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Mind, Culture, and Activity Volume 9, 2002 - Issue 4
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Original Articles

Gender Diversity in Play With Physics: The Problem of Premises for Participation in Activities

Cathrine Hasse
Pages 250-269 | Published online: 17 Nov 2009

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Read on this site (6)

Louise Archer, Julie Moote & Emily MacLeod. (2020) Learning that physics is ‘not for me’: Pedagogic work and the cultivation of habitus among advanced level physics students. Journal of the Learning Sciences 29:3, pages 347-384.
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Heather Mendick, Maria Berge & Anna Danielsson. (2017) A Critique of the Stem Pipeline: Young People’s Identities in Sweden and Science Education Policy. British Journal of Educational Studies 65:4, pages 481-497.
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Anna T. Danielsson. (2012) Exploring woman university physics students ‘doing gender’ and ‘doing physics’. Gender and Education 24:1, pages 25-39.
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Lars Ulriksen. (2009) The implied student. Studies in Higher Education 34:5, pages 517-532.
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Anna Teresia Danielsson & Cedric Linder. (2009) Learning in physics by doing laboratory work: towards a new conceptual framework. Gender and Education 21:2, pages 129-144.
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Yordanka Valkanova & Mike Watts. (2007) Digital story telling in a science classroom: reflective self‐learning (RSL) in action. Early Child Development and Care 177:6-7, pages 793-807.
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Articles from other publishers (38)

