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ERIC Number: EJ1146539
Record Type: Journal
Publication Date: 2017-Jun
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1871-1502
Chemistry for Whom? Gender Awareness in Teaching and Learning Chemistry
Andersson, Kristina
Cultural Studies of Science Education, v12 n2 p425-433 Jun 2017
Marie Ståhl and Anita Hussénius have defined what discourses dominate national tests in chemistry for Grade 9 in Sweden by using feminist, critical didactic perspectives. This response seeks to expand the results in Ståhl and Hussénius's article "Chemistry inside an epistemological community box!--Discursive exclusions and inclusions in the Swedish national tests in chemistry," by using different facets of gender awareness. The first facet--Gender awareness in relations to the test designers' own conceptions--highlighted how the gender order where women are subordinated men becomes visible in the national tests as a consequence of the test designers internalized conceptions. The second facet--Gender awareness in relation to chemistry--discussed the hierarchy between discourses within chemistry. The third facet--Gender awareness in relation to students--problematized chemistry in relation to the students' identity formation. In summary, I suggest that the different discourses can open up new ways to interpret chemistry and perhaps dismantle the hegemonic chemistry discourse. [Rebecca Ahlfeldt assisted with the translation. For "Chemistry inside an Epistemological Community Box! Discursive Exclusions and Inclusions in Swedish National Tests in Chemistry," see EJ1146538.]
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: Grade 9; Junior High Schools; Middle Schools; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden