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  • 1.
    Byrne, Jenny
    et al.
    Southampton Education School, University of Southampton, Southampton, United Kingdom.
    Ideland, Malin
    Faculty of Education and Society, Malmö University, Malmö, Sweden.
    Malmberg, Claes
    Faculty of Education and Society, Malmö University, Malmö, Sweden.
    Grace, Marcus
    Southampton Education School, University of Southampton, Southampton, United Kingdom.
    Climate Change and Everyday Life: Repertoires children use to negotiate a socio-scientific issue2014Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 36, nr 9, s. 1491-1509Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    There are only a few studies about how primary school students engage in socio-scientific discussions. This study aims to add to this field of research by focusing on how 9–10-year-olds in Sweden and England handle climate change as a complex environmental socio-scientific issue (SSI), within the context of their own lives and in relation to society at large. It focuses on how different interpretative repertoires were used by the students in discussions to legitimise or question their everyday lifestyles. They discussed four possible options that a government might consider to help reduce carbon dioxide production. Six main repertoires were identified: Everyday life, Self-Interest, Environment, Science and Technology, Society and Justice. The Everyday life repertoire was used when students related their discussion to their everyday lifestyles. Science and technology-related solutions were offered to maintain or improve things, but these were sometimes rather unrealistic. Arguments related to environment and health frequently appeared to have a superior status compared to the others. Findings also highlighted how conflicts between the students were actually productive by bringing in several perspectives to negotiate the solutions. These primary school students were, therefore, able to discuss and negotiate a complex real-world SSI. Students positioned themselves as active contributors to society, using their life experiences and limited knowledge to understand the problems that affected their everyday lives. Honing these skills within a school science community of practice could facilitate primary students' engagement with SSIs and empower them as citizens. © 2014 Taylor & Francis.

  • 2.
    Hasslöf, Helen
    et al.
    Malmö University, Malmö, Sweden.
    Lundegård, Iann
    Stockholm University, Stockholm, Sweden.
    Malmberg, Claes
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för lärande, kultur och samhälle (CLKS).
    Students’ qualification in environmental and sustainability education—epistemic gaps or composites of critical thinking?2016Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 38, nr 2, s. 259-275Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In an ‘age of measurement’ where students’ qualification is a hot topic on the political agenda, it is of interest to ask what the function of qualification might implicate in relation to a complex issue as Education for Sustainable Development (ESD) and what function environmental and sustainability issues serve in science education. This paper deals with how secondary and upper secondary teachers in discussions with colleagues articulate qualification in relation to educational aims of ESD. With inspiration from discourse theory, the teachers’ articulations of qualification are analysed and put in relation to other functions of education (qualification, socialisation and subjectification). The results of this study show three discourses of qualification: scientific reasoning, awareness of complexity and to be critical. The discourse of ‘qualification as to be critical’ is articulated as a composite of differing epistemological views. In this discourse, the teachers undulate between rationalistic epistemological views and postmodern views, in a pragmatic way, to articulate a discourse of critical thinking which serves as a reflecting tool to bring about different ways of valuing issues of sustainability, which reformulates ‘matter of facts’ towards ‘matter of concerns’ © 2016 Taylor & Francis

