-167.

    Windschitl, M., Thompson, J. & Braaten, M. (2008). Beyond the scientific method: Model-based inquiry as a new paradigm of preference for school science investigations. Science Education, 92, 941-967.

  • 75.
    Andrée, Maria
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Formation of students’ investigative expertise in the school science laboratory – a study of practical work in lower secondary school2007Konferensbidrag (Refereegranskat)
    Abstract [en]

    Work in the school science laboratory has been criticized for being pseudo-experimental, resulting only in a reproduction of already well-known facts and theories. The point of departure in this paper is rather what students actually have the possibility to learn. What we learn must be understood as an aspect of the activities we engage in. In this article the formation of students in the school science laboratory is analyzed within a cultural historical tradition. The research approach is ethnographic. Two science classes, grade six and seven, were studied in a Swedish midsized compulsory school during one school-year. A conclusion is that both students’ laboratory skills and their abilities to discern, classify, and represent nature and the physical reality is developed.

  • 76.
    Andrée, Maria
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Levda läroplaner i individorganiserad NO-undervisning2010Ingår i: Uppdrag undervisning: - kunskap och lärande / [ed] Inger Eriksson, Viveca Lindberg, Eva Österlind, Lund: Studentlitteratur , 2010, s. 97-107Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 77.
    Andrée, Maria
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Motsträviga medverkande och orädda genier: Om elevers deltagande och delaktighet i grundskolans NO-undervisning2007Ingår i: Locus, ISSN 1100-3197, Vol. 19, nr 3, s. 4-14Artikel i tidskrift (Refereegranskat)
  • 78.
    Andrée, Maria
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Ny forskning om naturvetenskapens och teknikens didaktik2007Ingår i: LMNT-nytt, ISSN 1402-0041, nr 2, s. 26-28Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 79.
    Andrée, Maria
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Några nya avhandlingar2009Ingår i: LMNT-nytt, ISSN 1402-0041, nr 1, s. 34-35Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 80.
    Andrée, Maria
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Recension: Elftström, Nilsson, Sterner & Wehner-Godée: Barn och naturvetenskap - upptäcka, utforska, lära2008Ingår i: LMNT-nytt, ISSN 1402-0041, nr 2, s. 42-42Artikel, recension (Övrig (populärvetenskap, debatt, mm))
  • 81.
    Andrée, Maria
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Student participation and motive development in school science: The case of Helena’s mistaken acid.2010Ingår i: Socio-cultural and Human Values in Science and Technology Education / [ed] Slavko Dolinšek, Ljubljana: IRI UL, Institute for Innovation and Development of University of Ljubljana , 2010, s. 94-101Konferensbidrag (Refereegranskat)
    Abstract [en]

    Previous research on science education has described various factors influencing students' participation and produced categorizations of students based on e.g. cultural background. In this article it is argued, theoretically and empirically, that an understanding of students‘ participation in science education needs to begin with an analysis of what activity students are engaged in. The aim is to shed light on student participation in science classroom practice and how altered conditions of classroom practice can make additional space for developing motives for learning science. Activity is conceptualized in a cultural-historical activity theoretical perspective as what transformation of objects students are engaged in. Drawing on an ethnographic study in a Swedish compulsory school, a critical incident of the participation in science education of a 7th grade girl called Helena is analyzed. The results show that altered conditions of classroom practice may produce new possibilities for student participation, and point to the impossibility of determining students as different kinds of students based on a priori categories.

  • 82.
    Andrée, Maria
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Vardagsanknytning som pedagogiskt redskap2012Ingår i: Skola och naturvetenskap: - politik, praktik, problematik i belysning av ämnesdidaktisk forskning / [ed] Helge Strömdahl & Lena Tibell, Lund: Studentlitteratur, 2012, s. 95-111Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 83.
    Andrée, Maria
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Ways of using "everyday-life" in the science classroom2005Ingår i: Research and the quality of science education / [ed] Kerst Boersma..., Dordrecht: Springer , 2005, s. 107-116Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    Connecting science to students’ everyday-life experiences is an important theme in science education discourse. The aim of this article is to explore in what ways ‘everyday-life’ is used in the science classroom and what problems are solved through the use of ‘everyday-life’. The research approach is ethnographic. Data was gathered through participant observation during one semester in two Swedish science classes. Results show that ‘everyday-life’ is brought into the classroom and made into school tasks within different types of activities; enculturation into science, education of scientifically literate citizens and making science interesting. The results underscore the importance of understanding the use of ‘everyday-life’ in science classrooms as embedded in science classroom practice.

  • 84.
    Andrée, Maria
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Borgström, LenaStockholms universitet, Lärarhögskolan i Stockholm (LHS).Hammarström-Lewenhagen, BirgittaStockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för didaktik och pedagogiskt arbete.
    En klass för sig: Om forskning och forskarutbildning vid Lärarhögskolan i Stockholm2007Samlingsverk (redaktörskap) (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

    En klass för sig handlar om forskning och forskarutbildning vid Lärarhögskolan i Stockholm under 50 år. Syftet är att synliggöra den forskarutbildning som formellt lyder under samhällsvetenskapliga fakulteten vid Stockholms universitet men som självständigt bedrivits vid "den första och sista lärarhögskolan" mellan åren 1956 och 2007. Forskningens och forskarutbildningens bredd illustreras av en bibliografi över de 170 avhandlingar som producerats vid Lärarhögskolan. I antologin beskriver forskare framväxten av ett utbildningsvetenskapligt forskningsfält. Ett uttryck för forskningsfältets utveckling som särskilt behandlas är inrättandet av nya utbildningsvetenskapliga forskarutbildningsämnen, utöver pedagogik handlar det om didaktik, specialpedagogik och barn- och ungdomsvetenskap. Antologin innehåller också nuvarande doktoranders och nyblivna doktorers berättelser om vägen till forskarutbildning och livet som doktorand på Lärarhögskolan. Avslutningsvis innehåller boken några korta avsnitt om de fora för spridning av forskningsresultat som funnits vid Lärarhögskolan. Boken vänder sig till lärare och forskare med intresse för den utbildningsvetenskapliga forskningens framväxt i allmänhet och den utbildningsvetenskapliga forskningens framväxt vid Lärarhögskolan i Stockholm i synnerhet. Redaktörerna och författarna är - eller har varit - verksamma inom forskning och forskarutbildning vid Lärarhögskolan i Stockholm.

  • 85.
    Andrée, Maria
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Hansson, Lena
    Högskolan Kristianstad.
    Fler ungdomar till naturvetenskapliga utbildningar? Om rekryteringsförsök, kunskapsemfaser och identitet.2011Konferensbidrag (Refereegranskat)
    Abstract [sv]

    Satsningar för att öka ungdomars intresse för naturvetenskap och naturvetenskapliga utbild-ningar görs av aktörer, med olika agenda och ekonomiska resurser. Aktuell forskning visar att ungdomars val av utbildning också är en fråga om identitet. Frågan är därför i vilken utsträck-ning olika rekryteringsförsök faktiskt öppnar för att naturvetenskap kan få plats i fler ung-domars identitetsskapande jämfört med idag. Syftet i artikeln är att, utifrån ett identitets-perspektiv, problematisera satsningar för att öka ungdomars intresse för naturvetenskapliga utbildningar. I artikeln analyseras exempel på två svenska rekryteringsförsök. Gemensamt för rekryteringsförsöken är att de innehåller filmer som riktar sig till elever i grundskolans senare del. Det första initiativet är

