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Case with cases - a method for work of change
University of Gävle, Faculty of Engineering and Sustainable Development, Department of Building, Energy and Environmental Engineering. (Temagrupp: Genusperspektiv i skola och högre utbildning)
2011 (English)Conference paper, Published paper (Refereed)
Abstract [en]

Several studies have shown that teachers treat girls and boys differently (Andersson 2010; Eidevald 2009; Stadler 2007). The authors in these studies also report that the step from being aware of the importance of equity and gender issues to actively putting equity into practice may be a large one, and it may be difficult to see one’s own behavior without some kind of help or support. Researchers in the field of science education have established that teachers’ assumptions and expectations of pupils are of importance for these pupils’ achievements in science subjects in school (Huang & Fraser 2009; Kahle & Meece 1994).

 

In an on-going project we want to illuminate in-service and student teachers’ as well as upper-secondary school students’ understandings of and attitudes toward gender. Moreover we want to challenge pre-conceived conceptions about gender and science. In doing so we introduce critical perspectives on gender as related to the nature of science, the culture of science and a feminist critique of the sciences. This presentation will focus on the use of ‘cases’ consisting of real school situations to highlight different issues of gender and to increase the awareness of their importance (Andersson, Hussénius & Gustafsson, 2009). The activities with the ‘cases’ give the participants tools for reflection which may increase the possibility for articulating thoughts about gender and science through verbal and written forms. The data collection consists of video-recorded group discussions, spontaneously responses to ‘cases’ written without prior considerations and semi-structured interviews. The empirical material is a source for exploring the process of the participants’ on-going negotiations of gender, science, and science teaching. Another objective with the study is to examine whether the case-method is a practicable way to bring about change.

Place, publisher, year, edition, pages
2011.
Keyword [en]
gender awareness, identity, science, teacher education
National Category
Natural Sciences
Identifiers
URN: urn:nbn:se:hig:diva-10083OAI: oai:DiVA.org:hig-10083DiVA: diva2:440051
Conference
The 8th International Gender and Education Association Conference, Exeter, United Kingdom, April 27th-29th 2011
Available from: 2011-09-11 Created: 2011-09-11 Last updated: 2011-09-12Bibliographically approved

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf