hh.sePublications
Change search
Link to record
Permanent link

Direct link
BETA
Publications (10 of 82) Show all publications
Widing, L., Nilsson, P. & Granklint Enochson, P. (2019). A Student-Active Approach to Science Models and Representation: A Way to Improve Scientific Language of Second Language Learners?. In: : . Paper presented at European science education research association (ESERA'19), Bologna, Italy, August 26-30, 2019.
Open this publication in new window or tab >>A Student-Active Approach to Science Models and Representation: A Way to Improve Scientific Language of Second Language Learners?
2019 (English)Conference paper, Poster (with or without abstract) (Refereed)
Abstract [en]

Recent years changes have taken place in European and Swedish schools. The classroom situation has in many schools changed from single-lingual to multilingual. A larger number of students in Sweden are in the beginning of speaking Swedish but who participate in the same teaching as native speakers. The science disciplines, primarily chemistry, are experienced as difficult by many students because chemistry is abstract and contain many subject-specific concepts. It is a great challenge for teachers to offer teaching adapted to all students regardless of first language.

This study intends to investigate how a student-active approach to representations and models in chemistry might be a way to develop the scientific language of second language learners. Active student approach to  properties of polymers is a concrete way to visualize and discuss chemical bonding, often perceived abstract otherwise. The study is conducted in a multilingual class, with eight different first languages represented, in upper secondary school in Sweden. The teacher and majority of the students speak Swedish as their first language. Since several languages are represented students cannot use code switching or translanguaging when learning chemistry, to the same extent as in bilingual contexts. In this study, learning is approached as a sociocultural activity focusing on how scientific language develop through interaction with others. Data is collected from classroom practices using audio and video recordings and followed up with semi-structured interviews. Language is analysed from the perspective of adequate scientific language and correct use and understanding of subject-specific concepts using a thematic coding approach. To increase validity intra-rater reliability are used. As the amount of research on how second-language learners use subject specific language while working with models and representations in chemistry is limited, this study might provide useful information about new strategies to improve scientific language of second language learners.

Keywords
The role of Language in Science Education, Modeling-based Learning, Multilingualism
National Category
Didactics
Identifiers
urn:nbn:se:hh:diva-40696 (URN)
Conference
European science education research association (ESERA'19), Bologna, Italy, August 26-30, 2019
Available from: 2019-10-09 Created: 2019-10-09 Last updated: 2019-12-18Bibliographically approved
Karlsson, G. & Nilsson, P. (2019). A Web-Based Guiding Framework for Student Teachers' Self-Reflective Practice. International Journal of Web-Based Learning and Teaching Technologies, 14(3), 39-54
Open this publication in new window or tab >>A Web-Based Guiding Framework for Student Teachers' Self-Reflective Practice
2019 (English)In: International Journal of Web-Based Learning and Teaching Technologies, ISSN 1548-1093, E-ISSN 1548-1107, Vol. 14, no 3, p. 39-54Article in journal (Refereed) Published
Abstract [en]

Self-reflection based on video analysis of one’s own teaching performance has proven to be a powerful method for developing student teachers´ professional knowledge. The aim of this study was to investigate how a web-based guiding framework involving the use of a pedagogical tool for planning and reflection in conjunction with annotated video recorded lessons, written reflections and a teacher educator’s feedback, might provide a beneficial method for student teachers’ self-reflection. The study included 56 student teachers performing their in-service training in science teaching. The student teachers completed a questionnaire where they had to respond to statements about their experiences of the framework. The results indicate that a guiding framework that includes analysis of video-recorded teaching is essential for a self-reflective process to become effective. Further development of the framework is to enable student teachers to participate in synchronous discussions with peers and teacher educators about their video-recorded lesson.