    Kemi-Julkalendern – en webbkalender (ett filmat experiment/dag), producerad och publicerad av Lunds Tekniska högskola. Initiativet är ett exempel på hur vetenskapssamhället självt försöker öka ungdomars intresse för naturvetenskaplig utbildning. Det andra initiativet är en kampanj från Teknikdelegationen. Delegationen är tillsatt av regeringen och kampanjen är ett exempel på ett politiskt initiativ som också engagerat industrirepresentanter. Kampanjen, som består av nio filmer, har syftet att få fler ungdomar att välja gymnasiets naturvetenskapliga program. Filmerna analyseras med utgångspunkt i Roberts kunskapsemfaser (Roberts, 1982; Roberts, 1998). Kunskapsemfaserna har tidigare använts vid läromedelsanalyser och läroplansanalyser. Här använder vi emfaserna för att analysera de budskap, om varför naturvetenskaplig kunskap/utbildning kan vara eftersträvansvärd, som förekommer i filmerna. I analysen identifieras både dominerande emfaser och emfaser som saknas. Dessa diskuteras i relation till elevers identitet, intresse och val. De preliminära resultaten visar att kemikalendern, genom filmernas "setting" och kommunicerade kunskaps-emfaser, bekräftar en stereotyp bild av naturvetare. Den dominerande emfasen är "Kunna för-klara själv". I filmerna visar en kemistudent hur han, tack vare kemikunskaper, kan manipulera och behärska föremål så att ovanliga och konstiga saker händer – primärt i syfte att ha roligt. Genom filmerna bjuds tittaren in och får tillgång till en del av den speciella kunskap kemisten besitter. I Teknikdelegationens filmer dominerar em-fasen "Den säkra grunden". Denna kommuniceras bl.a. genom att kända personer, som inte arbetar med natur-vetenskap, berättar att Nv-programmet ger en bred bas för fortsatta studier, en god grund för framtida arbete och tillträde till åtråvärda gemenskaper. Budskap om varför kunskap i och om naturvetenskap skulle kunna vara intressant eller användbart saknas, däremot nämns mate-matik och problemlösningsförmåga. Några säger också explicit att deras val av naturvetenskapsprogrammet inte handlade om ett intresse för naturvetenskap i sig. Istället uttrycks i filmerna intressen som fotboll, politik, teknik, musik och djur. Det ena av de två rekryterings-försöken bekräftar i stort en stereotyp bild av naturvetare, medan det andra undviker stereo-typen. Båda initiativen saknar t.ex. emfasen Naturvetenskap och beslutsfattande vilken kunde haft potential att attrahera ungdomar som vill göra något av skillnad för samhället. Inget av initiativen erbjuder sätt att förhålla sig till naturvetenskap som utgår från ett sådant intresse.

    För att öppna upp för att fler ungdomar ska kunna se sig själva välja naturvetenskaplig utbildning bör rekryteringsförsök ta utgångspunkt i hur människor, utifrån olika utgångspunkter och positioner i samhället finner kunskap i och om naturvetenskap meningsfull.

  • 86.
    Andrée, Maria
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Hansson, Lena
    Marketing the ‘Broad Line’: Invitations to STEM education in a Swedish recruitment campaign2013Ingår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 35, nr 1, s. 147-166Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In many Western societies, there is a concern about the tendency of young people not choosing Science, Technology, Engineering, and Mathematics (STEM) education and occupations. In response, different initiatives have been launched. If one believes that science should have a place in more young people's lives, an important question is to what extent recruitment campaigns communicate messages that open up for STEM education to become relevant in young people's identity formation. Here, we analyse a Swedish government-initiated, primarily Internet-based recruitment attempt (‘The Broad Line Campaign’) aimed at increasing the number of young people choosing the natural science programme in upper secondary school. The campaign is based on marketing principles and deliberately draws on identity issues. The data analysed consists of campaign films and written resources describing the campaign. Data are analysed by use of the constant comparative approach in order to produce categories describing different messages about why to engage in STEM education. These messages are then analysed from an identity perspective using the concept of subjective values. Our results show that the messages communicated in the Broad Line campaign emphasise utility value, attainment value and relative cost rather than interest-enjoyment. The campaign communicates that the natural science programme is to be associated with a high attainment value without establishing relations to the field of science. Finally, potential consequences of the communicated messages in the campaign are discussed in light of previous research.

  • 87.
    Andrée, Maria
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Hansson, Lena
    Problematizing industrial engagement in STEM-initiatives2015Konferensbidrag (Refereegranskat)
    Abstract [en]

    Many different actors, including government, academy and industry, are engaged in school- and recruitment-STEM-initiatives. The aim of this article is to shed light on industrial initiatives, what actors are involved and what different repertoires are being used when industrial actors describe the initiatives and their engagement in them. The data collected consists of web-materials where industrial actors describe their engagement in STEM-initiatives and provide reasons for their engagement. The method for analysis is discursive psychology. The results show that a variety of constellations of industrial actors are engaged in STEM-initiatives and that the initiatives draw on a variety of discursive resources, e.g. competition resources, ‘fun’ teaching resources, role-model resources, industrial owned upper secondary schools, and industrial visits for school classes. In our analysis we identify the following interpretative repertoires which are used when the industrial actors describe the reasons for their engagement in the initiatives: 1) The securing competent labor repertoire, 2) The bright future for the world repertoire, 3) The Securing economic growth for the country or region (e.g. in competition with others) repertoire, 4) The increasing knowledge of the importance of science repertoire, 5) The general increase interest in science repertoire, and 6) The increasing knowledge in science repertoire. The use of these repertoires, and the fact that they work in relation to schools/teachers, are in the article discussed with a starting point in a combination of two prevailing discourses in the society – the “STEM-crisis”-discourse and the “Science as a savior” discourse.

