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The Identity Turn in Science Education Research: A Critical Review of Methodologies in a Consolidating Field
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Danielsson, Anna T.; King, Heather; Godec, Spela; Nyström, Anne-Sofie – Cultural Studies of Science Education, 2023
This manuscript reflects on the affordances and limitations of methodological approaches commonly adopted by science education researchers examining learner identities. Our aims are to unpack the relative strengths and weaknesses of such approaches and note their respective prevalence. In so doing, we identify and critique studies which we…
Descriptors: Self Concept, Science Education, Educational Research, Research Methodology
Performing Legitimate Choice Narratives in Physics: Possibilities for Under-Represented Physics Students
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Johansson, Anders; Nyström, Anne-Sofie; Gonsalves, Allison J.; Danielsson, Anna T. – Cultural Studies of Science Education, 2023
Higher education physics has long been a field with a disproportionately skewed representation in terms of gender, class, and ethnicity. Responding to this challenge, this study explores the trajectories of "unexpected" (i.e., demographically under-represented) students into higher education physics. Based on timeline-guided life-history…
Descriptors: Physics, Science Instruction, Gender Differences, Social Class
Chafing Borderlands: Obstacles for Science Teaching and Learning in Preschool Teacher Education
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Andersson, Kristina; Gullberg, Annica; Danielsson, Anna T.; Scantlebury, Kathryn; Hussénius, Anita – Cultural Studies of Science Education, 2020
This study examines preservice preschool teachers' university science education experience. The empirical data are from a research and intervention project conducted on teacher education programs at two Swedish universities. We analyzed one of the assignments completed by 111 students within a science course as well as their conversations about…
Descriptors: Preschool Education, Teacher Education Programs, Science Education, Preservice Teachers
Knowledge and Power in the Technology Classroom: A Framework for Studying Teachers and Students in Action
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Danielsson, Anna T.; Berge, Maria; Lidar, Malena – Cultural Studies of Science Education, 2018
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.…
Descriptors: Secondary School Students, Secondary School Science, Teacher Student Relationship, Power Structure
"In Biology Class We Would Just Sit Indoors…": Experiences of Insideness and Outsideness in the Places Student Teachers' Associate with Science
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Danielsson, Anna T.; Andersson, Kristina; Gullberg, Annica; Hussénius, Anita; Scantlebury, Kathryn – Cultural Studies of Science Education, 2016
In this article we explore the places pre- and primary school (K-6) student teachers associate with their science learning experiences and how they view the relationship between these places and science. In doing so, we use "place" as an analytical entry point to deepen the understanding of pre- and primary school student teachers'…
Descriptors: Biology, Science Instruction, Science Education, Student Teachers
Gender Performativity in Physics: Affordances or Only Constraints?
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Danielsson, Anna T.; Lundin, Mattias – Cultural Studies of Science Education, 2014
In this forum we engage in a dialogue with Allison Gonsalves's paper '"Physics and the girly girl--there is a contradiction somewhere": Doctoral students' positioning around discourses of gender and competence in physics'. In her paper Gonsalves uses a sociocultural approach to examine women doctoral students'…
Descriptors: Science Education, Physics, Gender Differences, Doctoral Programs
In the Physics Class: University Physics Students' Enactment of Class and Gender in the Context of Laboratory Work
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Danielsson, Anna T. – Cultural Studies of Science Education, 2014
This article explores how the doing of social class and gender can intersect with the learning of science, through case studies of two male, working-class university students' constitutions of identities as physics students. In doing so, I challenge the taken-for-granted notion that male physics students have an unproblematic relation to…
Descriptors: Physics, Gender Differences, Laboratory Experiments, Social Class