Place, publisher, year, edition, pages
Hershey, PA: IGI Global, 2019
Keywords
Content Representation, Guiding Framework, Reflective writing, Self-reflection, Teacher Education, Video Analysis, Video Annotation, Web-based Learning
National Category
Pedagogy
Identifiers
urn:nbn:se:hh:diva-38350 (URN)10.4018/IJWLTT.2019070104 (DOI)
Available from: 2018-11-15 Created: 2018-11-15 Last updated: 2019-08-01Bibliographically approved
Isaksson, A. & Nilsson, P. (2019). Att integrera jämställdhetsperspektiv i en utbildning: G-CoRe som ett pedagogiskt verktyg i högre utbildning. In: : . Paper presented at Högskolepedagogisk konferens 2019, Högskolan i Halmstad, Halmstad, Sverige, 22 november, 2019. Halmstad
Open this publication in new window or tab >>Att integrera jämställdhetsperspektiv i en utbildning: G-CoRe som ett pedagogiskt verktyg i högre utbildning
2019 (Swedish)Conference paper, Oral presentation only (Other academic)
Abstract [sv]

Studier och utredningar visar att lärare ofta upplever det utmanade att jämställdhetsintegrera utbildningars innehåll. Detta återspeglas exempelvis i att perspektivet inte kommer till uttryck i utbildningsplaner och kursplaner eller är otydligt formulerat. Samtidigt är kraven på jämställdhetsintegrering högt ställda i såväl Högskolelagen som i Universitetskanslersämbetets (UKÄ) kvalitetsgranskningar och i lärosätenas egna kvalitetssystem. Här framgår det på olika sätt att jämställdhet ska beaktas och integreras i utbildningarnas innehåll, genomförande och utformning. Men vad innebär det att integrera ett jämställdhetsperspektiv i utbildningars innehåll? Idag finns få metoder som stödjer lärare i detta arbete och behovet av vetenskapligt grundade verktyg är därmed stort. Inom den ämnesdidaktiska forskningen har ett didaktiskt reflektionsverktyg kallat Content Representations (CoRe) utvecklats för att stödja lärare i att planera ett ämnesinnehåll på ett sätt som främjar studenternas lärande. Forskning visar att en CoRe är ett framgångsrikt verktyg för lärare att utveckla sin förmåga att kommunicera ett ämnesinnehåll på ett sätt som skapar goda lärsituationer. I en CoRe får läraren formulera ett antal Big Ideas, viktiga fenomen eller begrepp, inom ett specifikt ämnesområde. Var och en av dessa Big Ideas reflekteras utifrån ett antal frågor, t.ex. vadstudenterna måste lära och varför,samt studenters eventuella svårigheter med att förstå begreppen. Med utgångspunkt i ämnesdidaktisk forskning har vi utvecklat G-CoRe (Gender CoRe) där lärare formulerar Big Ideas och reflekterar över på vilka sätt det kan vara möjligt att jämställdhetsintegrera innehållet. På så sätt blir en G-CoRe ett stöd för lärare att strukturera och reflektera över hur jämställdhet integreras i utbildningens innehåll.

Place, publisher, year, edition, pages
Halmstad: , 2019
Keywords
Jämställdhetsintegrering, utbildning, innehåll, G-CoRe, CoRe, ämnesdidaktik, pedagogik
National Category
Learning
Identifiers
urn:nbn:se:hh:diva-41158 (URN)
Conference
Högskolepedagogisk konferens 2019, Högskolan i Halmstad, Halmstad, Sverige, 22 november, 2019
Available from: 2019-12-06 Created: 2019-12-06 Last updated: 2020-03-10Bibliographically approved
Nilsson, P. & Karlsson, G. (2019). Capturing student teachers’ pedagogical content knowledge (PCK) using CoRes and digital technology. International Journal of Science Education, 41(4), 419-447
Open this publication in new window or tab >>Capturing student teachers’ pedagogical content knowledge (PCK) using CoRes and digital technology
2019 (English)In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 41, no 4, p. 419-447Article in journal (Refereed) Published
Abstract [en]

