| 1. |
- Nilsson, Pernilla, 1969-
(författare)
-
Barns kommunikation och lärande i fysik genom praktiska experiment
- 2005
-
Ingår i: NorDiNa. - Oslo : Naturfagsenteret. - 1504-4556 .- 1894-1257. ; 1:1, s. 58-69
-
Tidskriftsartikel (refereegranskat)abstract
- 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
|
|
| 2. |
- Nilsson, Pernilla, 1969-, et al.
(författare)
-
Distribuerad case-metodik i ingenjörsutbildningen
- 2009
-
Ingår i: Den 2:a Utvecklingskonferensen för Sveriges ingenjörsutbildningar. - Lund : Lunds Tekniska Högskola, Genombrottet. ; , s. 71-73, s. 71-73
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper is based on a project in which an academic developer worked as a critical friend for a group of 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.
|
|
| 3. |
- Nilsson, Pernilla, 1969-, et al.
(författare)
-
Do we dare to teach physics? - Primary science student teachers´ development of subject matter knowledge and a positive attitude towards physics
- 2008
-
Ingår i: Proceedings of ECER 2008, From Teaching to Learning?. - Berlin : European Educational Research Association (EERA).
-
Konferensbidrag (refereegranskat)abstract
- We know from research that primary school teachers have limited science knowledge which results in a low confidence of teaching science (Appleton, 2003, 2005, 2006). We also know that in particular primary teachers hold conceptions about physical phenomena similar to those hold by school children, although expressed in a more sophisticated language (Cochran & Jones, 1998). The low confidence often results in a teaching limited to ‘science activities that work’ (Appleton, 2003) related to science pedagogical content. Further to this, teachers who have little subject matter knowledge have limited options “…especially if they lack confidence to choose activities that work from science topics about which they know little, or to acquire new science content knowledge for themselves” (Appleton, 2005, p. 42). With this in mind, by focusing attention on how student teachers develop subject matter knowledge and positive attitudes as particular aspects of the knowledge base for teaching (Shulman, 1986, 1987), important factors for this development to occur need to be mapped and conceptualized. In 1986 Shulman focused attention on the subject matter knowledge (SMK) by emphasizing that a teacher cannot explain to his/her students the principles underlying physical phenomena if he/she does not explicitly understand them. Subject matter knowledge refers to a teacher’s quantity, quality and organisation of information, conceptualisations and underlying constructs in a given field of science (Zeidler, 2002). Shulman (1986, 1987) argued further that only subject matter knowledge was not enough for teaching. Hence the question of how the subject matter knowledge was to be transformed made him introduce the term pedagogical content knowledge (PCK) as a special amalgam of subject matter knowledge and knowledge of general pedagogy. In the context of primary science teacher education, research has indicated that primary student teachers often experience physics as difficult and abstract resulting in difficulties to transform the content to the students (Author 1, in press). During physics courses the student teachers learn to use laws and formulas, but they do not manage to link these formulas to the everyday phenomena that they are supposed to teach in primary school. Research has also indicated that science knowledge is a significant factor that influences primary teachers´ attitudes towards and confidence in teaching science (Appleton, 2006, Harlen & Holroyd, 1997). There is a relationship between primary teachers´ subject matter knowledge and their attitudes which in turn affects pupils´ understanding and attitudes (Jarvis & Pell, 2006, Osborne & Simon, 1996).Therefore, the project that underpinned this study aimed to make physics more comprehensible and attractive for primary student teachers so that they become able to teach physics in a stimulating way to young children. Research Questions The following research questions formed the basis from which a research study was constructed to appropriately respond to the overall purpose of the study:• What factors do primary science student teachers consider as important for their development of subject matter knowledge in physics?• How do these factors contribute to the student teachers´ development of SMK and a positive attitude towards physics?
|
|
| 4. |
- Nilsson, Pernilla, 1969-, et al.
(författare)
-
En jämförande studie av olika elevgruppers förståelse av accelerationsbegreppet
- 2005
-
Konferensbidrag (refereegranskat)abstract
- SyfteBegreppet acceleration har visat sig vara ett svårt begrepp att förstå, även i högre kurser i fysik. Kopplingen mellan acceleration och kraft är ofta oklar. Studenterna har svårt att förstå hur krafter verkar, eller vilka krafter som finns. De blandar t.ex. ofta in tröghets-krafter. I detta konferensbidrag diskuterar vi resultaten från en jämförande studie av hur 11-åringar, lärarstudenter F-5 och teknisk fysikstudenter (civilingenjörsstudenter) diskuterar och resonerar runt begreppet acceleration. Empirin bygger på fria gruppdiskussioner och intervjuer beträffande accelerationsbegreppet vid experiment i klassrummet och på nöjesparken Liseberg. I denna studie söker vi svar på frågor som: hur påverkas resonemanget och språket av förkunskaper och tidigare erfarenheter av fysik? Vilken inverkan har den lärandekontext de befinner sig i? Hur använder de olika elevgrupperna vardagsspråk kontra vetenskapligt språk då de beskriver begreppet acceleration? Vi är också intresserade av att se hur de tre elevgrupperna relaterar begreppet acceleration till begreppet kraft och om det finns det ett mönster beträffande missuppfattningar av accelerationsbegreppet och kraftbegreppet.Bakgrund och teoretisk utgångspunktGunstone & Watts (i Driver mfl, 1985) har sammanställt några av barns grundläggande idéer och tankar om relationen mellan kraft och rörelse. I dessa studier framkommer det att vanliga missuppfattningar är att det inte kan finnas någon kraft utan rörelse och att kraft har att göra med levande varelser.Studien bygger på ett perspektiv på lärande där kunskap fördjupas i diskurser och där språket är ett viktigt redskap för att utveckla och kommunicera kunskap (Vygotsky, 1934/1986; Dyste, 2003). I sina diskussioner visar barnen och studenterna på ett resonemang där flera fysikaliska termer och begrepp utvecklas, förklaras, exemplifieras och kopplas till ett vardagssammanhang.Forskning visar att elever ofta känner sig osäkra inför den naturvetenskapliga diskursen (Schoultz, 2000). De har svårigheter att använda naturvetenskapliga termer och begrepp i samtal och texter. Alltför ofta använder de endast termen för ett fenomen som en korrekt förklaring. För att förstå naturvetenskapen räcker det inte att endast ytligt känna till dessa termer och begrepp utan man måste ha en djupare förståelse av dessa, såväl som en förståelse av hur de är sammanlänkade till en enhetlig begreppsbild.I det objektiva naturvetenskapliga språket använder man ett begreppssystem som inte refererar till mänskliga upplevelser. Genom att koppla in de mäskliga upplevelserna av olika fenomen kan begreppen få en ny dimension som kan underlätta förståelsen och inlärningsprocessen.Empiriskt materialSamtliga elevgrupper i denna studie har diskuterat begreppet acceleration både med hjälp av olika klassrumsexperiment, och i samband med olika åkattraktioner på Liseberg. Därför består det empiriska materialet av video och kassettbandinspelningar av gruppdiskussioner vid klassrumsexperiment, men även av diskussioner och spontana intervjuer och videofilmer från Liseberg.
