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Nilsson, Pernilla, professorORCID iD iconorcid.org/0000-0001-5283-7038
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Publications (10 of 105) Show all publications
Widing, L., Nilsson, P. & Granklint Enochson, P. (2023). A social semiotic lens to capture meaning-making of polymeric concepts during modelling in chemistry education. Chemistry Education Research and Practice, 24(2), 659-673
Open this publication in new window or tab >>A social semiotic lens to capture meaning-making of polymeric concepts during modelling in chemistry education
2023 (English)In: Chemistry Education Research and Practice, E-ISSN 1756-1108, Vol. 24, no 2, p. 659-673Article in journal (Refereed) Published
Abstract [en]

This study investigated students’ meaning-making of polymeric concepts during modelling and discuss students’ creation of visible representations in chemistry. The analysis combines a phenomenographic and social semiotic approach and leads to the finding and description of 21 different meaning-making processes. We refer to meaning-making as the outcome of translative communication through representations, discerned by students, where the collective meaning of created representations that build on each other constitutes the meaning as a whole. The study took place in three Swedish upper secondary chemistry classes. Data were collected from eight groups of 3–4 students (n = 30). Video, audio recordings and photos taken during modelling were analysed to investigate students’ meaning-making during the modelling process. The results show translative changes between and within semiotic resources, indicating meaning for students’ learning of polymeric concepts. Additionally, the representations produced during modelling were essential resources connecting the submicro and macro levels by creating a ‘bridge’ between levels. The results show that the modelling activities practised by all groups were multimodal. The study acknowledges that teachers can use the social semiotic lens as a tool to evaluate students’ modelling in addition to the importance of translative processes during modelling. © 2023 The Royal Society of Chemistry.

Place, publisher, year, edition, pages
Cambridge: RSC Publishing, 2023
Keywords
Chemistry education, modeling, social semiotics
National Category
Educational Sciences
Research subject
Smart Cities and Communities, LeaDS - Learning in a Digitalised Society
Identifiers
urn:nbn:se:hh:diva-49878 (URN)10.1039/d2rp00211f (DOI)000918421000001 ()2-s2.0-85147277563 (Scopus ID)
Funder
Swedish Research Council, 2017-06038
Available from: 2023-01-29 Created: 2023-01-29 Last updated: 2024-01-17Bibliographically approved
Forsler, A., Nilsson, P. & Walan, S. (2023). Capturing and Developing Science Teachers’ Pedagogical Content Knowledge using Video Reflection and Content Representation: In the Framework of the Refined Consensus Model. In: Abstract Book: ESERA 2023. Paper presented at 5th Conference of the European Science Education Research Association (ESERA2023), Cappadocia, Türkiye, August 28 - September 1, 2023 (pp. 542-542).
Open this publication in new window or tab >>Capturing and Developing Science Teachers’ Pedagogical Content Knowledge using Video Reflection and Content Representation: In the Framework of the Refined Consensus Model
2023 (English)In: Abstract Book: ESERA 2023, 2023, p. 542-542Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Science education researchers have, over time, developed a refined understanding of the structure of science teachers' pedagogical content knowledge (PCK). This qualitative case study demonstrates that a combination of tools for reflection can support science teachers in capturing and developing PCK. Further, the study provides example of how the Refined Consensus Model (RCM) can be used as an analytical framework for capturing and developing science teachers' PCK.

National Category
Didactics
Research subject
Smart Cities and Communities, LEADS
Identifiers
urn:nbn:se:hh:diva-51903 (URN)
Conference
5th Conference of the European Science Education Research Association (ESERA2023), Cappadocia, Türkiye, August 28 - September 1, 2023
Funder
Swedish Research Council, 2019-04419
Available from: 2023-11-06 Created: 2023-11-06 Last updated: 2023-11-08Bibliographically approved
Forsler, A., Nilsson, P. & Walan, S. (2023). Capturing and Developing Teachers’ Pedagogical Content Knowledge in Sustainable Development Using Content Representation and Video-Based Reflection. Research in science education
Open this publication in new window or tab >>Capturing and Developing Teachers’ Pedagogical Content Knowledge in Sustainable Development Using Content Representation and Video-Based Reflection
2023 (English)In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898Article in journal (Refereed) Epub ahead of print
Abstract [en]

This study focuses on how science teachers’ Pedagogical content knowledge (PCK) can be captured and developed with the support of Content representation (CoRe) in combination with video-based reflection when they plan, teach, and reflect on their teaching in sustainable development (SD). The theoretical framework is based on PCK, and the Refined consensus model (RCM) is used as a theoretical lens for conceptualising links between teaching practice and PCK development. Eleven upper-secondary school science teachers participated in the study. Data from two teachers were chosen to illustrate representative examples from the analysis. The findings indicate that the use of CoRe and video-based reflection provides opportunities for teachers to make their knowledge of practice explicit and help them begin to identify aspects within their own practice that are important for the further development of teaching SD. The use of RCM as an analytical tool also makes an important contribution to how RCM can be used to identify and capture teachers’ PCK. © 2023, The Author(s).

