New project on how experimental practices shape learning processes receives funding

The project, entitled How does matter matter? Gendered, emotional and material entanglements in student-teacher-material learning, is led by Anita Hussénius but also involves Kristina Andersson, Annica Gullberg and Jenny Ivarsson. 

Using Barad's concept of material-discursive practice the project aims to explore how experimental practices, as part of teaching within the natural sciences, shape learning processes, beyond human-human interaction. The purpose is to examine students’ and teachers’ gendered and emotional embodiment of scientific practices including the materiality, through entangled intra-actions, and how that influences science teaching and learning. Furthermore, the project will explore in what ways such intra-actions may influence students’ continued trajectory into, or away from, studying higher levels of science and/or pursuing professional careers in the field.