During the last decades, digital technologies have become more common in providing opportunities for reflection and in-depth analysis of classroom practices and have afforded new ways of organizing teacher education. In particular, videotaped lessons have proven to be a valuable tool for capturing teaching episodes, subsequent reflection and development of student teachers’ professional knowledge, here referred to as ‘pedagogical content knowledge’ (PCK). The aim of this project was to investigate how the use of the reflective tool, content representations (CoRes) in combination with video and associated digital tools might be used as a means for capturing student teachers’ professional knowledge of practice. In the study we explore how a group of 24 secondary science student teachers were provided with Content Representations (CoRe) and video annotations to support their reflection-on-actionduring their practicum. Video annotations, alongside a written reflection of critical incidents in the student teachers’ teaching constituted data for analysis. Our findings suggest that the different tools enabled the student teachers to connect captured examples of teaching instances with theoretical issues, and in this way offered the ability to see as well as to analyse their teaching practice. As such, the CoRe, together with the video annotation tool, proved to be successful in scaffolding and structuring student teachers’ reflection-on-action, allowing them to connect their reflections to components of PCK and further to articulate connections between these components. © 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Place, publisher, year, edition, pages
Oxon: Routledge, 2019
Keywords
Digital technology, PCK, reflection, student teachers, teacher education
National Category
Pedagogy
Identifiers
urn:nbn:se:hh:diva-38353 (URN)10.1080/09500693.2018.1551642 (DOI)000459476600001 ()2-s2.0-85058690617 (Scopus ID)
Available from: 2018-11-15 Created: 2018-11-15 Last updated: 2019-12-10Bibliographically approved
Nilsson, P., Granklint Enochson, P. & Rundberg, M. (2019). Coherence in science teacher education: Supporting preservice teachers´use of digital technologies in science. In: : . Paper presented at European Science Education Research Association (ESERA 2019), Bologna, Italy, August 26-30, 2019.
Open this publication in new window or tab >>Coherence in science teacher education: Supporting preservice teachers´use of digital technologies in science
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Research indicates, that despite increased access and improved technical arte­facts, few teachers have integrated ICT in the curriculum in a way that leads to significant changes in classroom practice. This paper reports on a project where 19 preservice teachers were provided with a reflective tool (T-CoRe) in order to systematically encourage reflection on why and how to use digital technologies in their science teaching. The project aimed to capture and understand aspects of preservice teachers TPACK while planning for teaching particular science topic. The results indicate that working with the T-CoRe has the potential of helping preservice teachers conceptualise their TPACK and make explicit the different dimensions of, and links between, knowledge of content, teaching, and learning about a topic through the use of digital technologies.

Keywords
Digital technologies, Teacher preparation, TPACK
National Category
Pedagogical Work
Identifiers
urn:nbn:se:hh:diva-41135 (URN)
Conference
European Science Education Research Association (ESERA 2019), Bologna, Italy, August 26-30, 2019
Available from: 2019-12-05 Created: 2019-12-05 Last updated: 2020-01-24Bibliographically approved
Alonzo, A., Berry, A. & Nilsson, P. (2019). EPCK: Diving into the inner circle. In: : . Paper presented at The 13th Conference of the European Science Education Research Association (ESERA'19), Bologna, Italy, August 26-30, 2019.
Open this publication in new window or tab >>EPCK: Diving into the inner circle
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper focuses on enacted PCK (ePCK), i.e., the specific knowledge and skills that science teachers use in their practice, as it plays out in specific classroom contexts while teaching particular content to their students. In unpacking this aspect of the Refined Consensus Model (RCM) of PCK, we consider both the nature of ePCK and its interactions with other realms of PCK, primarily personal PCK (pPCK). Recognising the complexity of practice—in terms of both the uniqueness of each classroom situation and the necessarily spontaneous nature of classroom interactions—we propose a mechanism through which pPCK is transformed into ePCK, and vice versa, throughout the plan-teach-reflect cycle. We then illustrate these ideas using several empirical examples of efforts to capture and analyse science teachers’ ePCK (and associated pPCK). We conclude with discussion of some of the opportunities, challenges, and implications of using the RCM, along with our unpacking of ePCK and its relationship to pPCK, as a means of understanding the knowledge that science teachers utilise in the midst of planning, teaching, and reflecting. 

