During the 2025/2026 academic year I teach a seminar on comparative subject matter didactics in the Research School in Subject Matter Didaktik (ÄdFo, Ämnesdidaktiska forskarskolan). I am also director of the ÄdFo and supervise PhD-students.

My research focuses on close-to-practice research particularly in science education, and questions concerning conditions for students’ participation and learning, scientific literacy, citizenship and bildung. I mainly work with ethnographic and design-based research in science classrooms, drawing on socio-cultural and Cultural-Historical Activity Theory.

I am lead editor of the journal Cultural Studies in Science Education (Springer). I serve on the editorial boards of Nordic Studies in Science Education and Forskning om undervisning och lärande.

I am scientific leader to Stockholm Teaching & Learning Studies (STLS) which is a platform designed to initiate, support and conduct small-scale classroom-based didactic research on teaching and learning. The research within STLS draw on a variety of theoretical and methodological approaches and aims at contributing to the development of theory relevant to teachers.

I supervise doctoral students working with participatory research approaches in science and technology education:

Completed supervision:

• Jens Anker-Hansen (PhD), Assessing Scientific Literacy as Participation in Civic Practice.Defense October 2nd, 2015. (Main supervisor).
• Eva Björkholm (PhD), Konstruktioner som fungerar. Defense September 18th, 2015. (Co-supervisor).
• Jonna Wiblom (PhD), Cultivating humanity in science education: A capabilities approach to students' critical examination of public issues in science education. Defense October 2nd 2020. (Main supervisor).
• Kerstin Danckwart-Lillieström (PhD), Bringing Chemistry to Life: Exploring how drama can support students’ learning in upper secondary chemistry education. Defense December 2024. (Main supervisor).
  
• Kristin Persson, (PhD), Ekologisk litteracitet som samtillblivelse genom fältarbete. Studier av praktiker för ekologiundervisning. Defense June 2025. (Main supervisor). Stockholm University.
  
• Charlotte Dunne (PhD), Planering pågår: Läraragens och didaktisk transformering i mellanstadiets kemiundervisning. [Planning in progress: Teacher agency and didactic transformation in middle school Chemistry teaching]. Defense November 2025.. (Assistant supervisor). Mälardalen University.

A selection of recent publications

• Persson, K., Andrée, M., & Caiman, C. (2026). Every step is an adventure: ecological literacy as becoming-with forest through fieldwork play in folk high school education. Environmental Education Research, E-publication ahead of print. https://doi.org/10.1080/13504622.2026.2616700
• Dunne, C., & Andrée, M. (2025). Transforming hands-on chemistry curriculum into middle school chemistry teaching practices: case studies of teacher agency. Scandinavian Journal of Educational Research. E-publication ahead of print. https://doi.org/10.1080/00313831.2025.2587957
• Danckwardt-Lillieström, K., Andrée, M., & Rundgren, C-J (2025). Travelling through time in a process drama on plastic pollution – temporality in teaching about the complexity of wicked problems. Learning, Culture and Social Interaction, 52, 100906. https://www.sciencedirect.com/science/article/pii/S221065612500025X
• Planting-Bergloo, S., Rova, E., Lennartsdotter, C., Rohlin, P., & Andrée, M. (2025). Att lära om naturen från naturen och i naturen: Kunskapsintressen i högstadiets biologiundervisning i fält. LUMAT: International Journal on Math, Science and Technology Education, 13(1), 4. https://doi.org/10.31129/LUMAT.13.1.2136
• Persson, K., Andrée, M., & Caiman, C. (2024). Becoming-with the bog borne: emotional collectives in ecological fieldwork. Cultural Studies in Science Education, 19, 675–696. https://doi.org/10.1007/s11422-024-10231-5
• Danckwardt-Lillieström, K., Andrée, M., & Rundgren, C-J (2024). Process drama as a tool for participation in explorations of ‘wicked problems’ in upper secondary chemistry education. LUMAT: International Journal on Math, Science and Technology Education, 12(2), 50–79. https://doi.org/10.31129/LUMAT.12.2.2132
• Persson, K., Andrée, M., & Caiman, C. (2024). Making kin in the forest: explorations of ecological literacy trough contemplative practices in a Swedish folk high school. Environmental Education Research, 30(8), 1247-1262. https://doi.org/10.1080/13504622.2024.2309587.
• Andrée, M., Anderhag, P., Björnhammer, S. & Salomonsson, N. (2024). Aesthetic experience in technology education-the role of aesthetics for learning robotic programming in lower secondary school. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1291070 E-publication ahead of print.
• Anderhag, P., Andrée, M., Björnhammer, S., & Gåfvels, C. (2024). Den praktiknära forskningens bidrag till läraryrkets kunskapsbas – en analys av kunskapsprodukter från kollaborativ didaktisk forskning. Pedagogisk forskning i Sverige, 29(1-2), 31-52 https://doi.org/10.15626/pfs29.0102.02.
• Persson, K., Andrée, M., & Caiman, C. (2022). Down-to-earth ecological literacy through human and nonhuman encounters in fieldwork. The Journal of Environmental Education. 
• Wiblom, J., Andrée, M., & Rundgren, C.-J. (2021). Self-examination, compassion and narrative imagination in students’ critical examination in science education. Learning, Culture and Social Interaction, 29. E-publication ahead of print.
• Andrée, M.& Hansson, L. (2021). Industry, science education and teacher agency: a discourse analysis of teachers’ evaluations of industry-produced teaching resource.Science Education, 105(2), 353-383.
• Otrel-Cass, K., Andrée, M., & Rye, M.-J. Eds., (2020). Examining research ethics in contemporary science education research. Being responsive and responsible. Dordrecht: Springer.
• Danckwardt-Lillieström, K., Andrée, M,. & Enghag, M. (2020). The drama of chemistry – supporting student explorations of electronegativity and chemical bonding through creative drama in upper secondary school.International Journal of Science Education. E-publication ahead of print. https://doi.org/10.1080/09500693.2020.1792578.
• Wiblom, J., Andrée, M., & Rundgren, C.-J. (2020). Navigating alarming media messages about nutrition and health: how students engage in critical examination of science in news media.Science & Education. E-publication ahead of print. DOI 10.1007/s11191-019-00099-1
• Andrée, M., & Eriksson, I. (2020). A research environment for teacher-driven research–some demands and possibilities. International Journal of Lesson and Learning Studies, 9(1), 67-77.

Recruitment to Science Education: Actors, Initiatives, Messages

This is a project conducted in collaboration with Prof. Lena Hansson at Kristanstad University, Sweden.

Background and aim: Young people’s interest in pursuing science and science-intense educations has been expressed for years as a concern often put in relation to societal, economic and democratic development by various stakeholders. To date, empirical studies have had a focus on the individual student’s intentions and choices rather than on the recruitment campaigns as such. The ‘Recruitment to Science Education: Actors, Initiatives, Messages’ project aims to contribute to an understanding of the functioning of recruitment campaigns by scrutinizing what messages are conveyed by different actors to young students on why they should ‘choose’ a STEM-line of study.

In 2017 the project recived funding for a study focussing specifically on the engagement of industrial actors in STEM-education from the Swedish Research Council.

Andrée, M., & Hansson, L. (2022). Teachers’ negotiations of bias in relation to teaching resources offered to schools by industrial actors. Nordic Journal of Studies  in Educational Policy.

Andrée, M.& Hansson, L. (2021). Industry, science education and teacher agency: a discourse analysis of teachers’ evaluations of industry-produced teaching resource.Science Education, 105(2), 353-383.

Andrée, M.& Hansson, L. (2020). Industrial actors and their rationales for engaging in STEM education.Journal of Curriculum Studies, 52(4), 551-576.

Stockholm Teaching & Learning Studies (STLS)

STLS is a platform for teacher research. I am one of three scientific leaders.Within STLS research is conducted in subject didactics networks. The research in science and technology education focusses research on design of teaching and the relations between teaching and learning in science and technology education. For a detailed description of the work we do, see:

• Anderhag, P., Andrée, M., Björnhammer, S., & Gåfvels, C. (2024). Den praktiknära forskningens bidrag till läraryrkets kunskapsbas – en analys av kunskapsprodukter från kollaborativ didaktisk forskning. Pedagogisk forskning i Sverige, 29(1-2), 31-52 https://doi.org/10.15626/pfs29.0102.02.
• Andrée, M., & Eriksson, I. (2020). A research environment for teacher-driven research–some demands and possibilities. International Journal of Lesson and Learning Studies, 9(1), 67-77.

Scientific literacy and citizenship in science education

One of the themes in my research concerns aspects of citizenship and scientific literacy in science education. Two dissertations were conducted related to this topic focussing critical examination and assessment of scientific literacy. Ongoing dissertation work is conducted by Kristin Persson on ecological literacy and education for sustainable development.

• Developing students capability to critically reason when encountering conflicting health information online (in collboration with Ph.D. Jonna Wiblom). Given an increased use of digital devices, Internet has become one of the main sources for information retrieval about topics concerning body and health. In this project we explore what the capability to critically reason might entail in students’ encounter with conflicting health information online. 
• Assessing scientific literacy as readiness to deal with civic issues concerned with science (in collaboration with Ph.D. Jens Anker-Hansen). This research explores possibilities for assessing scientific literacy in a Vision II-perspective.

A selection of recent publications.