Place, publisher, year, edition, pages
Dordrecht: Springer, 2023
Keywords
Content representation (CoRe), Pedagogical content knowledge (PCK), Refined consensus model (RCM), Sustainable development (SD)
National Category
Didactics
Identifiers
urn:nbn:se:hh:diva-52324 (URN)10.1007/s11165-023-10149-y (DOI)2-s2.0-85179661537 (Scopus ID)
Funder
Swedish Research Council, 2019–04419
Note

Open access funding provided by Halmstad University.

Available from: 2023-12-22 Created: 2023-12-22 Last updated: 2023-12-22Bibliographically approved
Karlsson, G. & Nilsson, P. (2023). Capturing student teachers’ TPACK by using T-CoRe and video-annotation as self-reflective tools for flexible learning in teacher education. Technology, Pedagogy and Education, 32(2), 223-237
Open this publication in new window or tab >>Capturing student teachers’ TPACK by using T-CoRe and video-annotation as self-reflective tools for flexible learning in teacher education
2023 (English)In: Technology, Pedagogy and Education, ISSN 1475-939X, E-ISSN 1747-5139, Vol. 32, no 2, p. 223-237Article in journal (Refereed) Published
Abstract [en]

The aim was to investigate how a reflective tool, the T-CoRe, in combination with annotated self-recorded videos and reflective writing, could be used to capture student teachers’ knowledge of digital technology use in their teaching. The authors used both a quantitative and a qualitative method to explore how 87 secondary science student teachers demonstrate their use of digital technologies in their teaching. The student teachers’ video annotations, alongside a written reflection of critical incidents in their teaching, constituted data for the analysis. The analysis identified technology knowledge-dependent components in relation to the TPACK framework. The outcomes suggest that providing student teachers with a reflective tool such as the T-CoRe in combination with annotated self-recorded videos has the potential to make visible aspects of their TPACK. This research proposes a method for teacher education that works to improve the way that student teachers are prepared for using digital technology. © 2023 Association for Information Technology in Teacher Education 

Place, publisher, year, edition, pages
Abingdon: Routledge, 2023
Keywords
T-CoRe, digital technologies, TPACK, self-reflection, teacher education
National Category
Educational Sciences
Research subject
Smart Cities and Communities, LeaDS - Learning in a Digitalised Society
Identifiers
urn:nbn:se:hh:diva-49879 (URN)10.1080/1475939x.2023.2170455 (DOI)000920961000001 ()2-s2.0-85150463482 (Scopus ID)
Available from: 2023-01-29 Created: 2023-01-29 Last updated: 2023-04-19Bibliographically approved
Forsler, A., Nilsson, P. & Walan, S. (2023). Collective pedagogical content knowledge for teaching sustainable development. International Journal of Science and Mathematics Education
Open this publication in new window or tab >>Collective pedagogical content knowledge for teaching sustainable development
2023 (English)In: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774Article in journal (Refereed) Epub ahead of print
Abstract [en]

It is vital that upper secondary students gain a rich and deep knowledge of sustainability issues, as they will enter adulthood and working life within a short time. The students belong to a generation that will be intensely involved in managing several environmental issues to achieve sustainable development for our Earth. However, earlier research indicates that many teachers have a low self-efficacy for teaching sustainability issues. This study aimed to explore how science teacher teamsi n Swedish upper secondary schools can develop their knowledge and expertise in sustainable development (SD) through collective reflections with the support of the reflective tool Content Representation (CoRe). Science teachers’ pedagogical content knowledge (PCK) development in teaching SD was examined. Twelve inservice science teachers participated in the study. The qualitative research design included semi-structured interviews and science teacher teams’ collective meetings.The findings covered four themes about how the collective reflections with support of the CoRe tool stimulated teachers’ PCK development: (1) creating structure and a focus for learning conversations, (2) modification of the teaching approach, (3) development of new content knowledge and pedagogical knowledge in SD, and (4) shared language to stimulate equal opportunities for students to learn SD. The conclusion is that with the support of CoRe, the teacher team’s collective PCK in SD was developed; therefore, we recommend that decision-makers within the school system organize regular meetings in science teacher teams and introduce CoRe to the teachers.

Place, publisher, year, edition, pages
Dordrecht: Springer, 2023
Keywords
Content Representation, Pedagogical Content Knowledge, Sustainable Development, Teacher knowledge
National Category
Didactics
Research subject
Smart Cities and Communities, LEADS
Identifiers
urn:nbn:se:hh:diva-51905 (URN)10.1007/s10763-023-10421-7 (DOI)
Funder
Swedish Research Council, 2019-04419
Available from: 2023-11-06 Created: 2023-11-06 Last updated: 2023-11-08Bibliographically approved
Nilsson, P. & Lund, J. (2023). Design for learning – involving teachers in digital didactic design (D3). Interactive Technology and Smart Education, 20(1), 142-159
Open this publication in new window or tab >>Design for learning – involving teachers in digital didactic design (D3)
2023 (English)In: Interactive Technology and Smart Education, ISSN 1741-5659, E-ISSN 1758-8510, Vol. 20, no 1, p. 142-159Article in journal (Refereed) Published
Abstract [en]

Purpose – This study aims to investigate how primary teachers, when taking part in digital didactic design (D3) workshops at the Digital Laboratory Centre at the university, develop their insights about how digital tools can be designed and further used in their teaching of science. The research question addresses how D3 can be used to develop primary teachers’ knowledge about teaching science with digital technologies.

Design/methodology/approach – During two semesters, 14 primary science teachers from three different schools participated in an in-service course at the university. Five D3 workshops lasting 4 h each were conducted with the aim to analyze, design and implement digital tools based on the needs of teachers and students. This includes discussions about the technological, pedagogical and content knowledge (TPACK) framework and further recommendations about how to choose, design, implement and evaluate digital tools for different teaching and learning situations. In between the workshops, the teachers were told to reflect on their experiences with colleagues and students and share their ideas and reflections to support collegial learning.

Findings – The results indicate that D3 has an opportunity to promote deep learning experiences with a framework that encourages teachers and researchers to study, explore and analyze the applied designs-inpractice, where teachers take part in the design process. This study further indicates that having teachers explicitly articulates their reasoning about designing digital applications to engage students’ learning that seems important for exploring the types of knowledge used in these design practices and reflecting on aspects of their teaching with digital technologies likely to influence their TPACK.

Research limitations/implications – This research indicates that the increasing prevalence of information communication technology offers challenges and opportunities to the teaching and learning of science and to the scientific practice teachers might encounter. It offers solutions by investigating how primary teachers can design their own digital technology to meet students’ science learning needs. One limitation might be that the group of 14 teachers cannot be generalized to represent all teachers. However, this study gives implications for how to work with and for teachers to develop their knowledge of digital technologies in teaching.

Practical implications – As this project shows teachers can take an active part in the digital school development and as such become producer of knowledge and ideas and not only become consumers in the jungle of technical applications that are implemented on a school level. Therefore, it might well be argued that in science teaching, paying more careful attention to how teachers and researchers work together in collaborative settings, offers one way of better valuing science teachers’ professional knowledge of practice. As such, an implication is that digital applications are not made “for” teachers but instead “with” and “by” teachers. 

Social implications – The society puts high demands om teachers’ knowledge and competencies to integrate digital technologies into their daily practices. Building on teachers’ own needs and concerns, this project addresses the challenge for teachers as a community to be better prepared for and meet the societal challenge that digitalization means for schools.

Originality/value – Across the field of science education, knowledge about the relation between teachers’ use of digital technology and how it might (or might not) promote students’ learning offers access to ideas of how to design and implement teacher professional development programs. This offers enhanced communication opportunities between schools and universities regarding school facilities and expectations of technology to improve teachers’ experiences with integrating technology into their learning and teaching.

This pragmatic approach to research creates theory and interventions that serve school practice but also produces challenges for design-based researchers. © Pernilla Nilsson and Jesper Lund. 

