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  • 1.
    Alonzo, Alicia
    et al.
    Michigan State University, East Lansing, United States.
    Berry, Amanda
    Monash University, Melbourne, Australia.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    EPCK: Diving into the inner circle2019Conference paper (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. 

  • 2.
    Alonzo, Alicia C.
    et al.
    Michigan State University, East Lansing, MI, USA.
    Berry, Amanda
    Monash University, Melbourne, Australia.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Unpacking the Complexity of Science Teachers’ PCK in Action: Enacted and Personal PCK2019In: 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.

  • 3.
    Bungum, Berit
    et al.
    Norwegian University of Science and Technology, Trondheim, Norway.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Introduction to Strand 17: Science in the Secondary School2016In: Electronic Proceedings of the Esera 2015 Conference. Science Education Research: Engaging Learners for a Sustainable Future, Part 17: Science in the Secondary School / [ed] Jari Lavonen, Kalle Juuti, Jarkko Lampiselkä, Anna Uitto, Kaisa Hahl, Berit Bungum & Pernilla Nilsson, Helsinki: University of Helsinki, 2016, p. 2770-2772Chapter in book (Refereed)
  • 4.
    Forsler, Annika
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science.
    Walan, Susanne
    Karlstads Universitet, Karlstad, Sverige.
    Capturing and Developing Science Teachers’ Pedagogical Content Knowledge using Video Reflection and Content Representation: In the Framework of the Refined Consensus Model2023In: Abstract Book: ESERA 2023, 2023, p. 542-542Conference paper (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.

  • 5.
    Forsler, Annika
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science.
    Walan, Susanne
    Karlstad University, Karlstad, Sweden.
    Capturing and Developing Teachers’ Pedagogical Content Knowledge in Sustainable Development Using Content Representation and Video-Based Reflection2023In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898Article in journal (Refereed)
    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).

  • 6.
    Forsler, Annika
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science.
    Walan, Susanne
    Karlstads Universitet, Karlstad, Sverige.
    Collective pedagogical content knowledge for teaching sustainable development2023In: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774Article in journal (Refereed)
    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.

  • 7.
    Isaksson, Anna
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Lindgren, John
    Halmstad University, School of Business, Innovation and Sustainability, Centre for Innovation, Entrepreneurship and Learning Research (CIEL).
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    G-CoRe: A pedagogical tool for gender mainstreaming in higher education2020In: Regendering Science. For an Inclusive Research Environment: PLOTINA Final Conference: Book of Abstracts / [ed] Tullia Gallina Toschi, Angela Balzano & Fransesca Crivellaro, 2020, p. 171-172Conference paper (Refereed)
    Abstract [en]

    Aims of the contribution

    The aim of this contribution is to present and further explore a pedagogical tool aiming to enhance gender mainstreaming in teaching and content in higher education.

    Description of the research

    Introduction

    Previous research has demonstrated how teachers often experience gender mainstreaming in higher education (content, design and implementation) as a challenge (Heikkilä and Häyrén Weineståhl, 2009; Lindroth and Bondestam, 2014). In Sweden however, requirements for gender mainstreaming are high both in the Higher Education Act and the evaluations of the quality of higher education undertaken by the Swedish Higher Education Authority. Gender equality and gender mainstreaming are also key quality factors in the universities’ own quality assurance systems.

    Today, there are few methods that support teachers in their efforts with integrating a gender perspective into the teaching content. Hence, the need for scientifically based tools is widespread. In this study we investigate a pedagogical tool (Gender CoRe) that aim to help teachers integrate gender aspects both in the content and the teaching of that content. The main research question for the study is “How do teachers experience Gender CoRe (G- CoRe) as a way to enhance gender mainstreaming in teaching and content in higher education?

    Materials and methods

    Within the subject didactic research, a didactic reflection tool called Content Representations (CoRe) has been developed to support teachers in planning and teaching the content in a way that promotes student learning. Research demonstrates that CoRe is an effective tool for teachers to develop their ability to communicate content in a way that provides successful learning situations for students. When using CoRe, the teacher formulates a number of Big Ideas, important phenomena or concepts, within a specific subject area. Each of these Big Ideas is reflected on a number of pedagogical prompts e.g. what students need to learn and why, as well as students' possible difficulties in understanding the concepts (e.g. Nilsson and Karlsson, 2019; Nilsson and Elm, 2017; Hume and Berry, 2010, 2013; Loughran et. al., 2006). Based on this didactic research, researchers at Halmstad University, Sweden, have developed a so-called G-CoRe (Gender CoRe) where teachers are supposed to formulate Big Ideas and reflect on how it may be possible to integrate gender equality into the content.

