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  • 1.
    Andersson, Kristina
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Biology. University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Biology.
    Danielsson, Anna
    Faculty of Education, University of Cambridge.
    Gullberg, Annica
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Biology. University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Biology.
    Hussénius, Anita
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Building, Energy and Environmental Engineering, Chemistry. University of Gävle, Faculty of Engineering and Sustainable Development, Department of Building, Energy and Environmental Engineering, Chemistry.
    Acting for change: Challenging teachers through theatre, interventions and research2011Conference paper (Refereed)
  • 2.
    Andersson, Kristina
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Biology. University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Biology.
    Danielsson, Anna
    Institutionen för pedagogik, didaktik och utbildningsstudier, Uppsala universitet.
    Gullberg, Annica
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Biology. University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Biology.
    Hussénius, Anita
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Building, Energy and Environmental Engineering, Chemistry. University of Gävle, Faculty of Engineering and Sustainable Development, Department of Building, Energy and Environmental Engineering, Chemistry.
    Chafing borderlands - pre-service teachers' meeting with different cultures in their education2012Conference paper (Refereed)
  • 3.
    Björling, Mikael
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Building, Energy and Environmental Engineering, Chemistry.
    Air exchange and ventilation in an underground train station2012In: 10th International Conference on Healthy Buildings 2012: Vol. 2 / [ed] Eliza Morawska, 2012, p. 1406-1411Conference paper (Refereed)
    Abstract [en]

    The indoor air climate of an underground train station was investigated during two days in January 2008. The underground platform was accessed from ticket halls on each side with air volumes of 1 000 m3 and 1 430 m3, respectively. The station platform air volume was approximately 14 300 m3. Air from the outside could enter either via the ticket halls or via the train tunnels from ventilation towers situated on each side of the platform area. The local mean age of air was determined in several locations at different heights using pumped sampling and homogeneous emission of PFTs. In addition, the temperature and relative humidity was measured at selected locations. The average air exchange rate per hour (ACH) was found to be 3.62 h-1, ranging from 4 h-1 at rush hours to slightly more than 3 h-1 at night and in the middle of the day. The largest ACH (4.5 h-1) was found at rush hour in one of the ticket halls, corresponding to a flow rate of 75 000 m3/h. The lowest ACH (2.8 h-1) was found in the other ticket hall at night, corresponding to a flow rate of 47 000 m3/h. In the middle of the station platform the ACH was lower than the ACH at the platform ends.

  • 4.
    Björling, Mikael
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Building, Energy and Environmental Engineering, Chemistry.
    Att ändra sin förståelse: exemplet faser och fasövergångar2012In: I mötet mellan vetenskap och lärande: 13 högskolepedagogiska utmaningar / [ed] Göran Fransson & Helena Hammarström, Gävle: Gävle University Press , 2012, p. 195-216Chapter in book (Other academic)
  • 5.
    Gullberg, Annica
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Biology. University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Biology.
    Andersson, Kristina
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Biology. University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Biology.
    Hussénius, Anita
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Building, Energy and Environmental Engineering, Chemistry. University of Gävle, Faculty of Engineering and Sustainable Development, Department of Building, Energy and Environmental Engineering, Chemistry.
    Danielsson, Anna
    Institutionen för pedagogik, didaktik och utbildningsstudier, Uppsala universitet.
    "Genus är att låta barnen vara dom de är" - hur barnsyn och genusmedvetenhet får ämnesdidaktiska konsekvenser.2012In: Utbildning och lärandeArticle in journal (Other academic)
    Abstract [en]

    This paper reports from a study exploring how an increased knowledge about gender issues can affect pre-school student teachers’ reflections and actions concerning science and technology activities. We have analysed written assignments given to student enrolled in a teacher education programme as well as group discussions that were part of their science and technology courses. One assignment was focused on describing situations during their pre-school placements where the students themselves judged gender to be important. The analysis identifies a reoccurring argumentation among the students that draws on an idea that children need to ‘be who they are’, thus portraying them as having a stable core identity. In this paper we ask what it means to let the children ‘be who they are’ and what the consequences of this view for developing the pre-school according to the curriculum and the education act can be. In doing so, we discuss issues that respectively may promote and hinder pre-school teachers to develop strategies that challenges stereotypical gender patterns. Furthermore, we problematize what consequences this might have for science teaching.

  • 6.
    Hussenius, Anita
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Building, Energy and Environmental Engineering, Chemistry.
    Case with cases - a method for work of change2011Conference 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.

