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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.
    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.
    Hussénius, Anita
    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.
    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.
    Hussénius, Anita
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Building, Energy and Environmental Engineering, Chemistry.
    Chasing borderlands - pre-service teachers' meeting with different cultures in their education2012Conference paper (Refereed)
  • 3.
    Andersson, Kristina
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Biology. Centre for Gender Research, Uppsala University.
    Gullberg, Annica
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Biology. Centre for Gender Research, Uppsala University.
    What is science in preschool and what do teachers have to know to empower children?2014In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 9, no 2, p. 275-296Article in journal (Refereed)
    Abstract [en]

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

  • 4.
    Andersson, Kristina
    et al.
    University of Gävle, Faculty of Health and Occupational Studies, Department of Occupational and Public Health Sciences, Biology.
    Gullberg, Annica
    University of Gävle, Faculty of Health and Occupational Studies, Department of Occupational and Public Health Sciences, Biology.
    Hussénius, Anita
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Building, Energy and Environmental Engineering, Environmental engineering.
    Scantlebury, Kathryn
    Department of Chemistry and Biochemistry, University of Delaware, USA.
    "We do science, we don't do gender!" Challenging science teaching education: Gender awareness in contructing knowledge of science and science teaching2015In: Feminist Pedagogy in Higher Education : Critical Theory and Practice / [ed] T. P. Light, J. Nicolas & R. Bondy, Waterloo, ON, Canada: Wilfrid Laurier University Press , 2015Chapter in book (Refereed)
  • 5.
    Ekblom, Jenny
    et al.
    Gävle kommun.
    Hjelm-Wigren, Eva
    Gävle kommun.
    Gullberg, Annica
    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.
    Allt har ställts på kant, men det är tusen gånger roligare - vad naturvetenskap kan vara i förskolan.2012In: Pedagogiska Magasinet, ISSN 1401-3320Article in journal (Other (popular science, discussion, etc.))
  • 6.
    Gullberg, Annica
    et al.
    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.
    Hussénius, Anita
    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.

  • 7.
    Gullberg, Annica
    et al.
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för naturvetenskap.
    Kellner, Eva
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för naturvetenskap.
    Attorps, Iiris
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för matematik och statistik.
    Thorén, Ingvar
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för naturvetenskap.
    Tärneberg, Roy
    Lärarstudenters uppfattning om elevers begrepp om gas2007In: Resultatdialog 2007: forskning inom utbildningsvetenskap, Stockholm: Stockholm , 2007, p. 52-58Chapter in book (Other (popular science, discussion, etc.))
  • 8.
    Gullberg, Annica
    et al.
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för naturvetenskap.
    Kellner, Eva
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för naturvetenskap.
    Attorps, Iiris
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för matematik och statistik.
    Thorén, Ingvar
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för naturvetenskap.
    Tärneberg, Roy
    Lärarstudenters uppfattning om elevers begrepp om gas2007In: Ämnesdidaktik ur ett nationellt och internationellt perspektiv: rapport från Rikskonferensen i ämnesdidaktik 2006, Kristianstad: Kristianstad University Press , 2007, p. 133-142Chapter in book (Other (popular science, discussion, etc.))
  • 9.
    Gullberg, Annica
    et al.
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för naturvetenskap.
    Kellner, Eva
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för naturvetenskap.
    Attorps, Iiris
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för matematik och statistik.
    Thorén, Ingvar
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för naturvetenskap.
    Tärneberg, Roy
    Göteborg University, Göteborg, Sweden.
    Prospective teachers’ initial conceptions about pupils’ understanding of science and mathematics2008In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 31, no 3, p. 257-278Article in journal (Refereed)
    Abstract [en]

    Earlier reports have shown that prospective teachers' conceptions about teaching science to a high degree are resistant and do not change substantially during the teacher-training programme. In our investigation we elucidate the prospective teachers' initial conceptions about pupils' understanding of science and mathematics. We applied 'The Lesson Preparation Method' and used a phenomenographic approach in order to reveal the range of conceptions that the prospective teachers hold. A third of the prospective teachers did not consider pupils' conceptions when planning lessons. The rest of the 32 participants expressed awareness; some of the prospective teachers even referred to subject-specific teaching experience. Also regarding the prospective teachers' conceptions about pupils' knowledge and beliefs, as well as about pupils' difficulties, there was a significant diversity. By raising these issues about pedagogical content knowledge the prospective teachers' conceptions can be extended and developed during the education.