  • 3.
    Ideland, Malin
    et al.
    Teacher Education, Malmö University, Malmö, Sweden.
    Malmberg, Claes
    Teacher Education, Malmö University, Malmö, Sweden.
    Winberg, Mikael
    Department of Mathematics, Technology and Science Education, Umeå University, Umeå, Sweden.
    Culturally Equipped for Socio-Scientific Issues? A comparative study on how teachers and students in mono- and multiethnic schools handle work with complex issues2011Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 33, nr 13, s. 1835-1859Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Socio-scientific issues (SSI) are not only said to increase students’ interest in science, but they also strengthen the generic skills of teamwork, problem-solving, and media literacy. At the same time, these skills are prerequisites for successful work with SSI. The aim of the study is to analyze what happens when SSI are implemented in science classrooms with various degrees of ethnic diversity and socio-cultural status. We are also interested in knowing how teachers structure the SSI work from discourses on what suits different students. Quantitative and qualitative methods are combined, for example, questionnaires and ethnographic fieldwork, presented through partial least squares analysis and thick descriptions. We can notice discursive differences between ‘Us’ and ‘The Other’ and between mono- and multiethnic schools. In an earlier research, images of differences between the different student groups emerged, and we can find these in the results from the questionnaires. In an observation study, another pattern appeared that indicated similarities rather than differences between mono- and multiethnic classrooms. The students are first of all inside the discourse of ‘the successful student.’ Noteworthy is that the teachers’ roles correspond better with the discourse than with how students actually act. The study also shows that SSI articulate a collision between different discourses on education: a discourse on differences between students in multiand monoethnic classrooms; a discourse on how to become a successful student; and a discourse on the school’s mission to educate participating citizens. It is suggested that schools should relate to, expose, and articulate discursive clashes that emerge when introducing new work forms. © 2011 Taylor & Francis

  • 4.
    Karlsson, Annika
    et al.
    Faculty for Education and Society, Malmö University, Malmö, Sweden.
    Nygård Larsson, Pia
    Faculty for Education and Society, Malmö University, Malmö, Sweden.
    Jakobsson, Anders
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för lärande, kultur och samhälle (CLKS). Faculty for Education and Society, Malmö University, Malmö, Sweden.
    Multilingual students’ use of translanguaging in science classrooms2019Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 41, nr 15, s. 2049-2069Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study describes multilingual students’ authentic use of their first and second languages in a translanguaging science classroom, from a sociocultural perspective. The study is ethnographic, and has followed some lessons each month in a translanguaging science classroom at a primary school for three years. The observed lessons were documented by four video cameras and four audio recorders, while field notes and different types of students’ texts and other teaching materials were also collected. In order investigate how language operates, and to realise the meaning semantically, we analysed the student’ use of both first and second language to tie paradigmatic relations, and how they move in linguistic loops between languages and discourses. The results illustrate the ways in which a translanguaging science classroom constitutes a resource in joint negotiations of the scientific content and its related language for multilingual students, and benefits the students’ ability to relate and contextualise the science content to prior experience. The creation of translanguaging science classrooms, in which students’ experiences and diverse cultural and linguistic resources interweave with school science, and in which multilingual students are enabled and encouraged to use all available language resources, has important implications for science education. © 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group

  • 5.
    Nilsson, Pernilla
    Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), Forskning om utbildning och lärande inom lärarutbildningen (FULL).
    Teaching for understanding: The complex nature of pedagogical content knowledge in pre-service education2008Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 30, nr 10, s. 1281-1299Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper explores the development of student-teachers' pedagogical content knowledge (PCK) during pre-service education. Four student-teachers in mathematics and science participated in a project teaching physics to students aged 9-11 years once a week over a 12-month period. One-third of the lessons were videotaped and the student-teachers were later interviewed using the videotape for stimulated recall. Participants reflected on their classroom practice based on their conceptual understanding of physics. This empirical study emphasises the role of teaching experience and reflection in science teacher education as a way of better understanding the complex entities that constitute a knowledge base for teaching. The paper draws attention to the value of student-teachers participating in experiences that might contribute to the development of their PCK and supports a view of PCK development as a process of transformation.