    During 2019-2020, five teachers at Halmstad University, Sweden, used the Gender CoRe for planning content where a gender perspective was included. In this presentation we present a case of how one of the five teachers (a teacher within the Construction Engineering programme) experienced the use of G-CoRe to integrate gender aspects, both in the content of and the actual teaching performance; What were perceived as possibilities and challenges with the G-CoRe? How could the G-CoRe be further developed to enable teachers in their work with gender mainstreaming?

    Results

    In the data collected on teachers ́ experience of using G-CoRe there were several examples of how the G-CoRe was experienced as valuable as a reflective tool to integrate gender aspects in the content and teaching. In the particular case presented here the teacher in Construction Engineering highlighted the strength of the G-CoRe as it focuses on and describes their abilities and also their challenges in the classroom while working with gender mainstreaming in the classroom. Further, with the help of the G-CoRe, the teachers can reason together and think about what different gender aspects within the content they need to identify and implement within their teaching. It appeared that using a G-CoRe design encouraged collaborative discussion and reflection about integrating gender aspects when teaching certain big ideas linked to a topic. As such, our findings suggest that the G-CoRe has potential to overcome some of the challenges that many teachers experience in their efforts to integrate a gender perspective in their higher education practice.

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  • 8.
    Isaksson, Anna
    et al.
    Halmstad University, School of Health and Welfare.
    Lindgren, John
    Halmstad University, School of Business, Innovation and Sustainability.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science.
    G-core as an innovative tool to support reflection in a higher education online course2022In: ICERI2022 Proceedings: 15th International conference of education, research and innovation. November 7th-9th, 2022 Seville, Spain / [ed] Luis Gómez Chova; López Martínez; Joanna Lees, Valencia: IATED Academy , 2022, p. 4466-4473Conference paper (Refereed)
    Abstract [en]

    Online-learning has been of growing use in higher education to meet needs of more flexible ways of developing knowledge and skills. However, online modules require careful considerations regarding content and opportunities for participants to reflect and interact with the teacher and the course-material. Teachers also need to support students with high quality material, respond to students´ assignments and encourage deep reflection and discussion concerning course content. Online teaching provides opportunities for participants to access course content in a flexible way [1]. This study regards a higher education online course in gender mainstreaming aiming to support university teachers to integrate a gender perspective into the teaching content. Previous research has demonstrated teachers experiencing gender mainstreaming in higher education as a challenge [2], which is why we in this course used a reflective tool (CoRe) developed from science education research [3] to support participants´ reflection on how to integrate gender aspects. The content for teaching is formulated through Big Ideas and reflected in pedagogical prompts e.g., what is to be learnt and why, as well as possible difficulties in understanding the content. In the online module we developed a G-CoRe (Gender CoRe) where participants reflect on how to integrate gender aspects into the teaching content. The participants accessed the online material in a flexible way, enabling creation of their own learning journey. The course lacks discussion forum and/or online interaction with other participants, components often considered crucial for online learning in developing the students’ abilities to discuss and reflect [4]. However, in this course, the G-CoRe was used to promote critical thinking and reflection in other ways. The design of the G-CoRe includes individual thinking and reflection, feedback from at least one colleague and then a revision of the G-CoRe and a recorded oral reflection. Here, we report findings when five university teachers used the G-CoRe in the online course. The result indicates the G-CoRe as a valuable tool to stimulate reflection and student-centered learning in relation to the integration of gender aspects in the content and teaching. Even if the online course did not include “traditional” discussion forums, the G-CoRe design encouraged reflection among participants. As such, our findings suggest that a reflective tool such as G-CoRe has the potential to stimulate student-centered online learning to overcome some of the challenges that many teachers experience in their efforts to integrate a gender perspective in their higher education practice. © Copyright 2022, IATED Academy

  • 9.
    Isaksson, Anna
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Att integrera jämställdhetsperspektiv i en utbildning: G-CoRe som ett pedagogiskt verktyg i högre utbildning2019Conference paper (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.

  • 10.
    Karlsson, Göran
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    A Web-Based Guiding Framework for Student Teachers' Self-Reflective Practice2019In: 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)
    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.

  • 11.
    Karlsson, Göran
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Artefacts for Developing Student Teachers´ Professional Knowledge Through Self-Reflective Practice2017In: ICERI2017 Proceedings / [ed] L. Gómez Chova, A. López Martínez & I. Candel Torres, Seville: IATED Academy , 2017, p. 363-370Conference paper (Refereed)
    Abstract [en]

    Digital technologies have afforded new ways of organizing teacher education and enable for extramural activities. By associating captured video episodes with related teaching concerns it might be possible to extend student teachers´ self-reflection and at the same time, allow for accurate supervision feedback without the constraints of time and location.

    The aim of this study was to investigate how a guiding framework consisting of a pedagogical tool, annotated video recorded lessons, reflective writing, combined with a tutors’ feedback, might provide an affordable method for student teachers´ self-reflection on their teaching.

    The study included 28 student teachers who practiced teaching science subjects in Swedish secondary schools. The participating student teachers set up a CoRe (Content Representation) for a chosen topic and video recorded a lessons. The video recorded lesson then had to be annotated; exposing critical incidents in relation to their CoRe and to be complemented with a written reflection. This was sent to their tutor who provided the student with a feedback that was in its turn to be commented on by the student. At the end of their assignment all participants completed a questionnaire where they had to respond to six questions about their experience of the guiding framework and grade them from one to five. They were also asked to give a written explanation for their choice and in groups, discussed how the framework could be developed. This provided both qualitative and quantitative data, which were analyzed statistically and thematically, respectively.

    From the results it was obvious that the student teachers had found the activity to be of great assistance for the development of their self-reflective practice. Comments on this were; the advantages of seeing themselves from a pupil’s perspective and direct their attention on specific learning concerns. The pedagogical tool CoRe was experienced as valuable for structuring and reflecting on their teaching, even if it was not seen as necessary per se for a video stimulated self-reflection. The annotations were perceived as facilitating as it made them examine their video thoroughly and concretize what happened in particular incidents. A written account was likewise seen as beneficial as it obliged them to put into words, and connect the process of planning, doing and reflecting. Some, however, remarked that it would have been valuable to discuss their lesson with e.g. colleagues or a more experienced teacher. Comments from a tutor were seen as valuable as it made them see additional aspects of their teaching and helped them reconsider their own inferences.

    It can be concluded that an integrated use of digital and other artefacts for a structured self-reflective process has the potential to develop student teachers’ professional knowledge and augment teacher education in several aspects. Each of the integrated artefacts in the framework filled an important role for a self-reflective practice and can be applied in distance education with the aid of digital technologies.

    The guiding framework was by the participants seen as advantageous although there might be other artefacts for video stimulated self-reflection which can be taken in consideration. There are also potentials for development of the framework in e.g. enabling synchronic discussions about the lesson with peers and tutors.

    © 2017, IATED

  • 12.
    Karlsson, Göran
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science.
    Capturing student teachers’ TPACK by using T-CoRe and video-annotation as self-reflective tools for flexible learning in teacher education2023In: Technology, Pedagogy and Education, ISSN 1475-939X, E-ISSN 1747-5139, Vol. 32, no 2, p. 223-237Article in journal (Refereed)
    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 

  • 13.
    Kullberg, Angelika
    et al.
    University of Gothenburg, Gothenburg, Sweden & University of Jönköping, Jönköping, Sweden.
    Runesson, Ulla
    Jönköping University, Jönköping, Sweden & Wits School of Education, University of the Witwatersrand, Johannesburg, South Africa.
    Marton, Ference
    University of Gothenburg, Gothenburg, Sweden.
    Vikström, Anna
    Luleå University of Technology, Luleå, Sweden.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Mårtensson, Pernilla
    University of Jönköping, Jönköping, Sweden.
    Häggström, Johan
    University of Gothenburg, Gothenburg, Sweden.
    Teaching one thing at a time or several things together? – teachers changing their way of handling the object of learning by being engaged in a theory-based professional learning community in mathematics and science2016In: Teachers and Teaching: theory and practice, ISSN 1354-0602, E-ISSN 1470-1278, Vol. 22, no 6, p. 745-759Article in journal (Refereed)
    Abstract [en]

    Twelve lower-secondary school teachers in Mathematics and Science were asked to teach a topic of their choice during a lesson that was video-recorded. We were able to analyse 10 of the cases and we found that all of them were similar in one respect: concepts and principles were introduced one at a time, each one followed by examples of the concept or principle in question, apparently to highlight its essential meaning. All the teachers participated in 3 modified lesson studies with 3 cycles in 4 different groups during a year. The modified lesson studies built on a theoretical idea supported by a large number of recent studies. The theory states that new meanings (of concepts and principles, for instance) cannot be appropriated by engaging with instances of the same concept or principle, but through engaging with contrasting instances of contrasting concepts and principles. It is assumed that meaning derives more from differences, than from sameness. After the year of modified lesson studies, the teachers were asked to teach the same topic they had chosen the first time. The lessons were recorded again and the analysis showed that there was one thing in common in all cases: all of the 10 teachers dealt with the relevant concepts and principles in relation to each other (i.e. simultaneously) and not one at a time. By thus bringing out the differences between them, their meaning was made possible to grasp for the students. The study lends support to the conjecture that the modified lesson study is a powerful tool for enabling the teachers to structure the content of their teaching in accordance with a principle that is more powerful in making learning possible, even if this contradicts their taken-for-granted practice. © 2016 Taylor & Francis