Susanne Engström & Per Norström. (2022) How Physics Courses Can Make Highly Valued Strategies and Dispositions Visible to Physics Teacher Students. European Journal of Science and Mathematics Education 10:4, pages 396-411.
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Anna T. Danielsson, Susanne Engström, Per Norström & Kristina Andersson. (2020) The Making of Contemporary Physicists: Figured Worlds in the University Quantum Mechanics Classroom. Research in Science Education 51:4, pages 1141-1152.
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Adrian Bejan, Umit Gunes & Bahri Sahin. (2020) University Rankings: Quality, Size and Permanence. European Review 28:4, pages 537-558.
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Chris Gosling & Allison J. Gonsalves. (2020) Lessons from Research Exploring the Underrepresentation of Women in Physics. The Physics Teacher 58:5, pages 342-344.
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Anders Johansson & Maria Berge. 2020. Physics Education and Gender. Physics Education and Gender 97 113 .
Derya Kaltakci-Gurel. (2018) DEVELOPMENT OF AN OPTICS INTEREST AND EXPERIENCE SCALE (OIES) AND EXPLORING GENDER DIFFERENCES IN PROSPECTIVE TEACHERS’ INTEREST AND EXPERIENCE. Journal of Baltic Science Education 17:6, pages 935-944.
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Sanna Lehtamo, Kalle Juuti, Janna Inkinen & Jari Lavonen. (2018) Connection between academic emotions in situ and retention in the physics track: applying experience sampling method. International Journal of STEM Education 5:1.
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Sanaz Farhangi. (2017) Contribution to activity: a lens for understanding students’ potential and agency in physics education. Cultural Studies of Science Education 13:3, pages 617-637.
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Maria Vetleseter Bøe, Ellen Karoline Henriksen & Carl Angell. (2018) Actual versus implied physics students: How students from traditional physics classrooms related to an innovative approach to quantum physics. Science Education 102:4, pages 649-667.
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Anders Johansson, Staffan Andersson, Minna Salminen-Karlsson & Maja Elmgren. (2016) “Shut up and calculate”: the available discursive positions in quantum physics courses. Cultural Studies of Science Education 13:1, pages 205-226.
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Kathleen RichardsonKathleen Richardson. 2018. Challenging Sociality. Challenging Sociality 103 120 .
Kathleen RichardsonKathleen Richardson. 2018. Challenging Sociality. Challenging Sociality 1 27 .
Marie Ståhl. 2018. Cultural, Social, and Political Perspectives in Science Education. Cultural, Social, and Political Perspectives in Science Education 153 177 .
Marie Ståhl & Anita Hussénius. (2016) Chemistry inside an epistemological community box! Discursive exclusions and inclusions in Swedish National tests in Chemistry. Cultural Studies of Science Education 12:2, pages 395-423.
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Maria Berge. (2016) The Role of Humor in Learning Physics: a Study of Undergraduate Students. Research in Science Education 47:2, pages 427-450.
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Reuben Hersh & Vera John-Steiner. 2017. Creativity and Giftedness. Creativity and Giftedness 135 146 .
Allison J. Gonsalves, Anna Danielsson & Helena Pettersson. (2016) Masculinities and experimental practices in physics: The view from three case studies. Physical Review Physics Education Research 12:2.
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Maralee Harrell. 2016. Meta-Philosophical Reflection on Feminist Philosophies of Science. Meta-Philosophical Reflection on Feminist Philosophies of Science 15 34 .
Cathrine Hasse. (2014) The material co-construction of hard science fiction and physics. Cultural Studies of Science Education 10:4, pages 921-940.
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Maria-Cristina Giovanna Migliore. (2015) Older workers’ workplace learning in manufacturing industries: subjectivity. Journal of Workplace Learning 27:8, pages 583-595.
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Per Anderhag, Karim Mikael Hamza & Per-Olof Wickman. (2014) What Can a Teacher Do to Support Students’ Interest in Science? A Study of the Constitution of Taste in a Science Classroom. Research in Science Education 45:5, pages 749-784.
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P. Anderhag, P.-O. Wickman & K. M. Hamza. (2015) Signs of taste for science: a methodology for studying the constitution of interest in the science classroom. Cultural Studies of Science Education 10:2, pages 339-368.
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Cathrine HasseCathrine Hasse. 2015. An Anthropology of Learning. An Anthropology of Learning 211 249 .
Marianne Løken. 2015. Understanding Student Participation and Choice in Science and Technology Education. Understanding Student Participation and Choice in Science and Technology Education 277 295 .
Karin Due. (2012) Who is the competent physics student? A study of students’ positions and social interaction in small-group discussions. Cultural Studies of Science Education 9:2, pages 441-459.
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Anna T. Danielsson. (2012) In the physics class: university physics students’ enactment of class and gender in the context of laboratory work. Cultural Studies of Science Education 9:2, pages 477-494.
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Anna T. Danielsson & Mattias Lundin. (2012) Gender performativity in physics: affordances or only constraints?. Cultural Studies of Science Education 9:2, pages 523-529.
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Maria Andrée & Lotta Lager-Nyqvist. (2012) Spontaneous Play and Imagination in Everyday Science Classroom Practice. Research in Science Education 43:5, pages 1735-1750.
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Maria Berge & Anna T. Danielsson. (2012) Characterising Learning Interactions: A Study of University Students Solving Physics Problems in Groups. Research in Science Education 43:3, pages 1177-1196.
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Bjørn Friis Johannsen, Camilla Østerberg Rump & Cedric Linder. (2012) Penetrating a wall of introspection: a critical attrition analysis. Cultural Studies of Science Education 8:1, pages 87-115.
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Maria Andrée. (2011) Altering conditions for student participation and motive development in school science: learning from Helena’s mistake. Cultural Studies of Science Education 7:2, pages 425-438.
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Allison J. Gonsalves & Gale Seiler. 2012. Identity Construction and Science Education Research. Identity Construction and Science Education Research 157 172 .
Catherine Hasse & Anne B. Sinding. 2012. Science Education Research and Practice in Europe. Science Education Research and Practice in Europe 237 252 .
Jari Lavonen & Seppo Laaksonen. (2009) Context of teaching and learning school science in Finland: Reflections on PISA 2006 results. Journal of Research in Science Teaching 46:8, pages 922-944.
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Tania Zittoun. 2009. Dynamic Process Methodology in the Social and Developmental Sciences. Dynamic Process Methodology in the Social and Developmental Sciences 405 430 .
Kristina Rolin. (2006) Gender and physics: feminist philosophy and science education. Science & Education 17:10, pages 1111-1125.
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Cathrine Hasse. (2008) Learning and transition in a culture of playful physicists. European Journal of Psychology of Education 23:2, pages 149-164.
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Cathrine Hasse. (2008) Postphenomenology: Learning Cultural Perception in Science. Human Studies 31:1, pages 43-61.
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