| 1. |
- Kullberg, Angelika, 1969, et al.
(författare)
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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 science
- 2016
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Ingår i: Teachers and Teaching. - Abingdon : Routledge. - 1354-0602 .- 1470-1278. ; 22:6
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Tidskriftsartikel (refereegranskat)abstract
- Twelve lower secondary schoolteachers 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 three modified lesson studies with three cycles in four different groups during three semesters. The modified lesson studies were 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) are learned through engaging with instances of contrasting concepts and principles. The core idea is that new meanings derive from differences, not from sameness. After the three modified lesson studies, the teachers were asked to once again teach the same topic as in the recorded lessons before the lesson studies. The new lessons were also recorded 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 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.
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| 2. |
- Nilsson, Pernilla, 1969-, et al.
(författare)
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Coherence in science teacher education : Supporting preservice teachers´use of digital technologies in science
- 2019
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Research indicates, that despite increased access and improved technical artefacts, few teachers have integrated ICT in the curriculum in a way that leads to significant changes in classroom practice. This paper reports on a project where 19 preservice teachers were provided with a reflective tool (T-CoRe) in order to systematically encourage reflection on why and how to use digital technologies in their science teaching. The project aimed to capture and understand aspects of preservice teachers TPACK while planning for teaching particular science topic. The results indicate that working with the T-CoRe has the potential of helping preservice teachers conceptualise their TPACK and make explicit the different dimensions of, and links between, knowledge of content, teaching, and learning about a topic through the use of digital technologies.
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| 3. |
- Widing, Lizette, 1973-, et al.
(författare)
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A Student-Active Approach to Science Models and Representation : A Way to Improve Scientific Language of Second Language Learners?
- 2019
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Recent years changes have taken place in European and Swedish schools. The classroom situation has in many schools changed from single-lingual to multilingual. A larger number of students in Sweden are in the beginning of speaking Swedish but who participate in the same teaching as native speakers. The science disciplines, primarily chemistry, are experienced as difficult by many students because chemistry is abstract and contain many subject-specific concepts. It is a great challenge for teachers to offer teaching adapted to all students regardless of first language.This study intends to investigate how a student-active approach to representations and models in chemistry might be a way to develop the scientific language of second language learners. Active student approach to properties of polymers is a concrete way to visualize and discuss chemical bonding, often perceived abstract otherwise. The study is conducted in a multilingual class, with eight different first languages represented, in upper secondary school in Sweden. The teacher and majority of the students speak Swedish as their first language. Since several languages are represented students cannot use code switching or translanguaging when learning chemistry, to the same extent as in bilingual contexts. In this study, learning is approached as a sociocultural activity focusing on how scientific language develop through interaction with others. Data is collected from classroom practices using audio and video recordings and followed up with semi-structured interviews. Language is analysed from the perspective of adequate scientific language and correct use and understanding of subject-specific concepts using a thematic coding approach. To increase validity intra-rater reliability are used. As the amount of research on how second-language learners use subject specific language while working with models and representations in chemistry is limited, this study might provide useful information about new strategies to improve scientific language of second language learners.
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| 4. |
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| 5. |
- Zimmerman Nilsson, Marie-Helene, 1967-, et al.
(författare)
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From Pedagogical Knowledge to Pedagogical Content Knowledge : Development in Mentor and Student-Teacher Group Conversations
- 2019
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Ingår i: International Journal of Learning, Teaching and Educational Research. - Port Louis : Tresorix Ltd. - 1694-2493 .- 1694-2116. ; 18:10, s. 233-247
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Tidskriftsartikel (refereegranskat)abstract
- This case study focuses on mentor group conversation meetings with primary student-teachers, demonstrating how student-teachers ́ reflections on classroom experiences might influence their understanding of the complicated relationship between teaching, subject matter content and the context. The aim is to study how mentors ́ and student-teachers ́ reflections affect (or not) the student-teachers ́ development of pedagogical content knowledge (PCK). The theoretical framework derives from a sociocultural perspective, emphasising the collective character of teaching and learning. The empirical material consists of video documented mentor group conversations during one semester within an academic school context. Findings show development of PCK, highlighting a transition from pedagogical knowledge and contextual knowledge, to a blending of subject matter knowledge, pedagogical knowledge and contextual knowledge. This blending only occurred when the student teachers reflected on their teaching. Findings demonstrate the need to systematically explore student-teacher reflections of their teaching in practice to discern how different knowledge bases integrate into PCK. ©2019 The authors and IJLTER.ORG. All rights reserved.
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| 6. |
- Zimmerman Nilsson, Marie-Helene, 1967-, et al.