  • 7.
    Hussenius, Anita
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Building, Energy and Environmental Engineering, Chemistry. University of Gävle, Lärarutbildningsnämnden.
    Andersson, Kristina
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Biology. University of Gävle, Lärarutbildningsnämnden.
    En plastisk sak som lär nytt hela livet2010In: Pedagogiska Magasinet, ISSN 1401-3320, no 2, p. 26-30Article in journal (Other (popular science, discussion, etc.))
  • 8.
    Hussenius, Anita
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Building, Energy and Environmental Engineering, Chemistry.
    Andersson, Kristina
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Biology. University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Biology.
    Danielsson, Anna
    University of Cambridge.
    Gullberg, Annica
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Biology. University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Biology.
    Salminen-Karlsson, Minna
    Centrum för genusvetenskap, Uppsala universitet.
    Scantlebury, Kathryn
    Department of Chemistry and Biochemistry, University of Delaware.
    Hur lärare uppmärksammar genus i naturvetenskaplig undervisning2010Conference paper (Refereed)
  • 9.
    Hussenius, Anita
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Building, Energy and Environmental Engineering, Chemistry.
    Scantlebury, Kathryn
    Department of Chemistry and Biochemistry, University of Delaware.
    Witches, alchemists, poisoners and scientists: Changing image of chemistry2011In: Celebrating the 100th Anniversary of Madame Marie Sklodowska Curies Nobel Prize in Chemistry / [ed] M.-H. Chiu, P.J. Gilmer, D.F. Treagust, Rotterdam, Boston, Taipei: Sense Publishers , 2011, p. 191-205Chapter in book (Other academic)
  • 10.
    Hussénius, Anita
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Building, Energy and Environmental Engineering, Chemistry. University of Gävle, Faculty of Engineering and Sustainable Development, Department of Building, Energy and Environmental Engineering, Chemistry.
    Andersson, Kristina
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Biology. University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Biology.
    Danielsson, Anna
    Faculty of Education, University of Cambridge.
    Gullberg, Annica
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Biology. University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Biology.
    Salminen-Karlsson, Minna
    Centrum för Genusvetenskap, Uppsala universitet.
    Scantlebury, Kathryn
    Department of Chemistry and Biochemistry, University of Delaware.
    Gender awareness in constructing knowledge of science and science teaching2011Conference paper (Refereed)
  • 11.
    Hussénius, Anita
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Building, Energy and Environmental Engineering, Chemistry. University of Gävle, Faculty of Engineering and Sustainable Development, Department of Building, Energy and Environmental Engineering, Chemistry.
    Andersson, Kristina
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Biology. University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Biology.
    Gullberg, Annica
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Biology. University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Biology.
    Integrerad undervisning om genus: på lärarprogrammets ämneskurser2012In: Genusvetenskapens pedagogik och didaktik / [ed] Anna Lundberg & Ann Werner, Göteborg: Nationella sekretariatet för genusforskning , 2012, p. 36-44Chapter in book (Other academic)
  • 12.
    Hussénius, Anita
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Building, Energy and Environmental Engineering, Chemistry. University of Gävle, Faculty of Engineering and Sustainable Development, Department of Building, Energy and Environmental Engineering, Chemistry.
    Danielsson, Anna
    Department of Education, Uppsala University.
    Andersson, Kristina
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Biology. University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Biology.
    Gullberg, Annica
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Biology. University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Biology.
    Scantlebury, Kathryn
    Department of Chemistry and Biochemistry, University of Dealware.
    Challenging primary student teachers' conceptions of gender and science: The initial phases of a research and intervention project2012Conference paper (Refereed)
  • 13.
    Mattsson, Magnus
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Building, Energy and Environmental Engineering, Building science - installation technology.
    Andersson, Lars T
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Building, Energy and Environmental Engineering, Chemistry.
    Alm Kübler, Kerstin
    Swedish Museum of Natural History, Laboratory of Palynology.
    Ekebom, Agneta
    Swedish Museum of Natural History, Laboratory of Palynology.
    Jansson, Anders
    Stockholm University, ITM.
    Holmquist, Leif
    Consultant at University of Gävle.
    Vesterberg, Olof
    Consultant at University of Gävle.
    Ventilation filter efficiency for birch pollen allergens: experimental data from one pollen season2011In: Proceedings from Roomvent 2011 / [ed] Hans Martin Mathisen, Trondheim: Tapir Akademisk Forlag , 2011Conference paper (Refereed)
    Abstract [en]

    In an experimental study, ventilation filters of high quality (F7 & F9) were tested regarding their efficiency in collecting birch pollen allergens in outdoor air. The birch pollen grain concentration in outdoor air was measured at the same time as pollen allergen and particle number concentrations were measured before and after the tested ventilation filters, thus enabling collection efficiency calculations. Simultaneously, the size distribution of birch pollen allergens was measured in outdoor air using a cascade impactor. The study confirms previous indications that pollen allergens may occur in outdoor air in particles much smaller than pollen grains, and can penetrate ventilation filters to a larger extent than might be expected. This entails that although the high quality filters collect most of outdoor air pollen allergens, a significant exposure dose to these allergens can occur in the indoor environment, especially when considering the fact most people stay much more indoors than outdoors. The study also confirms previous similar indications attained with grass pollen allergens, in that the allergenic particles tend to penetrate ventilation filters to a greater extent than other airborne particles.

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