Place, publisher, year, edition, pages
Bingley: Emerald Group Publishing Limited, 2023
Keywords
Learning methods, Teaching methods, Higher education, Experiential learning, Digital learning
National Category
Educational Sciences
Research subject
Smart Cities and Communities; Smart Cities and Communities, LeaDS - Learning in a Digitalised Society
Identifiers
urn:nbn:se:hh:diva-46369 (URN)10.1108/itse-08-2021-0143 (DOI)000759223300001 ()2-s2.0-85124957697 (Scopus ID)
Funder
Vinnova
Available from: 2022-02-19 Created: 2022-02-19 Last updated: 2023-12-01Bibliographically approved
Papantonis Stajcic, M. & Nilsson, P. (2023). Digital Tools in Preschool Science: To be or not to be. In: Metin Sardag; Gokhan Kaya (Ed.), Abstract Book: ESERA 2023. Paper presented at 15th Conference of the European Science Education Research Association (ESERA2023), Cappadocia, Türkiye, August 28 - September 1, 2023 (pp. 480-481).
Open this publication in new window or tab >>Digital Tools in Preschool Science: To be or not to be
2023 (English)In: Abstract Book: ESERA 2023 / [ed] Metin Sardag; Gokhan Kaya, 2023, p. 480-481Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper investigates preschool teachers' considerations for including digital tools in their teaching of science to develop children's learning and meaning making of the science content. The ongoing digitalisation in society has affected education, and the use of digital tools has increased significantly. Recent research about digital tools in early childhood teaching focuses on different aspects of technology implementation. However, there is a gap in the research into what considerations that support preschool teachers' choices of what, why and how they integrate digital tools into their teaching. The reflection tool Content Representations (CoRe) is used to make explicit the teachers' considerations when planning for their teaching. Further video-stimulated recall interviews are used to capture the preschool teachers' reflections on their interactions with children about the specific scientific content. The Refined Consensus Model (RCM) was used as a theoretical framework for analysing the data. The results show that the considerations involved links to the scientific content and other modes, to make the abstract concrete and stimulate engagement and creativity. Consequently, digital tools act as a mediating resource in the learning and meaning making of science content. 

Keywords
Pedagogical considerations, Digital tools, Refined Consensus Model
National Category
Didactics
Research subject
Smart Cities and Communities, LEADS
Identifiers
urn:nbn:se:hh:diva-51899 (URN)
Conference
15th Conference of the European Science Education Research Association (ESERA2023), Cappadocia, Türkiye, August 28 - September 1, 2023
Funder
Swedish Research Council
Available from: 2023-11-06 Created: 2023-11-06 Last updated: 2023-11-15Bibliographically approved
Willermark, S., Högberg, K. & Nilsson, P. (2023). Exploring technostress in disruptive teaching practices. International Journal of Workplace Health Management, 16(4), 328-343
Open this publication in new window or tab >>Exploring technostress in disruptive teaching practices
2023 (English)In: International Journal of Workplace Health Management, ISSN 1753-8351, E-ISSN 1753-836X, Vol. 16, no 4, p. 328-343Article in journal (Refereed) Published
Abstract [en]

Purpose: In this study, the authors explore teachers' experiences of work during the pandemic using the analytic lens of technostress. More specifically, the authors investigate how the sudden transition to distance education induces technostress among teachers in relation to their teaching practice. Design/methodology/approach: The data gathering method constitutes a questionnaire that explores how teachers' work situation was affected by shifting to distance education. 286 Swedish teachers answered the open-ended questionnaire. Findings: The results demonstrate how technostress creators, technostress strains and teachers' coping strategies are expressed in teaching practice during an extreme case of digitalization. Originality/value: The authors contribute to the work on technostress by suggesting the theoretical concept of “technorest” to shed light on alternative effects of the digitalization of work practice. Furthermore, the authors give examples of technorest creators which the authors term “techno-shields” and “techno-security”. The results could be interesting to enhance the understanding of the digitalization of work practices and cultivate a more favorable work situation. © 2023, Sara Willermark, Karin Högberg and Pernilla Nilsson.

Place, publisher, year, edition, pages
Bingley: Emerald Group Publishing Limited, 2023
Keywords
Digitalization, Remote work, Teacher, Technorest, Technostress
National Category
Educational Sciences
Research subject
Smart Cities and Communities, LeaDS - Learning in a Digitalised Society
Identifiers
urn:nbn:se:hh:diva-51407 (URN)10.1108/IJWHM-10-2022-0161 (DOI)001027051800001 ()2-s2.0-85165146243 (Scopus ID)
Available from: 2023-08-15 Created: 2023-08-15 Last updated: 2023-08-16Bibliographically approved
Nilsson, P. (2023). From PCK to TPACK - Supporting student teachers’ reflections and use of digital technologies in science teaching. Research in Science & Technological Education
Open this publication in new window or tab >>From PCK to TPACK - Supporting student teachers’ reflections and use of digital technologies in science teaching
2023 (English)In: Research in Science & Technological Education, ISSN 0263-5143, E-ISSN 1470-1138Article in journal (Refereed) Epub ahead of print
Abstract [en]

Background: This paper builds on the growing focus on learning about teaching science with digital technologies, and the relationship between different elements that constitute teacher knowledge and how these are captured and understood during teacher education program.