  • 14.
    Lavonen, Jari
    et al.
    University of Helsinki, Helsinki, Finland.
    Juuti, KalleUniversity of Helsinki, Helsinki, Finland.Lampiselkä, JarkkoUniversity of Helsinki, Helsinki, Finland.Uitto, AnnaUniversity of Helsinki, Helsinki, Finland.Hahl, KaisaUniversity of Helsinki, Helsinki, Finland.Bungum, BeritNorwegian University of Science and Technology, Trondheim, Norway.Nilsson, PernillaHalmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Electronic Proceedings of the ESERA 2015 Conference. Science education research: Engaging learners for a sustainable future, Part 17: Science in the secondary school2016Conference proceedings (editor) (Refereed)
  • 15.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Att planera sina naturvetenskapliga aktiviteter – CoRe som ett pedagogiskt redskap2018In: Att bli lärare / [ed] Eva Insulander & Staffan Selander, Stockholm: Liber, 2018, p. 154-157Chapter in book (Refereed)
  • 16.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Att se helheter: Naturvetenskapligt perspektiv2012Book (Refereed)
  • 17.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Barns kommunikation och lärande i fysik genom praktiska experiment2005In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 1, no 1, p. 58-69Article in journal (Refereed)
    Abstract [sv]

    Physics is often considered to be a difficult, abstract and boring school subject. This article describes astudy of 11-year old children’s discussions of scientific concepts related to experiments in the classroomand to the Liseberg amusement park. The study was made in May 2004 and the empirical materialconsists of tape recorded group discussions from the preparation lesson before the amusement parkvisit. The analysis focuses on how children use, develop and verify their knowledge, and how theyexpress an increased construction of knowledge and understanding through the dialogues. The discussionsindicate an ability to develop, explain and exemplify physical phenomena and concepts andconnect them to their everyday experiences

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  • 18.
    Nilsson, Pernilla
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Breaking the walls: supporting reflective practice in engineering education through the use of a critical friend2010In: Navigating the public and private: Negotiating the diverse landscape of teacher education, Provo, Utah: Brigham Univ. , 2010, p. 188-191Conference paper (Refereed)
  • 19.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Capturing and Developing Preschool Teachers/ Science Pedagogical Content Knowledge (PCK) through CoRes2015Conference paper (Refereed)
  • 20.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Capturing PCK through students' experiences - A concern for policy and practice2015Conference paper (Refereed)
  • 21.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Capturing PCK through students´ experiences: A concern for policy and practice2015Conference paper (Refereed)
  • 22.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Capturing Science PCK Through Students’ Experiences2017In: A Companion to Research in Teacher Education: An international guide to teacher education research, featuring contributions by leading scholars in the field / [ed] Peters, Michael A.; Cowie, Bronwen; Menter, Ian, Singapore: Springer, 2017, 1, p. 753-767Chapter in book (Refereed)
    Abstract [en]

    During the last decades, there has been a growing interest within teacher education programmes regarding the effectiveness of how to prepare beginning teachers for their future profession. © Springer Nature Singapore Pte Ltd. 2017

  • 23.
    Nilsson, Pernilla
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Capturing the complexity of practice: A self-study in the context of engineering education2010In: Studying Teacher Education: journal of self-study of teacher education practices, ISSN 1742-5964, E-ISSN 1742-5972, Vol. 6, no 2, p. 187-200Article in journal (Refereed)
    Abstract [en]

    This article is based on a project in which a teacher educator, acting as a critical friend, worked with six engineering teachers in a Masters program in Machine Engineering in order to stimulate their reflection on their own teaching and learning as a way of developing their scholarship of teaching. The article draws particular attention to ways of expressing the learning from self-study in order to illuminate the complexities of teaching and to begin to encourage the articulation of the scholarship of teaching as a consequence of a collaborative experience. The results highlight how making teaching visible through the use of self-study offers new ways to capture the complexity of practice, which in this article is considered to be an important aspect of developing the scholarship of teaching.

