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  • 1.
    Danielsson, Anna T.
    et al.
    Uppsala University.
    Berge, Maria
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Lidar, Malena
    Uppsala University.
    Knowledge and power in the technology classroom: a framework for studying teachers and students in action2018In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 13, no 1, p. 163-184Article in journal (Refereed)
    Abstract [en]

    The purpose of this paper is to develop and illustrate an analytical framework for exploring how relations between knowledge and power are constituted in science and technology classrooms. In addition, the empirical purpose of this paper is to explore how disciplinary knowledge and knowledge-making are constituted in teacher–student interactions. In our analysis we focus on how instances of teacher–student interaction can be understood as simultaneously contributing to meaning-making and producing power relations. The analytical framework we have developed makes use of practical epistemological analysis in combination with a Foucauldian conceptualisation of power, assuming that privileging of educational content needs to be understood as integral to the execution of power in the classroom. The empirical data consists of video-recorded teaching episodes, taken from a teaching sequence of three 1-h lessons in one Swedish technology classroom with sixteen 13–14 years old students. In the analysis we have identified how different epistemological moves contribute to the normalisation and exclusion of knowledge as well as ways of knowledge-making. Further, by looking at how the teacher communicates what counts as (ir)relevant knowledge or (ir)relevant ways of acquiring knowledge we are able to describe what kind of technology student is made desirable in the analysed classroom.

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  • 2.
    Due, Karin
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Who is the competent physics student?: A study of students’ positions and social interaction in small-group discussions2014In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, ISSN ISSN 1871-1502, EISSN 1871-1510, Vol. 9, no 2, p. 441-459Article in journal (Refereed)
    Abstract [en]

    This article describes a study which explored the social interaction and the reproduction and challenge of gendered discourses in small group discussions in physics. Data for the study consisted of video recordings of eight upper secondary school groups solving physics problems and 15 audiotaped individual interviews with participating students. The analysis was based on gender theory viewing gender both as a process and a discourse. Specifically discursive psychology analysis was used to examine how students position themselves and their peers within discourses of physics and gender. The results of the study reveal how images of physics and of ‘‘skilled physics student’’ were constructed in the context of the interviews. These discourses were reconstructed in the students’ discussions and their social interactions within groups. Traditional gendered positions were reconstructed, for example with boys positioned as more competent in physics than girls. These positions were however also resisted and challenged.

  • 3.
    Gade, Sharada
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. City University of New York, Oxford University.
    Unpacking teacher-researcher collaboration with three theoretical frameworks: a case of expansive learning activity?2015In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 10, no 3, p. 603-619Article in journal (Refereed)
    Abstract [en]

    Long association with a mathematics teacher at a Grade 4-6 school in Sweden, is basis for reporting a case of teacher-researcher collaboration. Three theoretical frameworks used to study its development over time are relational knowing, relational agency and cogenerative dialogue. While relational knowing uses narrative perspectives to explore the experiential and relational nature of collaboration; relational agency, draws on activity theory perspectives and identifies the change in the purpose of collaboration, from initially conducting classroom interventions to co-authoring research. Finally, cogenerative dialogue, deploys hermeneutic-phenomenological perspectives and investigates the dialogue that transpired between Lotta and the author, as they co-authored their research report. Such analysis sheds invaluable light on a case of expansive learning activity. 

  • 4.
    Gade, Sharada
    et al.
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Blomqvist, Charlotta
    Grisbacka Primary School, Umeå.
    Investigating everyday measures through exploratory talk: whole class plenary intervention and landscape study at grade four2018In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 13, no 1, p. 235-252Article in journal (Refereed)
    Abstract [en]

    We report an exploratory talk based, whole class plenary intervention, in relation to students' understanding of everyday measures and measurement, in a grade four classroom at a grade 4-6 school in Sweden. Extended, project related, teacher-researcher collaboration forms basis for such cultural historical activity theory or CHAT based efforts. As formative intervention, the conduct of the plenary is not pre-determined but embedded in ongoing curricular realities, with the agency of students and teacher promoted, pedagogical ideas reutilised and the role of researcher viewed as supporting design and growth of the intervention. Under Charlotta's guidance as teacher, the plenary is opportunity for her students to examine improbable scenarios such as, Can Eva and Anton measure the length of Sweden on foot, Can Lars and Iris measure their age in decimeters. A zone of proximal development is created, in which students make the transition from spontaneous to scientific concepts and learn how various units of measurement are objects-that-can-be-used-for-certain-purposes. With opportunity for critical and reflective inquiry, in a plenary designed to lead development, Charlotta's students look beyond the making of rote measurements and articulate a theory of measure in nascent terms. Such a landscape of teaching-learning is finally understood in terms of the nature of talk that was facilitated, the manner of pedagogy utilised, the style of teaching exercised and the kind of learning that was demanded of her students.

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  • 5.
    Silfver, Eva
    Umeå University, Faculty of Social Sciences, Department of Education.
    Gender performance in an out-of-school science context2019In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 14, no 1, p. 139-155Article in journal (Refereed)
    Abstract [en]

    This article examines how school students perform gender during a visit to a science centre where they programme Lego cars. The focus is on how students relate to each other—how they talk and what they do. Theoretically, the article draws on the ‘heterosexual matrix’ and a Foucauldian understanding of how power and knowledge are tightly interwoven and that discursive practices regulate people’s possible positions and ways of being in different situations and contexts. The analysis is primarily based on video data from the science centre and a number of student interviews. The article gives several examples of how stereotypical gender performances are maintained but also challenged. This is important knowledge, because if we want to challenge norms, we first need to see them and understand how they are reproduced.

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1 - 5 of 5
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