  • 6.
    Nilsson, Pernilla
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Forskning om utbildning och lärande inom lärarutbildningen (FULL).
    When Teaching Makes a Difference: Developing science teachers´ pedagogical content knowledge through learning study2014Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 36, nr 11, s. 1794-1814Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    It is a common view that developing teachers’ competence to restructure or reframe their knowledge and beliefs is inevitably a complex challenge. This paper reports on a research project with the aim to develop science teachers’ pedagogical content knowledge (PCK) through their participation in a learning study. A learning study is a collegial process in which teachers work together with a researcher to explore their own teaching activities in order to identify what is critical for their students’ learning. During one semester, three secondary science teachers worked in a learning study together with a researcher in a cyclical process in order to create prerequisites and further identify conditions for students’ learning. During the learning study, data were collected from video-recorded lessons and stimulated recall sessions in which the teachers and the researcher reflected on the lessons to analyze their development of PCK, their students’ learning and the impact of that knowledge on their own teaching. The results provide an insight into how the teachers developed their self-understanding in which they questioned their own epistemological beliefs, aims and objectives of teaching and taken-for-granted assumptions about science teaching and learning. As such, the study provides an understanding of teacher professional learning through a careful investigation of how teachers’ PCK is enhanced through their participation in the learning study, and further, how students’ learning might be developed as a consequence. © 2014 Taylor & Francis.

  • 7.
    Nilsson, Pernilla
    et al.
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för lärande, kultur och samhälle (CLKS).
    Karlsson, Göran
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för lärande, kultur och samhälle (CLKS).
    Capturing student teachers’ pedagogical content knowledge (PCK) using CoRes and digital technology2019Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 41, nr 4, s. 419-447Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 8.
    Nilsson, Pernilla
    et al.
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Forskning om utbildning och lärande inom lärarutbildningen (FULL).
    Vikström, Anna
    Department of Arts, Communication and Education, Luleå University of Technology, Luleå, Sweden.
    Making PCK Explicit — Capturing Science Teachers’ Pedagogical Content Knowledge (PCK) in the Science Classroom2015Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 37, nr 17, s. 2836-2857Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    One way for teachers to develop their professional knowledge, which also focuses on specific science content and the ways students learn, is through being involved in researching their own practice. The aim of the present study was to examine how science teachers changed (or not) their professional knowledge of teaching after inquiring into their own teaching in learning studies. The data used in this paper consisted of interviews and video recorded lessons from the six teachers before the project (PCK pre-test) and after the project (PCK post-test) allowing an analysis of if and if then how the teachers changed their teaching practice. Hence, this study responds to the urgent call to focus direct attention on the practice of science teaching. When looking at the individual teachers, it was possible to discern similarities in the ways they have changed their teaching in lesson 2 compared to lesson 1, changes that can be described as: changes in how the object of learning was defined and focused, changes in how the examples that were presented to the students were chosen and changes in how the lessons were structured which in turn influenced the meaning of the concepts that were dealt with. As such, issues for enhancing teachers’ professional learning were unpacked in ways that began to demonstrate, and offer insights into, the extent of their PCK development over time. © 2015 Taylor & Francis 

  • 9.
    Pelger, Susanne
    et al.
    Lund University, Lund, Sweden.
    Nilsson, Pernilla
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för lärande, kultur och samhälle (CLKS).
    Observed learning outcomes of integrated communication training in science education: skills and subject matter understanding2017Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this paper we explore how different ways of training communication skills can be successfully implemented in higher education, and which effects these activities may have on science students’ learning. Using content analysis, we studied a material consisting of 34 reports, written by 70 academic science teachers, as part of a teacher-training course on communication in science higher education. In the course, the teachers developed and implemented communication tasks into their content courses, and analysed and reported on the observed learning outcomes. The tasks covered both written and oral communication addressing different audiences, inside as well as outside of academia. We found that integrating different ways of communication training in science courses entailed improved skills in sharing and discussing science information, and in addition, increased subject understanding. Thus, we conclude that the integration of communication training may effectively support students’ science learning in higher education.

  • 10.
    Schultze, Felix
    et al.
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för lärande, kultur och samhälle (CLKS).
    Nilsson, Pernilla
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för lärande, kultur och samhälle (CLKS).
    Coteaching with senior students: a way to refine teachers’ PCK for teaching chemical bonding in upper secondary school2018Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 40, nr 6, s. 688-706Artikkel i tidsskrift (Fagfellevurdert)
    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.

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