  • 24.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Catching the moments – coteaching to stimulate science in the preschool context2015In: Asia-Pacific Journal of Teacher Education, ISSN 1359-866X, E-ISSN 1469-2945, Vol. 43, no 4, p. 296-308Article in journal (Refereed)
    Abstract [en]

    An important task for the preschool teacher is to create meaningful learning situations where children have opportunities to experience science. However, many teachers have both weak subject knowledge and a lack of confidence to teach science. The aim of the project presented in this article was to capture how nine preschool teachers developed their learning of and self-confidence in teaching science during a two-year professional development (PD) project while coplanning, coteaching, and coreflecting on their teaching activities. During the project, the preschool teachers’ self-confidence and attitudes played an important role for the their approach to science activities. Their collaborative learning and reflection became important for their PD and for the way science phenomena were included in the preschool context. As such, the project is based on opportunities for preschool teachers to develop their ideas about science and to reframe their work with the aim to stimulate children’s curiosity for science. © 2015 Australian Teacher Education Association

  • 25.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Developing a scholarship of teaching in engineering: Supporting reflective practice through the use of a critical friend2013In: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 14, no 2, p. 196-207Article in journal (Refereed)
    Abstract [en]

    This paper reports on a case study in which six engineering teachers in a Masters program of machine engineering worked with a critical friend from a university based centre of teaching and learning in order to develop their scholarship of teaching. The research question that framed the study became: 'what do engineering teachers learn, in terms of developing a scholarship of teaching, from working and reflecting together with a critical friend?' The results give insights into how the collaboration with the critical friend and with each other caused the engineering teachers to (re)think their values, beliefs and professional practice as teachers. As this study illustrates, uncovering the knowledge behind an action, framing and reframing problems of practice and formulating ideas for future actions can ultimately guide teachers in refining their practice and, in so doing, develop their scholarship of teaching. © 2013 Copyright Taylor and Francis Group, LLC.

  • 26.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Developing and assessing pre-service primary science teachers’ PCK through CoRes2012Conference paper (Refereed)
  • 27.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Developing primary teachers’ TPACK through Digital Didactic Design (D3)2018Conference paper (Refereed)
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  • 28.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Developing Science Teachers´ Pedagogical Content Knowledge (PCK) through the approach of Learning Study2013Conference paper (Refereed)
  • 29.
    Nilsson, Pernilla
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Exploring the use of slowmotion as a way for preservice teachers to represent biological and social aspects of reproduction2011Conference paper (Refereed)
  • 30.
    Nilsson, Pernilla
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Formative interaction in learning to teach science2011Conference paper (Refereed)
  • 31.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Framtidens Digitala Lärande i Skolan (FDLIS): Ett unikt samverkansprojekt2021Collection (editor) (Refereed)
    Abstract [en]

    Skolan står inför en stor utmaning i att möta det digitaliserade samhället, där nya former för lärande och kommunikation ständigt utvecklas. Den snabba utvecklingen av det digitala och globala samhället ställer krav på både lärares och elevers kunskaper och förmågor. Samtidigt skapar tekniken nya pedagogiska möjligheter. Det finns ett stort behov av att problematisera hur skolans praktik påverkas och kan vara en del av den av den tekniska utvecklingen.I denna bok presenterar vi ett flertal rapporter från forsknings- och samverkansprojektet Framtidens Digitala Lärande i Skolan (FDLIS). Boken är skriven av både forskare och personal inom skola och förskola, och utgör därmed ett unikt bidrag i att problematisera framtidens digitala lärande i skolan från olika perspektiv.

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    Framtidens Digitala Lärande i Skolan (FDLIS). Ett unikt samverkansprojekt
  • 32.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    From Concept to School Practice: Professional Learning for Sustainable Change in the Primary Science Classroom2012In: Teacher learning that matters: International perspectives / [ed] Mary Kooy & Klaus van Veen, New York, NY: Routledge, 2012, p. 235-252Chapter in book (Refereed)
    Abstract [en]

    In Sweden, as in some other countries, much debate about school improvement and the raising of educational standards revolves around the issue of teachers’ professional knowledge. There is no doubt that teachers play a key role in change and school improvement, but improving the quality of teaching requires much more than acquiring new tips and tricks for classroom practice.

