Anders Johansson
Anders Johansson’s research concerns education in science and technology with a focus on diversity and inclusion. Central questions concern the social norms and identities affecting who chooses science and technology, as well as what it means to become a scientist or engineer. How are these professions and educations viewed in society, and what role does this play in university education?
His teaching is primarily in the courses in pedagogy offered to teachers at Chalmers, with a particular focus on pedagocical development, diversity and inclusion.
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Young Peoples’ Online Science Practices as a Gateway to Higher Education STEM
De oväntade naturvetarna: Vad kan vi lära av studenters olika vägar in i universitetsfysik?
Så kan regeringens satsning stärka Sveriges ingenjörsutbildningar
Seeking the simultaneously socially committed, successful, and employable engineering student
Following or defying expectations – the choice narratives of “unexpected” physics students
Young peoples’ online science practices as a gateway to higher education STEM
Authenticity work in higher education learning environments: a double-edged sword?
Unsolvable gender problems – Postfeminist discourses in the talk of future physics teachers
The exceptional physics girl – grown up
Lecture jokes: Mocking and reproducing celebrated subject positions in physics
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