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Troubling Norms and Values in Science Teaching through Students' Subject Positions Using Feminist Figurations

Kapitel i bok
Författare Marie Ståhl
Publicerad i Cultural, Social and Political Perspectives in Science Education
Sidor 153-177
ISBN 978-3-319-61190-7
ISSN 1879-7229
Förlag Springer International Publishing AG
Förlagsort Cham, Switzerland
Publiceringsår 2018
Publicerad vid Institutionen för didaktik och pedagogisk profession
Sidor 153-177
Språk en
Ämnesord Naturvetenskaplig undervisning; normer och värden; elitism; dualistisk tradition; nationella prov i kemi; subjekt positioner , Science Education; students' subject positions; norms and values in science education; exclusionary culture , Science
Ämneskategorier

Sammanfattning

This study has explored how 15-year old students choose to position themselves in relation to the prevailing norms and values in a discourse practice, the Swedish National test in chemistry (2009). The prevailing discourse in the test calls on students to embrace a scientific identity. This identity is male-coded, and builds on Cartesian thoughts and thereby on the mind-body, culture-nature dichotomies. The overarching aim has been to trouble this scientific identity that the test is positioning itself within. The aim has also been to sketch a possible alternative to this discourse, that is, what feminist figurations can be interpreted through students’ subject positions and what alternative science teaching can be sketched in the means of them? The study has been conducted by analyzing 188 student answers from one of the open-ended socio-scientific test items that allows students to take stances and express their thoughts. The position that students take are broadly in opposition to the prevailing discourse and the interpreted feminist figurations show a possible and alternative science teaching that among other things points at a science teaching that takes students interests and involvement into account for real.

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