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- Jakobsson, Anders, et al.
(författare)
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Vetenskapskommunikation och skolutveckling som en del av den tredje uppgiften
- 2019
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Ingår i: En historiker korsar sitt spår. - : Malmö universitet. - 9789178770335 - 9789178770458 ; , s. 221-237
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I detta kapitel fokuserar vi hur universitetens samverkan med det omgivande samhället kan bidra med ny forskning och samtidigt verka för spridning av nya forskningsresultat. I forskarskolan Communicate science in school (CSiS) deltar tio lärare i en forskarutbildning där deltagarna efter avslutad utbildning erhåller en licentiatexamen i naturvetenskapernas didaktik. Ett viktigt syfte med forskarskolan är att fortlöpande samla förvaltningschefer, rektorer och forskarstuderande för att diskutera och förstärka skolutveckling i förskolan, grundskolan och gymnasieskolan på vetenskaplig grund. Det innebär att initiera samtal om hur de berörda lärarnas kunskaper ska komma kommunernas skolutveckling till godo efter avlagd examen. Gemensamt för samtliga forskarstuderande har varit att problematisera skolämnenas innehåll i relation till modern forskning i naturvetenskap och teknik men också att ta del av internationell utbildningsvetenskaplig forskning i relation till undervisningsformer och organisering av själva undervisningen.
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| 2. |
- Pennegård, Eva, et al.
(författare)
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Vetenskapskommunikation och skolutveckling som en del av det tredje uppdraget
- 2019
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Ingår i: En historiker korsar sitt spår : En vänbok till Roger Johansson om att lära sig av historien och lära ut historia - En vänbok till Roger Johansson om att lära sig av historien och lära ut historia. - 9789178770335 - 9789178770458 ; , s. 231-233
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Bokkapitel (populärvet., debatt m.m.)
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| 3. |
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| 4. |
- Pennegård, Eva
(författare)
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Science Teaching Through the Lenses of Students - Lower Primary School
- 2017
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Konferensbidrag (refereegranskat)abstract
- The purpose of this study is to examine how teachers' PCK is expressed in a Science teaching practice, both from a teacher and a student perspective. The study is a qualitative study of three teachers' physics classroom lectures in grades 7-8. International research highlights the teacher's impact on students' achievement in general and in science education in particular and there are several ongoing projects that investigate these components of this impact. This study investigates how teachers describe and reflect on their teaching actions while teaching physics and how these actions are experienced by the students. The study uses the concept, Pedagogical Content Knowledge (PCK) as a perspective on teacher knowledge. In the study, lessons were prepared in a collegial collaboration using the conceptual tool Content Representation (CoRe). The lessons were conducted, video-recorded and reflected through stimulated recall interviews in video clubs with both teachers and students. Teachers and students watched the video-recordings in the video club settings which were also video-recorded and transcribed for further analysis. The results shows how the implicit PCK was made explicit in video clubs. The dialectic process between teaching and learning was made visible to the teachers and led to a professional development and an extended understanding of the students response to the teachers´ actions.
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| 5. |
- Pennegård, Eva
(författare)
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Science Teaching Through the Lenses of Students : Lower Secondary School
- 2019
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Ingår i: Contributions from Science Education Research. - Cham : Springer International Publishing. - 2213-3623 .- 2213-3631. ; 6, s. 273-284
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Bokkapitel (refereegranskat)abstract
- The purpose of this study is to examine how teachers’ PCK is expressed in science teaching practice, both from a teacher’s and a student’s perspective. It is a qualitative study of three teachers’ physics classroom lectures in grades 7 and 8. International research has highlighted the impact of teachers on students’ achievement in general and in science education in particular, and several ongoing projects are investigating the components of this impact. The present study investigates how teachers describe and reflect on their teaching actions while teaching physics and how these actions are experienced by the students. The study uses the concept of pedagogical content knowledge (PCK) as a perspective on teacher knowledge. In the study, lessons were prepared in a collegial collaboration using the content representation (CoRe) conceptual tool. The lessons were conducted, video-recorded, and reflected through stimulated recall interviews in video clubs with both teachers and students. Teachers and students watched the video recordings in the video club settings, which were also video-recorded and transcribed for further analysis. The results show how the implicit PCK was made explicit in video clubs. The dialectic process between teaching and learning was made visible to the teachers and led to a professional development and an extended understanding of the students’ response to the teachers’ actions.
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