hh.sePublications
Change search
Refine search result
12 1 - 50 of 68
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    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)
  • 2.
    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, Sevilla: 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

  • 3.
    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

  • 4.
    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)
  • 5.
    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)
  • 6.
    Nilsson, Pernilla
    Halmstad University, School of Teacher Education (LUT), 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

  • 7.
    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)
  • 8.
    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)
  • 9.
    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)
  • 10.
    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)
  • 11.
    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

  • 12.
    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.

  • 13.
    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

  • 14.
    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.

  • 15.
    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)
  • 16.
    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)
  • 17.
    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)
  • 18.
    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)
  • 19.
    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.

  • 20.
    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.

  • 21.
    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.

  • 22.
    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.

  • 23.
    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. 155-170Chapter in book (Refereed)
  • 24.
    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.

  • 25.
    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)
  • 26.
    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.

  • 27.
    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 ...

  • 28.
    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

  • 29.
    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)
  • 30.
    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)
  • 31.
    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.

  • 32.
    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.

  • 33.
    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

  • 34.
    Nilsson, Pernilla
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Trainee Teachers´ Reflection — A process study from preparation to a metacognitive experience2006In: Towards research-based science teacher education, Aachen: Shaker Verlag, 2006, p. 53-64Chapter in book (Other (popular science, discussion, etc.))
    Abstract [en]

    The aim of the study is to discuss experience and reflection referring to an empirical study of 54 primary science trainee teachers’ reflection on their science teaching to portray important factors for primary science trainee teachers´ professional development. I discuss and articulate how they reflect on why they chose a particular content for their instructions, how they interact with the pupils, the pupils’ learning, and their own learning and development of Pedagogical Content Knowledge. I use the Shulman model of Pedagogical Reasoning and Action to make a process analysis and to portray trainee teachers’ development of a new comprehension through reflection and evaluation of the process. I also use the Content Representation (CoRe) to stimulate trainee teachers’ reflection. The CoRe outlines some of the aspects of PCK `most attached to the content` e.g. knowledge of alternative conceptions, insightful ways of testing for understanding, known points of confusion, effective sequencing and important approaches to the framing of ideas. I also used questions to the pupils aimed to focus on their experiences of the lesson and also how they experience their own learning. When trainee teachers engage in reflective processes that contribute to constructing their knowledge, they begin to understand the tentativeness of knowledge about science teaching and learning.

  • 35.
    Nilsson, Pernilla
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Trainee Teachers’ Reflection: A process study from preparation to a metacognitive experience2006In: Towards Research-based Science Teacher Education: Proceedings of the 18th Symposium on Chemical and Science Education held at the University of Bremen, 15-17 June 2006, Aachen: Shaker Verlag, 2006, p. 53-64Conference paper (Refereed)
  • 36.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Trainee Teachers’ Reflection: From a Preparation of the lesson to a metacognitive experience2006In: Proceedings of the XII IOSTE symposium, Penang: Universiti Sains Malaysia , 2006Conference paper (Refereed)
  • 37.
    Nilsson, Pernilla
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Understanding and assessing science student teachers´ contemporary pedagogical content knowledge2010In: 20th Symposium on Chemistry and Science Education: Implications from Science Education Research for Orientation, Strategies and Assessment - Program, Abstracts and Information, 2010, p. 111-122Conference paper (Refereed)
    Abstract [en]

    This paper is based on a science teacher education research project that aims to connect what we know from research on [formative] assessment with what we know about student teachers ́ development of pedagogical content knowledge (PCK), and, as a consequence, seeks to determine how an articulation of this knowledge can inform innovative and meaningful approaches to science teacher education. The message inherent in the project is the potential to positively focus on formative assessment of student teachers’ development of PCK in order to determine how that can contribute to student teachers’ professional learning in ways that they personally value. Therefore, an important consequential activity is the ability to develop a contemporary framework of quality pre-service teaching that builds out of the ways in which student teachers come to understand and develop their PCK.

  • 38.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    What do we know and where do we go?: Formative assessment in developing student teachers’ professional learning of teaching science2013In: Teachers and Teaching: theory and practice, ISSN 1354-0602, E-ISSN 1470-1278, Vol. 19, no 2, p. 188-201Article in journal (Refereed)
    Abstract [en]

    In the context of teacher education, it could well be suggested that assessment activities that build on formative interactions between student teachers and teacher educators might offer new windows into better understanding teaching and learning. This paper presents findings from a study into a primary science teacher education initiative that seeks to build the foundations on which 24 primary science student teachers, through the use of formative assessment of their science teaching and learning, can begin developing their pedagogical content knowledge (PCK). In the project, formative assessment consists of activities used by teacher educators to stimulate interactions, self-and peer-assessment in order to provide insights into how student teachers develop their PCK during a semester. Content Representations (CoRes), were used as a tool to unpack the student teachers approach to teaching a science topic and the reasons for that approach. The results indicate that the use of CoRes, together with subsequent self-assessment and formative interactions with teacher educators and peers, do have the potential for PCK development for student teachers. The results further highlight the need for developing reliable and valid tools for capturing and assessing student teachers PCK in pre-service teacher education. © 2013 Taylor & Francis Group, LLC.