|
|
| 5. |
- Nilsson, Pernilla, 1969-, et al.
(författare)
-
Experienced Primary Teachers’ and Primary Science Student Teachers’ Collaborative Learning Through Reflection on Their Science Teaching
- 2008
-
Ingår i: 2008 NARST Annual International Conference Program Book.
-
Konferensbidrag (refereegranskat)abstract
- This paper addresses the questions of what and how two mentoring primary teachers and two science primary student teachers learned from their common experiences while planning, implementing, and reflecting on different science teaching activities with students aged 7-9 during a four-week school practicum. During four weeks, two lessons each of the student teachers and two of the mentors were video recorded. In connection to each lesson, the student teacher and the mentor, working in pairs, reflected on the video recorded lesson in a stimulated recall session. The student teachers had had training in scientific knowledge but only brief experience of teaching. The mentors were well experienced in the pedagogy of primary teaching and mentoring, but did not feel confident with their science content knowledge. During the reflections the student teachers and the mentors expressed an increased understanding of both teaching and learning science, an improvement of their own practice, and a collaborative learning experience throughout the process of working, observing and reflecting together. The results support new insight into what learning comes from professional relationships built on the process of planning, teaching and reflecting together.
|
|
| 6. |
- Nilsson, Pernilla, 1969-
(författare)
-
From lesson plan to new comprehension : Exploring student teachers’ pedagogical reasoning in learning about teaching
- 2009
-
Ingår i: European Journal of Teacher Education. - Oxfordshire, England : Routledge. - 0261-9768 .- 1469-5928. ; 32:3, s. 239-258
-
Tidskriftsartikel (refereegranskat)abstract
- 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.
|
|
| 7. |
- Nilsson, Pernilla, 1969-
(författare)
-
From theory to practice : Coteaching as a way to promote primary science student teachers´ learning in physics
- 2009
-
Ingår i: ESERA conference 2009, Istanbul, Turkey.
-
Konferensbidrag (refereegranskat)abstract
- 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.
|
|
| 8. |
- Nilsson, Pernilla, 1969-, et al.
(författare)
-
How will we understand what we teach? : Primary student teachers´ perceptions of how to develop subject matter knowledge and a positive attitude towards physics
- 2009
-
Konferensbidrag (refereegranskat)abstract
- It is well known that many primary teachers have a negative attitude towards science as well as limited science subject matter knowledge. During a course, 40 primary science student teachers were video recorded to follow their activities during practical experiments in physics. After every workshop, they watched the video in order to reflect on their activities and communication in the group. After the course a questionnaire including a storyline was used to elicit the student teachers´ perceptions of their development of subject matter knowledge during the course. Finally, five participants were interviewed. The results give an insight into factors that primary student teachers described as important to develop subject matter knowledge and a more positive attitude towards physics.
|
|
| 9. |
|
|
| 10. |
- Nilsson, Pernilla, 1969-
(författare)
-
Learning to Teach and Teaching to Learn : Primary science student teachers´ complex journey from learners to teachers
- 2008
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis concerns the process of student teachers´ learning to teach primary science and is based on four studies involving primary science student teachers during their teacher education program. The overall question that the thesis intends to investigate is in which ways student teachers’ learning about teaching can be illustrated and understood in terms of the critical aspects that are experienced within their teaching and learning practices. The four papers in the thesis purposefully explore student teachers’ complex journey from learners to teachers and illustrate the processes of learning to teach by highlighting important aspects within that process. In the thesis the concept of pedagogical content knowledge (PCK) is used as the knowledge a teacher needs to construct and implement science learning experiences for pupils. Further to this, the thesis brings into focus the importance of teacher educators’ professional knowledge and how that knowledge must impact teacher education practice. In making explicit student teachers’ experiences and concerns for teaching and learning science, the practices and processes highlighted in this thesis help to inform how to involve student teachers in developing a knowledge base for primary science teaching.
|
|