National Category
Didactics
Identifiers
urn:nbn:se:hh:diva-41137 (URN)
Conference
The 13th Conference of the European Science Education Research Association (ESERA'19), Bologna, Italy, August 26-30, 2019
Available from: 2019-12-05 Created: 2019-12-05 Last updated: 2020-01-24Bibliographically approved
Zimmerman Nilsson, M.-H. & Nilsson, P. (2019). From Pedagogical Knowledge to Pedagogical Content Knowledge: Development in Mentor and Student-Teacher Group Conversations. International Journal of Learning, Teaching and Educational Research, 18(10), 233-247
Open this publication in new window or tab >>From Pedagogical Knowledge to Pedagogical Content Knowledge: Development in Mentor and Student-Teacher Group Conversations
2019 (English)In: International Journal of Learning, Teaching and Educational Research, ISSN 1694-2493, E-ISSN 1694-2116, Vol. 18, no 10, p. 233-247Article in journal (Refereed) Published
Abstract [en]

This case study focuses on mentor group conversation meetings with primary student-teachers, demonstrating how student-teachers ́ reflections on classroom experiences might influence their understanding of the complicated relationship between teaching, subject matter content and the context. The aim is to study how mentors ́ and student-teachers ́ reflections affect (or not) the student-teachers ́ development of pedagogical content knowledge (PCK). The theoretical framework derives from a sociocultural perspective, emphasising the collective character of teaching and learning. The empirical material consists of video documented mentor group conversations during one semester within an academic school context. Findings show development of PCK, highlighting a transition from pedagogical knowledge and contextual knowledge, to a blending of subject matter knowledge, pedagogical knowledge and contextual knowledge. This blending only occurred when the student teachers reflected on their teaching. Findings demonstrate the need to systematically explore student-teacher reflections of their teaching in practice to discern how different knowledge bases integrate into PCK. ©2019 The authors and IJLTER.ORG. All rights reserved.

Place, publisher, year, edition, pages
Port Louis: Tresorix Ltd, 2019
Keywords
teacher education, pedagogic content knowledge, student-teachers, mentors
National Category
Pedagogy
Identifiers
urn:nbn:se:hh:diva-41132 (URN)10.26803/ijlter.18.10.15 (DOI)
Available from: 2019-12-05 Created: 2019-12-05 Last updated: 2019-12-06Bibliographically approved
Alonzo, A. C., Berry, A. & Nilsson, P. (2019). Unpacking the Complexity of Science Teachers’ PCK in Action: Enacted and Personal PCK (1ed.). In: Hume, Anne, Cooper, Rebecca & Borowski, Andreas (Ed.), Repositioning Pedagogical Content Knowledge in Teachers’ Professional Knowledge: (pp. 271-286). Singapore: Springer
Open this publication in new window or tab >>Unpacking the Complexity of Science Teachers’ PCK in Action: Enacted and Personal PCK
2019 (English)In: Repositioning Pedagogical Content Knowledge in Teachers’ Professional Knowledge / [ed] Hume, Anne, Cooper, Rebecca & Borowski, Andreas, Singapore: Springer, 2019, 1, p. 271-286Chapter in book (Refereed)
Abstract [en]

This chapter focuses on enacted PCK (ePCK), i.e. the specific knowledge and skills that science teachers use in their practice, as it plays out in specific classroom contexts while teaching particular content to their students. In unpacking this aspect of the Refined Consensus Model (RCM) of PCK, we consider both the nature of ePCK and its interactions with other realms of PCK, primarily personal PCK (pPCK). Recognising the complexity of classroom practice—in terms of both the uniqueness of each classroom situation and the necessarily spontaneous nature of classroom interactions—we propose a mechanism through which pPCK is transformed into ePCK, and vice versa, throughout the plan-teach-reflect cycle. We then illustrate these ideas using several empirical examples of efforts to capture and analyse science teachers’ ePCK (and associated pPCK). We conclude with discussion of some of the opportunities, challenges and implications of using the RCM, along with our unpacking of ePCK and its relationship to pPCK, as a means of understanding the knowledge that science teachers utilise in the midst of planning, teaching and reflecting.

