Texter

Artiklar

Lindahl, M. G. & Lundin, M. (2016). How do students use scientific knowledge to justify their reasoning about human sexuality and relationships? Teacher and Teacher Education 60, p. 121-130

Magnus, C. D. & Lundin, M. (2016). Challenging Norms: University Students’ Views on Heteronormativity as a Matter of Diversity and Inclusion in Initial Teacher Education. International Journal of Educational Research. 79, p. 76 -85.

Lundin, M. (2016). Homo- and bisexual teachers’ ways of relating to the heteronorm. International Journal of Educational Research. 75, p. 67-75.

Bossér, U.; Lundin, M.; Lindahl, M. & Linder, C. (2015). Challenges faced by teachers implementing socio-scientific issues as core elements in their classroom practices
European Journal of Science and Mathematics Education Vol. 3, No. 2, 2015
Pages: 159 – 176

Lundin, M. & Lindahl, M. (2014). Negotiating the relevance of laboratory work: Safety, procedures and accuracy brought to the fore in science education. Nordina 10(1), p. 32-45. https://www.journals.uio.no/index.php/nordina/article/view/638

Lundin, M. (2014). Inviting queer ideas into the science classroom: studying sexuality education from a queer perspective Cultural Studies of Science Education DOI: 10.1007/s11422-013-9564-x

Lundin, M. & Jakobson, B. (2014). Situated meaning-making of the human body: a study of elementary school children’s reasons in two different activities. Cultural Studies of Science Education 9(1), p. 173-191 DOI: 10.1007/s11422-013-9551-2

Lundin, M. (2013). Att förhålla sig till heteronormen i förskola och skola. Forskning om undervisning och lärande, 11, s. 30-43

Lundin, M.; Nanni, E. & Plakitsi, K. (2013). Exploring critical perspectives on sexuality in science education research. Science Education Research and Praxis, 42-43, 5-15.

Danielsson, A. T. & Lundin, M. (2012). Gender performativity in physics: affordances or only constraints? Cultural Studies of Science Education. DOI:10.1007/s11422-012-9420-4

Lundin, M. (2011). Buildning a framework to study the hetero norm in praxis. International Journal of Educational Research 50(5-6), p.301-306

Lundin, M. (2010). Equality work as means for health education: Queer theory in science education equality work. In: Berger, D. & Simar, C. (Ed.), Éducation à la santé dans et hors l’École Paper presented at Éducation à la santé dans et hors l’École.  http://plates-formes.iufm.fr/education-sante-prevention/spip.php?article17 (pp. 355-366). Saint-Étienne: Université Claude Bernard Lyon 1 – IUFM de l’Académie de Lyon.

Lundin, M. (2007). Building a common platform on students’ participation. A descriptive study of a human biology school project. Journal of Science Education and Technology, 16(5), s 369-377.

Lundin, M. (2007). Meaning making of precision and procedures in school science.’Canadian Journal of Science, Mathematics and Technology Education, No 8(1), s. 25-34.

Lundin, M. (2007). Questions as a tool for bridging scientific and everyday language games. Cultural Studies of Science Education, No 2(1), s. 265-279.

Lundin, M. (2007). Action for purpose in a language game in motion. Cultural Studies of Science Education, No 2(1), s. 300-303.

Lundin, M. & Lindahl, M. (2005). Experiences and their role in Science Education. Journal of Baltic Science Education, No 1(7), s. 31-39.

KONFERENSBIDRAG

Lundin, M. & Nanni, E. (2013). Exploring critical perspectives on sexuality in science education research. European Science Education Research Assosiation, conference Cyprus 2013

Lundin, M. (2010). Equality work as means for health education. Queer theory in science education equality work In D. Berger & C. Simar Éducation à la Santé dans et hors l’École. (p. 355-366) Saint-Étienne: Université Claude Bernard Lyon.

Inviting queer ideas into the science classroom. Studying sexual education from a queer perspective. (AERA-2012, Vancouver, Kanada)

Introducing the Nature of School Science (NOSS). Using wittgenstein’s language game concept to analyse meaningmaking in school science. Mattias Lundin Esera2009.pdf (Presenterad vid ESERA-2009 Istanbul, september 2009)

Lerning human biology in a pupil centred setting. Presenterat vid: A nordic dimension AERA 2005 (Oslo, mars 2005)

Situated meaning making of the human body. Presenterat vid: Third Nordic Conference on Cultural and Activity Research (Köpenhamn, september 2004)

Former experiences and students’ learning in teeacher centered lessons. Presenterat vid: Research and the quality of Science Education: ESERA 2003. (Nederländerna, augusti 2003)

ÖVRIGT

Lundin, M. (2015). Frågandet i klassrummet. I B. Jakobson, I. Lundegård, P.-O. Wickman (red.) Lärande i handling. En pragmatisk didaktik. Lund: Studentlitteratur.

Lundin, M. (2012) Laborationer och deras relevans. I H. Strömdahl & L. Tibell (red.) Skola och naturvetenskap – politik, praktik, problematik i belysning av ämnesdidaktisk forskning. (sid 49-59) Lund: Studentlitteratur

Lundin, Mattias (2012). Heteronormativitet – vad är det? I Elmeroth, E. (red.). Normkritiska perspektiv – i skolans likabehandlingsarbete. Lund: Studentlitteratur

Bengtsson-Verde, U., Carlsson, L., Gustafsson, B. E., Koblanck, H., Lundin, M. et al. (2011). En metod för kvalitetssäkring och utveckling genom granskning av examensarbeten: avrapportering av pilotprojekt vid Linnéuniversitetet. Tillgänglig: http://lnu.diva-portal.org/smash/get/diva2:411043/FULLTEXT01

Gustafsson, B. E., & Lundin, M. (2011). Granskning av examensarbeten och analys av utbildningsprocesser inom utvalda inriktningar i lärarutbildningen  I U. Bengtsson Verde et al En metod för kvalitetssäkring och utveckling genom granskning av examensarbeten : avrapportering av pilotprojekt vid Linnéuniversitetet. 23-33. http://lnu.diva-portal.org/smash/get/diva2:411043/FULLTEXT01

Lundin, M. & Gunnarsson, G. (2010). Att dirigera undervisningen i naturvetenskapliga ämnen. Stockholm: Liber

Lundin, M. (2009). Att dokumentera en undersökning i en uppsats. Online. Internet. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-14

Annonser