  • 33.
    Nilsson, Pernilla
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    From lesson plan to new comprehension: Exploring student teachers’ pedagogical reasoning in learning about teaching2009In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 32, no 3, p. 239-258Article in journal (Refereed)
    Abstract [en]

    The research reported in this paper is based on an exploration of the ways in which student teachers learn about the issues and concerns that shape their own professional learning. Shulman‟s process of pedagogical reasoning and action was used as a conceptual framework to systematically elucidate different critical incidents that student teachers experienced and to then apply it as an analytic framework for developing deeper understandings of the complex task of learning to teach primary science. Primary science student teacher participants (n = 22) were stimulated to reflect upon critical incidents in order to facilitate identifying their teaching concerns and teaching needs. The data collected consisted of: (A) the results from questions to the student teachers before the lesson; (B) questions to the school pupils; and, (C) written answers to a questionnaire and audio-recordings of group discussions concerning participants‟ answers to the total data sets (A, B & C). The results indicate that by helping student teachers to focus on critical incidents in their learning to teach they come to question their practice more deeply and through such reflection, gain new insights into teaching as being problematic.

  • 34.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science.
    From PCK to TPACK - Supporting student teachers’ reflections and use of digital technologies in science teaching2023In: Research in Science & Technological Education, ISSN 0263-5143, E-ISSN 1470-1138Article in journal (Refereed)
    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.

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  • 35.
    Nilsson, Pernilla
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    From theoretical explanation to practical application: Coteaching in a pre-service primary physics course2010In: Coteaching in International Contexts: Research and practice / [ed] Colette Murphy & Kathryn Scantlebury, Dordrecht: Springer, 2010, p. 219-239Chapter in book (Refereed)
    Abstract [en]

    This chapter focuses on the use of coteaching between a physics specialist and a primary science teacher in order to promote more practical and [for primary teaching] more relevant pre-service teaching. The chapter reports on a project based on an eight weeks pre-service physics course in which a university physics teacher (associate professor) and a primary science teacher cotaught a group of primary science student teachers as they worked on practical experiments and problem-solving skills in physics. The student teachers were video recorded during experimental workshops in order to follow their activities and discussions during the experiments. All the experimental workshops were followed up with a seminar, where the physics teacher and the primary science teacher watched the video recording with the student teachers in order to reflect on how concepts were communicated. During these seminars the main role of the physics teacher was to explain difficult concepts and phenomena for the student teachers, and the primary teacher connected those explanations to a context of primary school teaching. The interaction between the physics teacher and the primary teacher at the seminars was tape-recorded for further analysis. After the eight weeks of coursework the physicist and the primary teacher were interviewed in order to study what they learned from the coteaching during the seminars. Five of the student teachers were interviewed in order to examine how they perceived the coteaching and how it influenced (or not) their attitudes towards and learning of physics. The results provide insight into the effectiveness of coteaching in a university pre-service physics course as a way to enhance a more applicable science teaching and learning.

  • 36.
    Nilsson, Pernilla
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    From theory to practice: Coteaching as a way to promote primary science student teachers´ learning in physics2009In: ESERA conference 2009, Istanbul, Turkey: Book of Abstracts, 2009Conference paper (Refereed)
    Abstract [en]

    This paper focuses on the use of coteaching between a physics specialist and a primary science teacher in order to promote more relevant pre-service teaching. The paper reports on a project based on an eight weeks preservice physics course in which a university physics teacher and a primary science teacher cotaught a group of primary science student teachers as they worked on practical experiments and problem-solving skills in physics. The student teachers were video recorded during experimental workshops in order to follow their activities and discussions during the experiments. All the experimental workshops were followed up with a seminar, where the physics teacher and the primary science teacher watched the video recording with the student teachers in order to reflect on how concepts were communicated. After the eight weeks of coursework the physicist and the primary teacher were interviewed in order to study what they learned from the coteaching during the seminars. Five of the student teachers were interviewed in order to examine how they perceived the coteaching and how it influenced (or not) their learning of physics. The results provide insight into the effectiveness of coteaching as a way to enhance a more applicable science teaching and learning.

  • 37.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Learning from a Learning Study: Developing Teachers’ PCK through Collaborative Practices2015In: Understanding Science Teacher Professional Knowledge Growth / [ed] Michel Grangeat, Rotterdam: Sense Publishers, 2015, 1, p. 155-168Chapter in book (Refereed)
  • 38.
    Nilsson, Pernilla
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Learning to teach and teaching to learn: primary student teachers' complex journey from learners to teachers2008Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis concerns the process of student teachers´ learning to teach primary scienceand is based on four studies involving primary science student teachers during theirteacher education program. The overall question that the thesis intends to investigate isin which ways student teachers‟ learning about teaching can be illustrated andunderstood in terms of the critical aspects that are experienced within their teachingand learning practices. The four papers in the thesis purposefully explore studentteachers‟ complex journey from learners to teachers and illustrate the processes oflearning to teach by highlighting important aspects within that process. Further to this,the thesis brings into focus the importance of teacher educators‟ professionalknowledge and how that knowledge must impact teacher education practice. The firstpaper explores four student teachers´ learning to teach in a primary school context. Inconnection to their teaching they were interviewed as they reflected on the video inorder to portray their knowledge needs and how they impacted their abilities to handleclassroom situations. The second paper investigates a group of primary science studentteachers‟ experiences from planning, teaching and reflecting on a science lesson withpupils aged between six and eleven in a science learning centre at the university. Thesestudent teachers identified critical incidents within their teaching which led them tofurther portray their own concerns for teaching and their teaching needs. The thirdpaper investigates the joint learning between two primary science student teachers andtheir mentors during a four week school based practice. Finally the fourth paperinvestigates primary science student teachers‟ development of subject matter of, and apositive attitude towards, physics in a specific physics course at the university, andfurther discusses the importance of subject matter knowledge and self-confidence inteaching primary science. In making explicit student teachers‟ experiences andconcerns for teaching and learning science, the practices and processes highlighted inthis thesis help to inform how to involve student teachers in developing a knowledgebase for primary science teaching.

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  • 39.
    Nilsson, Pernilla
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Learning to teach and teaching to learn: Student Teachers´ teaching concerns for learning to teach primary science2009Conference paper (Refereed)
  • 40.
    Nilsson, Pernilla
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Primary science student teachers’ and their mentors’ joint learning through reflection on their science teaching2008In: Journal of Science Teacher Education, ISSN 1046-560X, E-ISSN 1573-1847Article in journal (Refereed)
    Abstract [en]

    This paper focuses on what and how primary science student teachers and their mentors learn from planning and reflecting together on each other’s science lessons for pupils aged 7 to 9. The student teachers had had training in scientific knowledge, but only brief experience of teaching. The mentors were well experienced in the pedagogy of teaching and mentoring, but did not feel confident about their science content knowledge and the teaching of science. During a four-week school practicum, two lessons of each of two student teachers and their two mentors were video recorded and later reflected on in a stimulated recall session. During their reflections, the student teachers and the mentors gave concrete examples of their development of subject matter knowledge, pedagogical knowledge, instructional knowledge and knowledge of pupils.

  • 41.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Primary/Elementary Science Teacher Education2015In: Encyclopedia of Science Education / [ed] Richard Gunstone, Dordrecht: Springer Netherlands, 2015, 1, p. 776-781Chapter in book (Refereed)
    Abstract [en]

    (Excerpt from the content)

    What Is Primary Science?

    It is universally accepted that learning science is important for the future lives of all citizens. Therefore, science as a required part of primary and secondary education has become commonplace in most countries. As children have a natural inclination and creativity for science and the world surrounding them, one expectation of teachers is the need to develop the skills for catching students’ ideas and stimulating their questioning and their (scientific) reasoning. However, research illustrates that there has been a common concern about primary teachers’ lack of scientific knowledge which has been seen as a major barrier to developing quality science teaching and learning in primary schools. Today, primary teachers’ scientific knowledge is widely recognized as having improved, but there is still world-ranging debate about the level and nature of scientific knowledge needed by a primary teacher in order to teach science effectively.There is a lot of internation ...

  • 42.
    Nilsson, Pernilla
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Recognizing the needs - Student teachers´ learning to teach from teaching2008In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 4, no 1, p. 92-107Article in journal (Refereed)
    Abstract [en]

    This paper is based on an exploration of the ways in which primary science student teachers recognizeand learn about issues that shape their own professional learning. The paper discusses differentperspectives of “knowledgebase needed for teaching” and Shulman’s concept of pedagogical contentknowledge, and explores how elements of knowledge are to be recognized and further developedwithin primary teacher education. Primary science student teacher participants (n = 25) were stimulatedto use portfolios as a tool to reflect upon situations within their six weeks teaching practice inpre- and primary schools in order to facilitate recognizing their knowledge needs. The results give aninsight into what situations within the teaching practice that student teachers consider as importantfor their own learning to teach primary maths and science

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  • 43.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Samverkan är häftigt, svårt, coolt och vingligt FDLIS – ett unikt samverkansprojekt om skolans digitalisering2021In: Framtidens Digitala Lärande i Skolan (FDLIS): ett unikt samverkansprojekt / [ed] Pernilla Nilsson, Halmstad: Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle , 2021, 1, p. 11-33Chapter in book (Other academic)
    Abstract [sv]