  • 88.
    Andrée, Maria
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Hansson, Lena
    Högskolan i Kristianstad.
    Recruiting the next generation scientists and industrial engineers: How industrial actors engage in and motivate engagement in STEM initiative.2015Ingår i: Procedia - Social and Behavioral Sciences, ISSN 1877-0428, E-ISSN 1877-0428, Vol. 167, s. 75-78Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Many different actors, including government, academy and industry, are engaged in school- and recruitment-STEM-initiatives. The aim 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 collected consists of web-materials where industrial actors describe their engagement in STEM-initiatives and provide reasons for their engagement. The method for analysis is discursive psychology. The results show that a variety of constellations of industrial actors are engaged in STEM-initiatives and that the initiatives draw on a variety of discursive resources. In our analysis we identify the following interpretative repertoires: 1) The securing competent labor 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 of this study may contribute to the self-reflection of industrial actors on how the choice of resources and repertoires may afford and constrain possibilities for breaking the cultural patterns of selection to STEM education.

  • 89.
    Andrée, Maria
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Hansson, Lena
    Recruitment Campaigns as a Tool for Social and Cultural Reproduction of Scientific Communities: A case study on how scientists invite young people to science2014Ingår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 36, nr 12, s. 1985-2008Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Young people's interest in pursuing science and science-intense educations has been expressed as a concern in relation to societal, economic and democratic development by various stakeholders (governments, industry and university). From the perspective of the scientific communities, the issues at stake do not necessarily correspond to the overall societal aims. Rather, initiatives to recruit young people to science are also ways for the scientific community to engage in the social and cultural reproduction of itself. For a community to survive and produce a future, it needs to secure regeneration of itself in succeeding generations. The aim of this study is to, from a perspective of social and cultural production/reproduction, shed light on an initiative from the scientific community to recruit young people to science education. This is a case study of one recruitment campaign called the Chemistry Advent calendar. The calendar consists of 25 webcasted films, produced and published by the science/technology faculty at a university. The analysed data consist of the films and additional published material relating to the campaign such as working reports and articles published about the campaign. The analysis focussed on what messages are communicated to potential newcomers. The messages were categorised by means of a framework of subjective values. The results are discussed both from a perspective of how the messages mirror traditions and habits of the scientific community, and in relation to research on students' educational choices.

  • 90.
    Andrée, Maria
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Hansson, Lena
    Ideland, Malin
    Political Rationalities in Science Education: A Case Study of Teaching Materials Provided by External Actors2018Ingår i: Cultural, Social, and Political Perspectives in Science Education: A Nordic View / [ed] Kathrin Otrel-Cass, Martin Krabbe Sillasen, Auli Arvola Orlander, Cham, Switzerland: Springer, 2018, s. 75-92Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    Many Western societies have a tendency to talk about how schools are failing in the science subjects. School science is often discussed as outdated, not interesting enough for young people and non-effective for the students’ learning. This discourse opens up for external actors such as industrial actors and NGOs to engage in the teaching of science. One example of this is when these actors provide teaching materials. Thus, “statework”, in terms of educational governance, becomes distributed within public and private networks. One example which is analysed in this chapter can be found with the web-based calculators from the environmental organisation, WWF, and the energy company, E.ON; both are used for calculating ecological footprints. The aim is to analyse what political rationalities are invited into classrooms through these ecological footprint calculators and by what means. Our analysis targets how a specific kind of citizen is “made up” through a “centre of calculations”, and what political ideology influences the making of a sustainable citizen. This is achieved through looking into how the desirable citizen is governed through the technologies of accounting, debt and ethics. Through the accuracy of numbers and the bookkeeping of debt, the calculators produce a specific ethical approach. As a result, they suggest that becoming a responsible person is achieved through individual consumption choices rather than taking the issues to the political level. This distributed statework opens up for neoliberal economic and ideological interests to enter the classroom. We claim that it is of the utmost importance that teachers and educational policy-makers be made aware of the governing elements behind the teaching materials provided by external actors.