  • 39.
    Nilsson, Pernilla
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    What do we need to learn?: Student Teachers´ Teaching Concerns for Learning to Teach Primary Science2008Conference paper (Refereed)
    Abstract [en]

    Teaching is a complex undertaking and often requires managing unforeseen circumstances, unexpected situations and difficult dilemmas. This paper reports on an empirical study of 22 primary science student teachers’ planning, conducting and evaluating a science lesson with students aged 4-11. The aim of the study was to empirically illustrate how student teachers through reflecting on incidents within the process of planning, conducting and evaluating their first primary science lesson, perceive teaching concerns relevant for their future practice. The critical incidents were identified as situations within the teaching context that put the student teachers “on the spot” – leading to a revision of their immediate feelings, their planned teaching and of their understandings of science.

  • 40.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    When Teaching Makes a Difference: Developing science teachers´ pedagogical content knowledge through learning study2014In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 36, no 11, p. 1794-1814Article in journal (Refereed)
    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.

  • 41.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    When Teaching Makes Difference: Developing Science Teachers ́ Pedagogical Content Knowledge (PCK) Through the Approach of Learning Study2013In: NARST 2013 Annual Conference Abstracts, 2013Conference paper (Refereed)
    Abstract [en]

    The aim of this paper is to develop science teachers ́ PCK through their participation in a learning study. The research question that frames the study is “How do science teachers ́ learning about science teaching (PCK) develops as a shared practice through their participation in a learning study? As such, the project aims to investigate how teachers ́ increased (or not) professional knowledge of teaching is enhanced, and further, how students ́ learning might be developed as a consequence. During one semester, three secondary science teachers and a science education researcher worked together in a learning study in which the object of learning was to understand the concept of ion and how ions are formed. Data were collected from video recorded lessons and stimulated recall sessions in which the teachers and the researcher reflected on the lessons to analyze how the teachers developed knowledge of students learning and the impact of that knowledge on their own teaching. The results indicate that teachers ́ participation in the learning study proved to be helpful in their (re)considerations of their science teaching in that it points to the particular role of research-based learning in providing a metacognitive lens through which to analyze science teaching and learning.

  • 42.
    Nilsson, Pernilla
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Why Does Scientific Literacy Matter in Primary Schools?: Reflections on the OLGC experience2011In: Scientific Literacy Under the Microscope: A Whole School Approach to Science Teaching and Learning / [ed] John Loughran, Kathy Smith & Amanda Berry, Rotterdam: Sense Publishers, 2011, p. 127-137Chapter in book (Refereed)
  • 43.
    Nilsson, Pernilla
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Ämnesdidaktik i lärarutbildningen2012In: Skola och naturvetenskap: politik, praktik, problematik i belysning av ämnesdidaktisk forskning / [ed] Helge Strömdahl & Lena Tibell, Lund: Studentlitteratur, 2012, p. 150-172Chapter in book (Refereed)
  • 44.
    Nilsson, Pernilla
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Elm, Annika
    University of Gävle, Gävle, Sweden.
    Capturing and Developing Early Childhood Teachers’ Science Pedagogical Content Knowledge Through CoRes2017In: Journal of Science Teacher Education, ISSN 1046-560X, E-ISSN 1573-1847, Vol. 28, no 5, p. 406-424Article in journal (Refereed)
    Abstract [en]

    During the past decade, early childhood teachers have been faced with new needs to develop their content knowledge and pedagogi- cal content knowledge (PCK) for different science subject areas. In order to meet these challenges there is a strong need for professional learning programmes for early childhood teachers that focus on the development of knowledge, and skills to work with science activities in their own context. In this article, 46 early childhood teachers participated in a professional development programme aimed at helping teachers capture and further develop their content knowl- edge and PCK for teaching science through the use of content representations (CoRes). A CoRe is a holistic reflective tool for making explicit the different dimensions of, and links between, knowledge of content, teaching, and learning about a particular topic. The aim of the project was to investigate in what ways the use of the CoRe helped the teachers in planning and reflecting on their science teaching and in developing their PCK. Thus, the project was based on opportunities for teachers to develop and reframe their knowl- edge of science teaching in ways that stimulated children's curiosity for scientific phenomena. The result indicates that with its content- specific focus, the CoRe helped the teachers to highlight the science content in their activities, not only the general pedagogical knowl- edge. The use of the CoRes also helped the preschool teachers to establish the fundamental ideas of the topic they were teaching and to develop confidence in what they were teaching, why, and how. © 2017 Association for Science Teacher Education

  • 45.
    Nilsson, Pernilla
    et al.
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Johansson, Hans
    Högskolan i Skövde.
    Högberg, Dan
    Högskolan i Skövde.
    Arén, Björn
    Örebro Universitet.
    Söderström, Eva
    Högskolan i Skövde.
    Chibba, Aron
    Halmstad University, School of Business and Engineering (SET), Centre for Innovation, Entrepreneurship and Learning Research (CIEL).
    Distribuerad case-metodik i ingenjörsutbildningen2009In: 2:a Utvecklingskonferensen för Sveriges ingenjörsutbildningar: 2-3 december 2009 på Lunds Tekniska Högskola, Lund: Lunds Tekniska Högskola, Genombrottet , 2009, p. 71-73Conference paper (Refereed)
    Abstract [en]

    This paper is based on a project in which an academic developer worked as a critical friend for a group of engineering teachers in a Masters program of machine engineering in order to stimulate their collaboration and their reflection on their own teaching and learning as a way of developing their scholarship of teaching. The project was built on collaboration between three different universities, Halmstad, Örebro and Skövde and reports on how teachers, as well as the students collaborative learning experiences.