Purpose: The aim of the paper is to capture and understand how student teachers integrate digital technologies into their science teaching. In the paper, research on Pedagogical Content Knowledge (PCK) is used to inform the discussion of Technological Pedagogical Content Knowledge (TPACK) the integration of technology into the teaching of a particular science content. Content Representation (CoRe) as a reflective tool is modified to a Technological Content Representation (T-CoRe) to stimulate 24 primary student teachers ́ reflections on how to integrate digital technologies into science teaching.

Design and methods: After completing the T-CoRes, the student teachers participated in group discussions that aimed to stimulate a deeper reflection on how and why they integrate digital technologies into their science teaching. The data consist of student teachers ́ completed T-CoRes (n = 12) and audio recorded group discussions (n = 6) to provide examples where the student teachers reflected on knowledge components of TPACK, both separately and integrated. A qualitative content analysis was performed to identify examples of participants’ understanding of how to use digital tools when teaching a specific science topic.

Results: The results demonstrate that the T-CoRe helped student teachers to reflect on their teaching of science with the use of digital technologies and made explicit the ways in which technology, content and purpose are closely linked in teaching.

Conclusion: The practices and processes highlighted in this paper will help to inform the involvement of student teachers in capturing and developing a knowledge base for using digital technologies in their science teaching. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Place, publisher, year, edition, pages
Abingdon: Routledge, 2023
Keywords
Digitalisation, science, student teacher, teacher education, TPACK
National Category
Educational Sciences
Research subject
Smart Cities and Communities, LeaDS - Learning in a Digitalised Society
Identifiers
urn:nbn:se:hh:diva-48509 (URN)10.1080/02635143.2022.2131759 (DOI)000866268600001 ()2-s2.0-85139800623 (Scopus ID)
Available from: 2022-10-20 Created: 2022-10-20 Last updated: 2023-12-06Bibliographically approved
Papantonis Stajcic, M. & Nilsson, P. (2023). Teachers’ Considerations for a Digitalised Learning Context of Preschool Science. Research in science education
Open this publication in new window or tab >>Teachers’ Considerations for a Digitalised Learning Context of Preschool Science
2023 (English)In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898Article in journal (Refereed) Epub ahead of print
Abstract [en]

This study investigates preschool teachers’ considerations for including digital tools in science teaching to develop children’s learning of science content. Due to the ongoing digitalisation and demands in society, the utilisation of digital tools has increased significantly in educational settings. Recent research about digital tools in early childhood education focuses on various aspects of technology implementation. However, there is a research gap in which considerations underpin preschool teachers’ choices of what, why and how they integrate digital tools into science teaching. The data generation was conducted by different methods. The reflection tool Content Representations (CoRe) is used to make the preschool teachers’ considerations explicit when reflecting on planning science teaching regarding specific science content formulated as Big Ideas. Further, video stimulated recall interviews capture the preschool teachers’ considerations on their interactions with children in science activities and usingdigital tools. The Refined Consensus Model (RCM) of Pedagogical Content Knowledge (PCK) was employed as a theoretical framework for analysing and interpreting data around an entire teaching cycle. Some of the teachers’ considerations for including digital tools involve accessing children’s learning, making the abstract concrete and stimulating children’s engagement and learning. Further, the findings indicate that the considerations concerned knowledge about teachers’ personal PCK (pPCK) and enacted PCK (ePCK) aspects. © 2023, The Author(s).

Place, publisher, year, edition, pages
Dordrecht: Springer, 2023
Keywords
Preschool Science, Science Education, Digital Tools, Pedagogical Considerations, Refined Consensus Model, Content Representations
National Category
Didactics
Research subject
Smart Cities and Communities, LEADS
Identifiers
urn:nbn:se:hh:diva-52256 (URN)10.1007/s11165-023-10150-5 (DOI)2-s2.0-85179723589 (Scopus ID)
Funder
Swedish Research Council, 2019-03852
Note

Funding: Open access funding provided by Halmstad University. This research was funded by the Swedish National Graduate School in Science and Technology Education Research (FontD) (Swedish Research Council grant number 2019-03852).

Available from: 2023-12-15 Created: 2023-12-15 Last updated: 2023-12-22Bibliographically approved
Projects
Digital Literacy for innovation and societal development [2015-04235_Vinnova]; Halmstad University
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-5283-7038

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