  • 91.
    Andrée, Maria
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Lager Nyqvist, Lotta
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Wickman, Per-Olof
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Students' Ways of Using Prior Experience in Inquiry Based Science Education – the case of NTA2010Konferensbidrag (Refereegranskat)
    Abstract [en]

    Inquiry has been identified as a 'key-approach' and recommended as an important pedagogy to improve primary science education in Europe. Inquiry is also a key component in the US national science education standards. In Sweden, inquiry pedagogy in primary science has been introduced through a large curriculum program called NTA (Science and Technology for all). The aim of this paper is to shed light on what inquiry based science education (IBSE) practices are emerging in Swedish primary schools through the introduction of the NTA-program and what activities students are engaging in, in these practices. In particular we focus on ways of working with 'what is already known' which is held to be a central aspect to IBSE in e.g. the definition of inquiry in the US national science education standards. The research questions investigated are: In what actions do students engage in when working with ‘what is already known’ in IBSE practice? How is 'what is already known' acted with in practice? Data was collected, during a 10-week-period using video- and audiotape recordings of classroom work, in two 6th grade classes where teachers and students worked with an NTA-unit called 'the Chemistry of food'. Our analysis is conceptualized within a cultural-historical activity-theoretical perspective. Results show that students participate in three different actions: A) separation of tasks, B) playing the lottery and C) challenging test results with ‘what is already known’. These different actions involve different types of use of 'what is already known' , and the actions correspond to, and acquire meaning in relation to, different goals. Common to the different ways of working is that we can discern two different types of ‘what is already known’: (1) referring to facts, and (2) making use of ideas about science culture.

  • 92.
    Andrée, Maria
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Lager-Nyqvist, Lotta
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Spontaneous Play and Imagination in Everyday Science Classroom Practice2013Ingår i: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 43, nr 5, s. 1735-1750Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In science education, students sometimes create and engage in spontaneous science-oriented play where ideas about science and scientists are put to use. However, in previous research, little attention has been given to the role of informal spontaneous play in school science classrooms. We argue that, in order to enhance our understanding of learning processes in school science practices, research that investigates play as an aspect of everyday culture is needed. The aim of this paper is to explore students’ informal play as part of activity in lower secondary school science. The empirical study was conducted in two Swedish compulsory schools in grade 6. Data were collected throughout a teaching unit called ‘The Chemistry of Food’ during a 10-week period using video and audiotape recordings of classroom work. Our analyses show that the play students engage in involves the transformations of given tasks. We find that students’ spontaneous collective play offers opportunities for them to explore the epistemic values and norms of science and different ways of positioning in relation to science. Our findings contribute to the understanding of how learning in the school science classroom is socially and culturally–historically embedded and how individual students’ engagement through play may transform and transcend existing classroom practices.

  • 93.
    Andrée, Maria
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Lager-Nyqvist, Lotta
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Vad vi vet om fett – en studie av att ta elevers erfarenheter som utgångs-punkt för NO-undervisning.2011Konferensbidrag (Refereegranskat)
    Abstract [sv]

    Idén att bygga på elevers tidigare erfarenheter och kunskaper har varit betydelsefulla i det som benämnts ‟konstruktivistisk undervisning‟ i naturvetenskapliga ämnen. Ett råd till lärare har varit att ta elevers tidigare erfarenheter och kunskaper som utgångspunkt för undervis-ningen. Dessa idéer är framträdande i svenska NO-läromedel och upplägg för praktiskt under-sökande arbetssätt (t.ex. NTA). Syftet med detta paper är att problematisera hur elever använ-der ‟vad de redan vet‟ i praktiskt undersökande arbete i NO-undervisnings-praktiken. Inne-börder av att ta utgångspunkt i elevers tidigare efterenheter eller vad de vet om något är inte okomplicerat. Tidigare studier pekar på att det för olika skolämnen utvecklats olika skoläm-nespraktiker. Användning av det som ibland kallas vardagserfarenheter blir begripligt utifrån den specifika skolämnespraktiken snarare än utifrån en vardagskontext. Tidigare forskning om användning av vardag och tidigare erfarenheter i skolan har dock inte fokuserat på vad elever gör när de gör bruk av egna erfarenheter och kunskaper i praktiskt undersökande arbete och i vilken utsträckning bruk av egna erfarenheter bidrar till elevers lärande i linje med det avsedda undervisningsinnehållet i praktiskt undersökande arbete. Vi redovisar här en studie av hur elever arbetar med ‟vad de vet om fett‟ inom ramen för arbete med uppdraget "Matens kemi" i NTA-programmet. NTA (