  • 46.
    Nilsson, Pernilla
    et al.
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Loughran, John
    Monash University.
    Developing and assessing professional knowledge as a science teacher educator: Learning about teaching from student teachers2012In: Self-Study in Science Teaching and Science Teacher Education / [ed] S. Bullock & T. Russell, Dordrecht: Springer Netherlands, 2012, p. 121-138Chapter in book (Refereed)
  • 47.
    Nilsson, Pernilla
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Loughran, John
    Monash University, Melbourne, Australia.
    Developing professional knowledge as a science teacher educator2013Conference paper (Refereed)
  • 48.
    Nilsson, Pernilla
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Loughran, John
    Monash University, Clayton, Australia.
    Exploring the development of pre-service elementary teachers’ pedagogical content knowledge2012In: Journal of Science Teacher Education, ISSN 1046-560X, E-ISSN 1573-1847, Vol. 23, no 7, p. 699-721Article in journal (Refereed)
    Abstract [en]

    This paper explores how a group of pre-service elementary sciencestudent teachers came to understand the development of their Pedagogical ContentKnowledge (PCK) over the course of a semester’s study in a science methods course. At the start of the semester, PCK was introduced to them as an academic construct and as a conceptual tool that they could use to plan for, and assess, the

    development of their professional knowledge and practice as beginning science teachers. All participants were provided with a tool known as a CoRe (Content Representation) and the manner in which they worked with the CoRe was such that it supported them in planning for and assessing their own learning about teaching elementary science through a focus on the development of their PCK. Through analysis of data derived from the application of a CoRe based methodology(modified and adapted for this study) to the teaching of the science topic of Air, participants’ reasons for, confidence in, and perceived meaningfulness of their learning about science teaching could be examined. In so doing, the nature of participants’ PCK development over time was made explicit. The results illustrate real possibilities for ways of enhancing student teachers’ ongoing professional learning in teacher preparation and offer a window into how the nature of PCK in pre-service education might be better understood and developed. © 2011 The Association for Science Teacher Education, USA.

  • 49.
    Nilsson, Pernilla
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Loughran, John
    Faculty of Education, Monash University, Melbourne, Australia.
    Formative assessment in learning to teach science2013In: Valuing assessment in science education: Pedagogy, curriculum, policy / [ed] Corrigan, D., Gunstone, D. & Jones, A., Dordrecht: Springer Netherlands, 2013, p. 325-345Chapter in book (Refereed)
    Abstract [en]

    This chapter explores one way of formatively assessing student teachers’ development of their learning about teaching science. This chapter is based on the use of formative interactions as a way of understanding how their learning develops. In so doing, this chapter also offers insights into how student teachers’ professional learning might be catalysed and enhanced. The data for this study is based on a primary science teacher education research project (N = 24 participants) that aimed to connect research on [formative] assessment with the development of student teachers’ learning to teach science, and, as a consequence, sets out to illustrate how an articulation of this knowledge might inform approaches to science teacher education. The results of this project highlight the potential to positively focus student teachers’ self-reflection and self-assessment through formative interactions.

  • 50.
    Nilsson, Pernilla
    et al.
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Loughran, John
    Monash University.
    Understanding and Assessing primary science student teachers´ Pedagogical Content Knowledge2010In: NARST 2010 Annual Conference: presentation abstracts, 2010Conference paper (Refereed)
    Abstract [en]

    Despite repeated calls for reliable and valid assessments of teachers’ pedagogical content knowledge (PCK), tools suitable for assessing teachers’ knowledge remain inadequate. Therefore, exploring ways of how to formatively assess student teachers ́ PCK is important; both for understanding how PCK develops and for the ways in which we might develop strategies in teacher education for enhancing science teaching and student teachers ́ professional learning. This paper is based on a science teacher education research project that aims to connect what we know from research on [formative] assessment with what we know about student teachers ́ development of PCK, and, as a consequence, seeks to determine how an articulation of this knowledge might inform meaningful approaches to science teacher education. During one semester, 24 primary science student teachers were provided with tools for assessment (Content Representation (CoRe), self-assessment and reflective activities) in order to examine their approach to the teaching of a topic and the reasons for that approach in ways that might demonstrate the extent of their PCK development over time. The project highlights the potential to positively focus on formative assessment of student teachers’ development of PCK in order to determine how that might contribute to student teachers’ professional learning.

12 1 - 50 of 68
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf