Undervisar främst i kurser på förskollärarprogrammet i relation till naturvetenskap, teknik, matematik och genus. 

I sin avhandling Barn, naturvetenskap och könande processer i förskolan undersökte Anna hur förskolebarns naturvetenskapliga utforskande och könade tillblivande pågick som ömsesidiga processer.

Anna är projektledare under 2023-2026 för ett forskningsprojekt finansierat av Vetenskapsrådet (2022-03330) som undersöker genus i relation till transdisciplinär STEAM-undervisning i förskolan (STEAM står för Science, Technology, Engineering, Arts och Mathematics). Projektets titel: STEAM-undervisning i förskolan: En möjlighet att överskrida könsnormer med koppling till estetiska uttrycksformer, naturvetenskap, teknik och matematik?

Urval av publikationer:

Günther-Hanssen, A. & Heikkilä, M. (2026). Children’s irregular attendance in preschool. Explorations of pedagogical challenges and consequences for teachers and children. Nordic Educational Research Association. Aarhus, Denmark.

Günther-Hanssen, A. (2025) How do orientations matter in early childhood education? Children, choices and gendering processes. Journal of Early Childhood Education Research, 14(3), 162–187. https://doi.org/10.58955/jecer.152055

Günther-Hanssen, A. (2025). What should STEAM in Early Childhood Education contribute with, beyond fostering problem-solving, innovation and creativity? Presented at the ESERA Conference. Copenhagen, Denmark. Retrieved from https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-246553

Günther-Hanssen, A., & Magnusson, L. O. (2025). I am gas now! Creating connection and traversing gender norms through embodied interplay with spaces, materials and scientific phenomena. Presented at the ESERA Conference. Copenhagen, Denmark, Retrieved from https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-246555

Günther-Hanssen, A., Areljung, S., Magnusson, L. O., & Lindqvist, A. (2025). From problem-solving, innovation and creativity to empathy, connection and care? Troubling the use of STEAM buzzwords in early childhood education research. Contemporary Issues in Early Childhood, 0(0). https://doi.org/10.1177/14639491251330301  

Rönnlund, M., Areljung, S., Günther-Hanssen, A., Heikkilä, M., Hjelmér, C., Lindqvist, A., & Manni, A. (2025). Exploratory space for whom? Children’s opportunities for subject-related learning in early childhood education and care. Nordic Studies in Education, 45(1), 1–18. https://doi.org/10.23865/nse.v45.6036

Günther-Hanssen, A. (2024). ‘I can build Beyblades, but I won’t do it!’. The importance of feminist perspectives within STEM in ECTE. Gender and Education, 1–15. https://doi.org/10.1080/09540253.2024.2404266

Johansson, B., Brogiannis, N., Günther-Hanssen, A., Sundberg, B. & Bergmark, U. (2024). Naturvetenskap som utmanar och utvecklar. I Almqvist, A. O., Almqvist, J., Bergmark, U., Hamza, K., Nehez, J., Strömberg, M. & Westman, S. (Red). Undervisning i förskolan. Förskollärare och forskare i dialog om didaktiska dilemma. Lund: Studentlitteratur.

Günther-Hanssen, A. (2024). ‘Girly stuff’, boys missing out, hard materials and (un)important gender issueswithin STEM in ECE and ECTE. Presented at the NERA,Nordic Educational Research Association. Retrieved from https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-229893

Günther-Hanssen, A., Areljung, S., Magnusson, L. O., & Lindqvist, A. (2024). Transdisciplinary STEAM education : opportunities for thinking, doing and being beyond the already known? NERA 2024 : Programme. Presented at the NERA 2024, Malmö, Sweden, March 6-8, 2024. Retrieved from https://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-224345

Günther-Hanssen, A., Areljung, S., Magnusson, L. O., & Lindqvist, A. (2024). Teachers, researchers, children, friction, dance skirts, drawings, lamp posts and emotions : How different agents can affect the trajectory of a practice-based research project. Presented at the European Congress of Qualitative Inquiry. Retrieved from https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-225217

Areljung, S., & Günther-Hanssen, A. (2022). STEAM education: An opportunity to transcend gender and disciplinary norms in early childhood? Contemporary Issues in Early Childhood, 23(4), 500-503. https://doi.org/10.1177/14639491211051434

Günther-Hanssen, A. (2022). Regnbågar, gungor, friktion och andra potentiella lekkamrater : Naturvetenskapligt utforskande och könande processer i förskolan. Presented at the Forskning i naturvetenskapernas didaktik 2022, Sundsvall, Sverige, 8-10 november, 2022. Retrieved from https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-225215

Günther-Hanssen, A. (2022). Playing with physics: Physical phenomena as playmates in children’s play and teachers’ work with gendering. 30th EECERA annual conference, ‘Cultures of play: Actors, Affordances and Arenas’. Glasgow, Scotland, 23rd – 26th August 2022. DiVA. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-208791

Günther-Hanssen, A., Jobér, A., & Andersson, K. (2021). From swings, through physics, with pendulums, to gendering: Re-turning diffractive analyses on science and gender in preschool, Reconceptualizing Educational Research Methodology, 12(2), 1-22. https://doi.org/10.7577/rerm.4678 

Günther-Hanssen, A. (2020). A swing and a child: how scientific phenomena can come to matter for preschool children’s emergent science identities. Cultural Studies of Science Education. 15(4), 885–910. https://doi.org/10.1007/s11422-020-09980-w

Günther-Hanssen, A., Danielsson, A. T., & Andersson, K. (2020). How does gendering matter in preschool science; Emergent science, ‘neutral’ environments and gendering processes in preschool. Gender and Education. 32(5), 608-625. https://doi.org/10.1080/09540253.2019.1632809

Günther-Hanssen, A. (2020). Barn, naturvetenskap och könande processer i förskolan (21 Doctoral thesis, comprehensive summary), Acta Universitatis Upsaliensis, Uppsala. URN: urn:nbn:se:uu:diva-415337

Günther-Hanssen, A. (2018). Begynnande naturvetenskap och könade kroppar i barns utelek. Tidskrift för genusvetenskap, 39(4), 7-30. https://doi.org/10.55870/tgv.v39i4.2749