    Naturvetenskap och teknik för alla) är ett program för prak-tiskt undersökande arbete med naturvetenskap och teknik i grundskolans tidigare år. I arbetet med matens kemi inleds varje avsnitt med att eleverna ska diskutera ‟vad de vet om‟ olika näringsämnen och därefter undersöka i vilka olika sorters livsmedel som detta näringsämne finns. I det avsnitt som handlar om fett undersöker eleverna om det finns fett i t.ex. mjölk, vatten, äpple, mjöl o.s.v. Studien bygger på analys av transkriberade ljud- och video-inspel-ningar av 12 elevgrupper i två klasser, på vardera skolan, som arbetar med lektionen om fett i uppdraget "Matens kemi". Det empiriska materialet analyseras i ett verksamhets-teoretiskt perspektiv. Resultaten visar att eleverna gör bruk av ‟vad de vet om fett‟ på olika sätt, som del av olika verksamheter. Vi urskiljer tre verksamheter som svarar mot olika ledande motiv: ut-bildning, naturvetenskaplig enkulturering och sociala relationer. Med de exempel vi lyfter fram i analysen visar vi att hur och vilka tidigare erfarenheter elever använder i arbetet med fett inte bara handlar om vilka erfarenheter elever har i relation till fett utan vilka verksamhe-ter eleverna deltar i. Elevernas bruk av ‟vad de vet om fett‟ i relation till olika motiv känne-tecknas av olika tillgängliga resurser, olika gemenskaper, olika arbets-delning mellan elever och elever-lärare samt olika normer/regler för att åstadkomma det som eftersträvas. Samman-fattningsvis visar studien att det inte möjligt att urskilja elevers tidigare erfarenheter i relation till ett naturvetenskapligt fenomen eller begrepp som något i sig som kan utgöra utgångspunkt för undervisningen.

  • 94.
    Andrée, Maria
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Lager-Nyqvist, Lotta
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    'What do you know about fat?' Drawing on diverse funds of knowledge in inquiry based science education2012Ingår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 8, nr 2, s. 178-193Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Connecting students’ worlds, knowledge and experiences with school science has been a central issue in science education research. Here, we conceptualize processes of drawing on students’ personal experiences and knowledge in terms of ‘funds of knowledge’. We scrutinize two sixth grade classroom practices where the inquiry curriculum reform effort, Naturvetenskap och teknik för alla (NTA), is used. This curriculum material explicitly incorporates ideas of ‘learning science from experience’. Our aim is to contribute to a discussion on what conditions of inquiry based science education (IBSE) practices may open up opportunities for science to become personally relevant to students. The  research question investigated is: What do students do when they draw on funds of knowledge that are related to students’ memberships and experiences out-of-school in IBSE pratices? We then use Cultural-Historical Activity Theory framework to analyze how students’ actions of drawing on different funds of knowledge gain meaning in relation to different cultural-historical motives. Our findings indicate that students, when positioning themselves as part of different communities in relation to different goals and overall motives, make use of quite different funds of knowledge. Finally, we discuss possibilities for expanding and acknowledging students’ funds of knowledge when working with  investigations in the science classroom.

  • 95.
    Andrée, Maria
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Lager-Nyqvist, Lotta
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Wickman, Per-Olof
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Play with Science in Inquiry Based Science Education2012Ingår i:  Science learning and Citizenship.  E-bok: http://lsg.ucy.ac.cy/esera/e_book/base/table-of-content.html.: The ESERA 2011 conference. / [ed] C. Bruguière, A.Tiberghien & P.Clément, 2012Konferensbidrag (Refereegranskat)
    Abstract [en]

    In science education students sometimes engage in imaginary science-oriented play where ideas about science and scientists are put to use. Through play, children interpret their experiences, dramatize, give life to and transform what they know into a lived narrative. In this paper we build on the work of Vygotsky on imagination and creativity. Previous research on play in primary and secondary school has focused on play as a method for formal instruction rather than students’ spontaneous informal play. Our aim is to explore students’ informal play as part of activity in lower secondary school science. The empirical study was conducted as part of a larger study on learning, narrative knowing and remembering in inquiry based science education in two Swedish compulsory schools. Data were collected during 10 weeks using video- and audiotape recordings. Our analyses of play show that the students step in and out of play when engaging in task completion. Play offers opportunities for sense-making, opposition and exploration of ways of enacting science identities. Implications for teaching science are that teachers, in order to promote students’ learning about science as a cultural endeavor and students’ learning about themselves in relation to science and scientist communities, may encourage students’ informal play.