(författare)
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Teaching in a digital learning platform : A case study of how second language English teachers express their Technological Pedagogical Content Knowledge (TPACK) during collegial reflections
- 2018
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Ingår i: ICERI2018 Proceedings. - : The International Academy of Technology, Education and Development. - 9788409059485 ; , s. 9366-9371
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Konferensbidrag (refereegranskat)abstract
- During the last decade, digital technologies have been more and more integrated into teachers´ classroom practice. Perceptions of knowledge and the teacher´s role might change when digital resources are introduced in the classroom - regardless of the subject. As a consequence, teachers might reconsider the concept of learning in educational contexts. Despite a vast number of studies from a Technological pedagogical content knowledge (TPACK) perspective, there is still a need for studies that focus on how TPACK develops among teachers. Thus, the aim of this case study is to explore how three teachers´ Technological pedagogical content knowledge (TPACK) is expressed during a second language English project in secondary school. The research question is: How are teachers´ components of TPACK expressed and integrated within their reflections on their teaching in a second language English project with a digital learning platform? The theoretical framework is based on Pedagogical Content Knowledge (PCK) and more specifically on technological pedagogical content knowledge (TPACK), which is essential to this study. The empirical data consists of video recorded stimulated recall group interviews and the analysis is inspired by the structures of content analysis. The research context was a compulsory school situated near a larger town. The school had a special license with a digital learning company that provided a digital learning management system called Digital learning platform (DLP), that offered opportunities to arrange teaching projects digitally. The results show that several combined components of TPACK are present in teachers´ reflections on their teaching; Technological pedagogical knowledge (TPK), Technological content knowledge (TCK), and Pedagogical content knowledge (PCK). The way in which these components appear seems to depend on the phase in the project. Thus, when planning the project, expressions of TPACK are characterised by suggestions of how to use the Digital Learning Platform (DPL), whereas reflections after teaching were characterised by analysing the use of the DPL related to advantages or disadvantages for students´ learning processes. Overall, the teachers´ reflections on their teaching developed, where components of TPACK related to functions in the DPL after the project were referred to in a more deepened and differentiated way. In summary, discussions and reflections with regard to the possibilities and limitations for learning with the use of DPL in school and important questions concerning teachers´ digital competence were elucidated. As such, the result of this study might create a discussion of and recommendations for how teachers choose, combine, implement, and evaluate digital technologies for different teaching and learning situations.
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| 7. |
- Zimmerman Nilsson, Marie-Helene, 1967-, et al.
(författare)
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When Content Matters - Capturing and Developing Preschool Student Teachers´ Pedagogical Content Knowledge in Music
- 2017
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Ingår i: ABSTRACTS. ; , s. 37-37
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Konferensbidrag (refereegranskat)abstract
- This study focuses on a group of preschool student teachers´ reflections of their Pedagogical Content Knowledge (PCK) during a 10-week music methods course. The student teachers created Content Representations (CoRe) when planning before and reflecting after their music lessons in a preschool context. The analysis of written reflections in CoRe protocols about the teaching of “Dynamics” indicates changes in focus between CoRe 1 and CoRe 2, suggesting a development of PCK. More specifically it was a progress from children gaining experience to children´s understanding, from teaching strategies to children´s learning, and from the teacher governing the activity to involve children collaboration. In conclusion, this approach to enhancing preschool teachers´ professional development in music adapting a CoRe based methodology has a promising potential to make their PCK more explicit and elaborate.
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| 8. |
- Alonzo, Alicia C., et al.
(författare)
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Unpacking the Complexity of Science Teachers’ PCK in Action : Enacted and Personal PCK
- 2019. - 1
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Ingår i: Repositioning Pedagogical Content Knowledge in Teachers’ Professional Knowledge. - Singapore : Springer. - 9789811358982 - 9789811358975 ; , s. 271-286
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Bokkapitel (refereegranskat)abstract
- 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.
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| 9. |
- Alonzo, Alicia, et al.
(författare)
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EPCK : Diving into the inner circle
- 2019
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Konferensbidrag (refereegranskat)abstract
- 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.
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| 10. |
- Bergqvist, Anna, 1969-
(författare)
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Teaching and learning of chemical bonding models : Aspects of textbooks, students’ understanding and teachers’ professional knowledge
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Despite the growing importance of science and technology in society, school students consider these subjects irrelevant and hard to learn. Teachers must therefore know how to teach science in ways that enhance students’ understanding and interest. This thesis explores various aspects of the teaching and learning of chemical bonding, an important topic in school chemistry that is primarily taught using models. Research has shown that students find chemical bonding difficult to understand, and that the use of models in science education contributes to this difficulty. I therefore investigated teachers’ knowledge of how to teach chemical bonding and ways of developing it to improve students’ understanding. To this end, I analysed chemistry textbooks and teachers’ lesson plans, and conducted semi-structured interviews with teachers about their teaching of chemical bonding. This revealed that the representations of chemical bonding used in textbooks and by teachers can cause students difficulties. The teachers were generally unaware of how these representations might affect students’ understanding, implying that their pedagogical content knowledge (PCK) could be improved. To explore ways of incorporating research findings into teaching practice and developing teachers’ PCK, I conducted a learning study in which three secondary science teachers together explored and reflected on their own teaching practice. CoRe, a method for creating detailed descriptions of what, how, and why specific content is taught, was used to enhance the reflections and make the teachers’ PCK explicit. As a result, the teachers developed their representations of chemical bonding, became more aware of students’ understanding, and were better able to motivate their actions and choices of content and strategies.This thesis shows how professional development can bridge the gap between research and teaching practice, and how teachers’ PCK can be developed to improve students’ understanding.
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