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Lärande, värderingar och statsvetenskap: Studenters tolkningar av genus- och nationsbegreppet
Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
2014 (Svenska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)Alternativ titel
Learning, values and political science : Students’ interpretations of nation and gender (Engelska)
Abstract [en]

Sociologists and feminist researchers have emphasized the prevalence of taken for granted notions about political concepts. Nation and gender are examples of concepts that are often perceived as non-political and “natural”. Researchers have understood these concepts as related to self-perception, and studies have demonstrated that students tend to perceive gender perspectives as pseudoscientific.

From an educational perspective, this raises questions as to how values are involved in students’ learning processes. Over the last 20 years, an increasing number of researchers have characterized conceptual change as affective in nature. However, few empirical studies have put effort into investigating affective aspects of the conceptual change process. This thesis adds to this research discussion by offering an empirically rooted conceptualisation of the value-oriented dimension of the learning process. The thesis is based on three empirical studies that investigate how students interpret tasks challenging them to adopt a critical and structural perspective of ‘nation’ and ‘gender’. Drawing on qualitative analyses of tape-recorded group discussions and written home exams, the thesis argues that students bring in other ideas than those advocated in the specific teaching settings with regard to three topics. Firstly, students express values relating to power, meaning when and how it is legitimate to speak about power. Secondly, students express values that concern how science should be practised. Thirdly, students express values related to identity that revolve around how “I” relate (or not) to the concepts taught in the particular course setting. These results suggest that students enter the classroom with personal ideas and principles of what is “good” or “right” when practising political science, and that values can be seen as a key aspect in understanding the complexities of students’ learning processes in this particular subject area.

Ort, förlag, år, upplaga, sidor
Stockholm: Department of Education, Stockholm University , 2014. , s. 72
Serie
Doktorsavhandlingar från Institutionen för pedagogik och didaktik ; 29
Nyckelord [en]
conceptual change, values, student learning, political science, higher education, nation, gender
Nationell ämneskategori
Pedagogik
Forskningsämne
pedagogik
Identifikatorer
URN: urn:nbn:se:su:diva-102703ISBN: 978-91-7447-908-9 (tryckt)OAI: oai:DiVA.org:su-102703DiVA, id: diva2:712682
Disputation
2014-06-10, Lilla hörsalen, Naturhistoriska riksmuseet, Frescativägen 40, Stockholm, 10:00 (Svenska)
Opponent
Handledare
Forskningsfinansiär
Vetenskapsrådet
Anmärkning

At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: Accepted. Paper 2: Accepted. Paper 3: Submitted.

Tillgänglig från: 2014-05-19 Skapad: 2014-04-16 Senast uppdaterad: 2014-05-14Bibliografiskt granskad
Delarbeten
1. Values in political science students' contextualizations of nationalism
Öppna denna publikation i ny flik eller fönster >>Values in political science students' contextualizations of nationalism
2015 (Engelska)Ingår i: Journal of political science education, ISSN 1551-2177, Vol. 11, nr 2, s. 126-140Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Recent research on conceptual change has argued that it is insufficient to assume that prior knowledge is the only aspect relevant in order to explain the conceptual change process. In addition, “warm constructs” such as emotions, epistemological beliefs, and values have been proposed to play a determinative role. In this study, we aim to further the understanding of the qualitative aspects of such constructs. By investigating how 20 science students interpret Michael Billig’s critical theory of nationalism in written exam papers, we explore how values are involved in university students’ meaning making of nationalism. The results indicate that students in different ways bring alternative values, such as togetherness, pride, and personal identity, in their reasoning, and these become a significant aspect of their meaning making in political science. This suggests that the students enter the classroom with their own ideas and principles of what is “good” or “right” when “practicing political science.” The study thus provides an example of how conceptual change involves accepting prescriptions of a certain intellectual activity.

Ort, förlag, år, upplaga, sidor
Taylor & Francis, 2015
Nyckelord
values, contextualization, warm conceptual change, nationalism
Nationell ämneskategori
Pedagogik
Forskningsämne
pedagogik
Identifikatorer
urn:nbn:se:su:diva-102701 (URN)10.1080/15512169.2015.1016034 (DOI)2-s2.0-84929466226 (Scopus ID)
Forskningsfinansiär
Vetenskapsrådet
Tillgänglig från: 2014-04-16 Skapad: 2014-04-16 Senast uppdaterad: 2016-01-14Bibliografiskt granskad
2. Liberal liability: Understanding Students’ Conceptions of Gender Structures
Öppna denna publikation i ny flik eller fönster >>Liberal liability: Understanding Students’ Conceptions of Gender Structures
2014 (Engelska)Ingår i: Journal of Social Science Education, ISSN 1611-9665, E-ISSN 1618-5293, Vol. 13, nr 2, s. 63-73Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Research has shown that teaching gender theories tends to be an educational challenge and elicits student resistance.However, little is known about students’ learning processes in social science. This study aims to explore these learningprocesses by drawing on feminist pedagogy and conceptual change theory. The results show that when students areasked to perform analysis from a structural gender perspective, they recurrently introduce other explanatoryframeworks based on non‐structural understandings. The students’ learning processes involve reformulatingquestions and making interpretations based on liberal understandings of power, freedom of choice and equality. Weargue that this process is due to the hegemonic position of the liberal paradigm as well as to the dominant ideas aboutscience. Clarifying the underlying presumptions of a liberal perspective and a structural perspective may help studentsto recognise applied premises and enable them to distinguish relevant explanations.

Nyckelord
gender, higher education, conceptual change, liberalism, political science, feminism
Nationell ämneskategori
Pedagogik
Forskningsämne
pedagogik
Identifikatorer
urn:nbn:se:su:diva-102699 (URN)10.4119/UNIBI/jsse-v13-i2-1237 (DOI)
Forskningsfinansiär
Vetenskapsrådet
Tillgänglig från: 2014-04-16 Skapad: 2014-04-16 Senast uppdaterad: 2017-12-05Bibliografiskt granskad
3. Values in the process of learning political science: students' contextualizations of nation and gender
Öppna denna publikation i ny flik eller fönster >>Values in the process of learning political science: students' contextualizations of nation and gender
(Engelska)Artikel i tidskrift (Refereegranskat) Submitted
Nationell ämneskategori
Pedagogik
Forskningsämne
pedagogik
Identifikatorer
urn:nbn:se:su:diva-102702 (URN)
Externt samarbete:
Forskningsfinansiär
Vetenskapsrådet
Anmärkning

Ingår i avhandling

Tillgänglig från: 2014-04-16 Skapad: 2014-04-16 Senast uppdaterad: 2016-08-29Bibliografiskt granskad

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