  • 96.
    Andrée, Maria
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Lager-Nyqvist, Lotta
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Wickman, Per-Olof
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Play with Science in Inquiry Based Science Education2011Konferensbidrag (Refereegranskat)
    Abstract [en]

    In science education students sometimes engage in imaginary science-oriented play where ideas about science and scientists are put to use. Through play, children interpret their experiences, dramatize, give life to and transform what they know into a lived narrative. In this paper we build on the work of Vygotsky on imagination and creativity. Previous research on play in primary and secondary school has focused on play as a method for formal instruction rather than students’ spontaneous informal play. Our aim is to explore students’ informal play as part of activity in lower secondary school science. The empirical study was conducted as part of a larger study on learning, narrative knowing and remembering in inquiry based science education in two Swedish compulsory schools. Data were collected during 10 weeks using video- and audiotape recordings. The results show that the studied classroom practices offer students a variety of resources that may be used to engage in spontaneous play with science. We discern two categories of play: role-playing and game-playing involving transformations of classroom tasks and opening up for different social positioning in relation to science. Implications for teaching science is that teachers, in order to promote students learning about science as a cultural endeavor and about themselves in relation to science and scientist communities may encourage students’ informal play.

  • 97.
    Andrée, Maria
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Lundegård, Iann
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Argumentation and Critique in Science Citizenship Education and Scientific Literacy: Symposium on Literacy and Didactics: Perspectives, Practices and Consequences I2012Konferensbidrag (Refereegranskat)
    Abstract [en]

    How citizenship education should be designed and what it should aim for is debated. The Swedish national curriculum describes the democratic mission for the compulsory school as imparting respect for human rights, fundamental democratic values and preparing students to responsibly participate in societal life. This mission is to be implemented in all school subjects. Here, we aim to shed light on how these ideas are expressed in the curriculum documents for science education in compulsory school in terms of argumentation and critique. We perform an analysis of the national syllabuses and commentary materials and also discuss the results from educational philosophy perspectives. First, we scrutinize the idea of developing students’ abilities to engage in argumentation, argumentation as means to reach consensus and argumentation as dissensus and agonism from a radical democratic perspective. Second, we scrutinize the idea of critique as expressed in the documents in relation to what has been described as a neo-liberal discourse of independence and integrity. We summarize our findings in what we suggest to be a tension between consensus and agonism. We point to affordances and constraints in the curriculum documents concerning possibilities of bringing together argumentation and critique in what we call critical deliberative education.

  • 98.
    Andrée, Maria
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Lundegård, Iann
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Scientific literacy som argumentation och kritik2013Ingår i: Scientific Literacy: teori och praktik / [ed] Eva Lundqvist, Roger Säljö & Leif Östman, Malmö: Gleerup , 2013, s. 87-100Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 99.
    Andrée, Maria
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Lundegård, Iann
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Who is the democratic citizen?2012Konferensbidrag (Refereegranskat)
  • 100.
    Andrée, Maria
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Wickman, Per-Olof
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Remembering as access points for scientific literacy2013Ingår i: EARLI 2013 Book of Abstracts, 2013, s. 1053-Konferensbidrag (Refereegranskat)
    Abstract [en]

    A central issue for educational research is how education may contribute to the personal development of children. A condition for developing such classroom practices is that access points to shared experiences are established in the classroom. The aim of this contribution is to illustrate how remembering can be understood as a situated and transformational activity shared by students and teachers in finding access points to scientific literacy. We ask how shared remembering functions as a pedagogical arrangement to make teaching experiences in science available for students’ continued reflection. Memories are often treated in education as entities being stored in the brain and which can be retrieved on demand. When approached from a sociocultural, situative and pragmatic perspective, memory does not come ready-made. Here, we draw on a six-week Chemistry project in primary school. We analyse one episode from a teacher-led group conversation where students report their ‘inquiry-home-work’ on the water-solubility of different food. This pedagogical sequence is an example of an arrangement with a purpose to make inquiry aspects of scientific literacy available to students through remembering. We find that the teacher draws on a broad repertoire of ways to construct a collective narrative of inquiry. The remembering requires joint negotiation of what is to be remembered. This joint negotiation has conceptual consequences in that it is simultaneously a negotiation of what instances qualify as examples of the phenomena of solubility and of what is necessary to make explicit in order to reflect upon the qualities of inquiry work.

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