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Students' difficulties in interpreting what counts as knowledge have been addressed in past research on science education. The implementation of progressivist pedagogy in terms of more student-active classroom practice and the introduction of a variety of discourses into the science classroom deepens students' difficulties. The integration of different forms and demands of knowledge and discourses typified by Science-in-Context initiatives, such as within the socioscientific framework, exemplifies this development in science education. Here, the diffuse boundaries between school subjects and other silos of knowledge lead to considerable difficulties for students to interpret what is expected from them. Such contexts having diffuse boundaries between, for example, subject discourses and other forms of knowledge, have been describes as contexts with weak classification. The present study aims to explore students' interpretation of what knowledge or meaning they are requested to produce in contexts with weak classification, here exemplified within an SSI-task. We use Bernstein's concepts of recognition rules and classification to analyze how 15to 16-year-old students develop their discussions in groups of 4-6 students. This study reports how students' recognition of the educational demands enabled integration of different discourses in their discussion, and that the use of both universalistic and particularistic meanings can produce new understandings. Students who had not acquired recognition rules were found to keep discourses apart, expressed either as rejection of the relevance of the task, answering questions as in a traditional school

The aim of this study is to explore practitioners' gender beliefs and how gendered values are embedded in Swedish preschool practice. The research question is: What beliefs about gender and the associated values, can be identified in practitioners' talk when they discuss gender issues? The study is informed by Bronwyn Davies' theoretical ideas that gender is socially constructed and her concepts of category maintenance and transgression are discussed. Data were analysed from 10 semi-structured group interviews with practitioners in eight Swedish preschools. A content analysis was conducted that identified two main categories of beliefs, duality and gender-neutral beliefs. Primarily, the practitioners believed in gender neutrality whereby preschool is an arena in which traditional gendered behaviour are not promoted. However, value dilemmas embedded in the practitioners' gender beliefs also emerged. One dilemma concerned ideas that gender is primarily a social construction versus ideas that gender is determined by biology. Another dilemma was related to the implementation of curriculum goals whereby, on the one hand, practitioners struggled to influence children not to subscribe to gendered stereotypes and to promote gender equality and, on the other hand, to take the child's perspective into account but work to influence non-gendered participation. Additionally, while boys were encouraged to embrace femininity, girls were paradoxically encouraged to reject femininity. It remains important to research values about gender in preschool education and to increase practitioners' awareness of their gendered practices in classrooms.Rèsumè L'objectif de cette étude est d'étudier les opinions des professeurs en maternelle sur la notion de genre et comment les valeurs de genre sont appliquées dans la pratique des écoles maternelles. La problématique est la suivante: quelles opinions et valeurs peut-on identifier chez les professeurs quand ils discutent des questions en relation avec le genre? Cette étude se base sur les idées théoriques de Bronwyn Davies selon lesquelles le genre est une construction sociale et nous discutons les concepts de Davies comme le maintien de catégorie (category maintenance) et la transgression. Les données fournies par dix entretiens semistructurés de groupe avec des professeurs dans huit écoles maternelles sont analysées. Une analyse du contenu a été menée et deux catégories d'attitude principales ont été identifiées: la dualité et des opinions neutres sur le genre. Les professeurs ont surtout des opinions neutres sur le genre, c'est-à-dire, la maternelle est un lieu dans lequel des idées traditionnelles de genre ne sont pas promues. Or, nous avons constaté des dilemmes dans les opinions des professeurs. Un dilemme est lié aux idées opposées que d'une part le genre est une construction sociale et que d'autre part il est déterminé biologiquement. Un autre dilemme est lié à la réalisation des objectifs des plans scolaires car, d'un côté les professeurs font un effort en promouvant l'égalité genrée...