  • 10.
    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.
    Danielsson, Anna
    University of Cambridge.
    Gullberg, Annica
    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)
  • 11.
    Hussénius, 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.
    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.
    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)
  • 12.
    Hussénius, 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.
    Gullberg, Annica
    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)
  • 13.
    Hussénius, Anita
    et al.
    Centre for Gender Research, Uppsala University.
    Andersson, Kristina
    Centre for Gender Research, Uppsala University.
    Gullberg, Annica
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Biology.
    Scantlebury, Kathryn
    University of Delaware.
    Ignoring Half the Sky: A Feminist Critique of Science Education’s Knowledge Society2013In: Science Education for Diversity: Theory and Practice / [ed] N. Mansour & R. Wegerif, Rotterdam: Springer Netherlands, 2013, p. 301-315Chapter in book (Refereed)
    Abstract [en]

    A Chinese proverb observes that women “hold up half the sky”, yet often in science education we have ignored the knowledge generated by feminist researchers about how females engage and participate in science. Further, science education has often failed to consider the implications from feminist critiques of science on science education. This chapter will provide a feminist perspective on who generates knowledge in science education and what knowledge is acceptable as ‘scientific’ by the field. Second, we will discuss the culture of science education and discuss whether science educators value the knowledge produced by gender and feminist researchers. In particular, we will examine the integration (or lack thereof) of gender issues into the dominant areas in science education research, such as teachers’ pedagogical content knowledge, the development of students’ science knowledge through inquiry, the role of conceptual change, and teachers’ preparation and professional development programs. Third, we will provide examples of how gender theory and feminist perspectives in science education could generate new knowledge about gender and science education.

  • 14.
    Hussénius, Anita
    et al.
    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.
    Gullberg, Annica
    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)
  • 15.
    Hussénius, Anita
    et al.
    Centre for Gender Research, Uppsala University, Uppsala, Sweden.
    Scantlebury, Kathryn
    Department of Chemistry and Biochemistry, University of Delaware, Newark, DE, USA.
    Andersson, Kristina
    Department of Education, Uppsala University, Uppsala, Sweden.
    Gullberg, Annica
    University of Gävle, Faculty of Health and Occupational Studies, Department of Occupational and Public Health Sciences, Biology.
    Interstitial Spaces: A Model for Transgressive Processes2016In: Illdisciplined Gender: Engaging Questions of Nature/Culture and Transgressive Encounters / [ed] Bull, J. & Fahlgren, M., Cham: Springer, 2016, p. 11-30Chapter in book (Refereed)
    Abstract [en]

    The chapter introduces the concepts of interstitial spaces and transgressive identities to examine the boundaries of gender and feminist studies, science, and education and discuss our research practices and positions. We use a metalogue as the vehicle for analyzing our autobiographies to provide examples when we have operated in interstitial spaces and engaged transgressive identities. Interstitial spaces exist between and within boundaries. These spaces are possible sites within a defined context (a discipline, a practice, a culture) that may be occupied by an actor/agent working as a “carrier” of different cultural practices, knowledge, and theories. A “carrier” can use the interstitial space to influence and challenge a “new” context and thus loosen up boundaries but can also by experiencing new cultures and developing new knowledge return to the “old” culture to integrate these new practices. Thus, interstitial spaces establish a context for transgressive identities to emerge so one can act in ways to transform and change the cultures of disciplines. We usetransgressive identities as a theoretical description and understanding of our research practices and positions.

  • 16.
    Kellner, Eva
    et al.
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för naturvetenskap.
    Gullberg, Annica
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för naturvetenskap.
    Attorps, Iiris
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för matematik och statistik.
    Thorén, Ingvar
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för naturvetenskap.
    Tärneberg, Roy
    Prospective teachers' initial conceptions of pupils' difficulties: holistic view of concepts in science and matematics2007In: ESERA 2007: European Science Education Research Association International Conference in Malmö, Sweden, August 21-25, 2007, 2007Conference paper (Refereed)
  • 17.
    Kellner, Eva
    et al.
    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.
    Attorps, Iiris
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Thorén, Ingvar
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Tärneberg, Roy
    Prospective teachers' initial conceptions about pupils difficulties in science and mathematics: a potential resource in teacher education2011In: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 9, no 4, p. 843-866Article in journal (Refereed)
    Abstract [en]

    A crucial issue for prospective teachers (PTs) in their education is to develop pedagogical content knowledge (PCK; i.e. how to make a topic comprehensible to pupils). However, research has shown that PTs may have tacit ideas about teaching that act as filters preventing consideration of unfamiliar and discrepant ideas. These ideas must be elicited and taken into consideration in order to be modified. Therefore, PTs’ explicit conceptions may constitute a valuable resource in teacher education. The aim of this study was to investigate PTs’ ideas about pupils’ difficulties, at a topic-specific level, upon beginning the teacher education programme. The “Lesson Preparation Method” was used in four case studies to elicit the conceptions of 32 PTs regarding pupils’ difficulties in four specific science and mathematics topics: plant growth, gases, equations and heat and temperature. In all four topic groups (n = 5 – 11), there was a variety of initial conceptions about pupils’ difficulties, which were categorised into two to five topic-specific categories. Although, initially, PTs may not have expressed any notions about pupils’ difficulties, conceptions were elicited by using the Lesson Preparation Method. Furthermore, we found that the initial ideas corresponded with earlier research on pupils’ difficulties, which could provide a potential resource when creating a scaffolding context in teacher education programmes where PCK development is stimulated.

  • 18.
    Thorén, Ingvar
    et al.
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för naturvetenskap.
    Kellner, Eva
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för naturvetenskap.
    Gullberg, Annica
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för naturvetenskap.
    Attorps, Iiris
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för matematik och statistik.
    Developing transformative pedagogical content knowledge in science and mathematics teacher education2005Report (Other (popular science, discussion, etc.))
1 - 18 of 18
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