    Den snabba utvecklingen av samhällets digitalisering ställer krav på lärares och elevers kunskaper och förmågor, samtidigt som tekniken skapar nya pedagogiska möjligheter. Digitaliseringen har inneburit och innebär stora förändringar både för samhället i stort och för utbildningssektorn mer specifikt. I den ständigt ökande förändringstakt som digitaliseringen medför krävs att elever och lärare utvecklar digital kompetens som ger dem möjlighet att möta förändringar och nya utmaningar. Tillgången till och användningen av digitala resurser skiljer sig åt i skolor och mellan skolor och kommuner. Anledningarna kan vara lärarnas olika kunskapsnivåer gällande digitala verktyg eller att kommunerna gör olika prioriteringar. Digitala verktyg har även fått en mer framträdande roll i skolans styrdokument vilket bidrar till ökat kravställande på alla i styrkedjan, från kommunledning till lärare. För att kunna besvara frågan om digitaliseringens betydelse för lärares undervisning och elevers lärande behöver forskningsfrågorna utgå från verksamheternas behov, och inte endast vara praktiknära utan även praktikutvecklande. Detta kapitel beskriver ett sådant praktikutvecklande samverkansprojekt kallat FDLIS, Framtidens digitala lärande i skolan, där sammanlagt tio forskare från Högskolan i Halmstad under åren 2017–2020 har samverkat med Region Halland och åtta kommuner i Halland och Skåne.

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  • 44.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Self-Study and Pedagogical Content Knowledge2012Conference paper (Refereed)
  • 45.
    Nilsson, Pernilla
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Student teacher's learning of physics in the collision of discourses2005Conference paper (Refereed)
  • 46.
    Nilsson, Pernilla
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Teaching for understanding – The complex nature of PCK in pre-service education2007In: ESERA 2007: European Science Education Research Association, International Conference in Malmö, Sweden, August 21-25, 2007, Malmö, Sweden: Malmö University , 2007, p. 120-120Conference paper (Refereed)
    Abstract [en]

    This paper focuses on the complexity and difficulties of identifying and developing student teacher's Pedagogical Content Knowledge during pre-service education. An empirical study was conducted on six primary science student teachers' learning in school practice when teaching pupils aged 9-11 in physics during a year. One third of the lessons were videotaped and the student teachers were later interviewed using the video tape for stimulated recall. Participants reflected on the pupils' and their own language and actions in the classroom and discussed their professional teaching ability and their own conceptual understanding of physics. The study emphasises the role of teaching experience and reflection in science teacher education and discusses strategies associated with integrating the practical and the theoretical in teacher education to create opportunities for student teachers to develop their PCK.

  • 47.
    Nilsson, Pernilla
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Teaching for understanding: The complex nature of pedagogical content knowledge in pre-service education2008In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 30, no 10, p. 1281-1299Article in journal (Refereed)
    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.

  • 48.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science.
    Technological Pedagogical Content Knowledge (TPACK) in Teacher Education: Supporting Preservice Teachers' Reflections and Use of Digital Technologies in Science Teaching2022Conference paper (Refereed)
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  • 49.
    Nilsson, Pernilla
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    The amusement park as a learning context of physics2005In: Haushalt und Bildung, ISSN 2193-8806, Vol. 82, no 2, p. 17-24Article in journal (Refereed)
    Abstract [en]

    Too often we hear that physics is a difficult and boring subject. To changethe attitudes towards physics one has to reflect on how the subject is taught. Anamusement park is a large hands-on physics laboratory that provides excellentdemonstrations of textbook examples on e.g. acceleration, rotation and freefallingbodies. This article opens up the amusement park as a learning contextproviding a wide variety of experimental possibilities and exciting learningrides

  • 50.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science.
    TPACK in teacher education2022In: NARST 2022 International Conference Abstract Book / [ed] NARST, 2022Conference paper (Refereed)
    Abstract [en]

    During the last decades, digital technologies have been more and more integrated into teachers ́ classrooms. As a consequence, there are high demands on teachers ́ competencies in using technology in their everyday teaching. 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. In the paper, research on PCK is used to inform the discussion of TPACK and how student teachers might develop their knowledge of integrating technology into the teaching of a particular sciencecontent. Content Representation (CoRe) as a reflective tool is modified to a Technological Content Representation (T-CoRe) to stimulate 24 student teachers ́ reflections on how they integrate digital technologies into their science teaching. When a CoRe illustrates and contributes to capturing and developing student teachers ́ PCK, a T-CoRe contributes to stimulate and capture student teachers ́ reflections on how to integrate digital technologies in their science teaching (i.e. TPACK). As such, the paper attempts to capture how student teachers integrate digital technologies into their science teaching as well as introducing an approach to explore the relationship between PCK and TPACK.

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