Place, publisher, year, edition, pages
Singapore: Springer, 2019 Edition: 1
National Category
Pedagogy
Identifiers
urn:nbn:se:hh:diva-38600 (URN)10.1007/978-981-13-5898-2_12 (DOI)2-s2.0-85078110440 (Scopus ID)978-981-13-5898-2 (ISBN)978-981-13-5897-5 (ISBN)
Available from: 2018-12-13 Created: 2018-12-13 Last updated: 2020-02-03Bibliographically approved
Nilsson, P. (2018). Att planera sina naturvetenskapliga aktiviteter – CoRe som ett pedagogiskt redskap. In: Eva Insulander & Staffan Selander (Ed.), Att bli lärare: (pp. 154-157). Stockholm: Liber
Open this publication in new window or tab >>Att planera sina naturvetenskapliga aktiviteter – CoRe som ett pedagogiskt redskap
2018 (Swedish)In: Att bli lärare / [ed] Eva Insulander & Staffan Selander, Stockholm: Liber, 2018, p. 154-157Chapter in book (Refereed)
Place, publisher, year, edition, pages
Stockholm: Liber, 2018
National Category
Educational Sciences
Identifiers
urn:nbn:se:hh:diva-38599 (URN)978-91-47-12285-1 (ISBN)
Available from: 2018-12-13 Created: 2018-12-13 Last updated: 2018-12-18Bibliographically approved
Schultze, F. & Nilsson, P. (2018). Coteaching with senior students: a way to refine teachers’ PCK for teaching chemical bonding in upper secondary school. International Journal of Science Education, 40(6), 688-706
Open this publication in new window or tab >>Coteaching with senior students: a way to refine teachers’ PCK for teaching chemical bonding in upper secondary school
2018 (English)In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 40, no 6, p. 688-706Article in journal (Refereed) Published
Abstract [en]

During the last decade there has been on-going discussions about students’ declining interest and low achievement in science. One of the reasons suggested for this decline is that teachers and students have different frames of reference, whereby teachers sometimes communicate science in the classroom in a way that is not accessible to the students. There is a lack of research investigating the effects of coteaching with senior students in science in upper secondary schools. To improve teaching and to narrow the gap between teachers’ and students’ different frames of references, this study investigates how an experienced chemistry teacher gains and refines her pedagogical content knowledge (PCK) by cooperating with two grade 12 students (age 18) as coteachers. The teacher and the two coteachers coplanned, cotaught and coevaluated lessons in chemical bonding in a grade 10 upper secondary class. Findings indicate that the coteachers contributed with their own learning experiences to help the teacher understand how students perceive difficult concepts. In such way, the coteachers were mediating between the teacher and the students, thus bridging the gap between the teacher and the students’ frames of references. The teachers’ PCK was refined which in turn lead to improved teaching strategies.© 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Place, publisher, year, edition, pages
Abingdon: Routledge, 2018
Keywords
Coteaching, pedagogical content knowledge, PCK, chemical bonding, chemistry education
National Category
Didactics
Identifiers
urn:nbn:se:hh:diva-36645 (URN)10.1080/09500693.2018.1436792 (DOI)000429097400006 ()2-s2.0-85042934731 (Scopus ID)
Available from: 2018-04-19 Created: 2018-04-19 Last updated: 2018-04-27Bibliographically 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

Search in DiVA

Show all publications