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Pernilla Nilsson
Halmstad University
32Publications
9H-index
489Citations
Publications 32
Newest
Göran Karlsson1
Estimated H-index: 1
(Halmstad University),
Pernilla Nilsson9
Estimated H-index: 9
(Halmstad University)
Published on Mar 4, 2019in International Journal of Science Education1.25
Pernilla Nilsson9
Estimated H-index: 9
(Halmstad University),
Göran Karlsson1
Estimated H-index: 1
(Halmstad University)
ABSTRACTDuring the last decades, digital technologies have become more common in providing opportunities for reflection and in-depth analysis of classroom practices and have afforded new ways of organising teacher education. In particular, videotaped lessons have proven to be a valuable tool for capturing teaching episodes, subsequent reflection and development of student teachers’ professional knowledge, here referred to as ‘pedagogical content knowledge’ (PCK). The aim of this project was to i...
Published on Jan 1, 2019
Alicia C. Alonzo5
Estimated H-index: 5
(MSU: Michigan State University),
Amanda Berry23
Estimated H-index: 23
(Monash University),
Pernilla Nilsson9
Estimated H-index: 9
(Halmstad University)
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...
Published on Apr 13, 2018in International Journal of Science Education1.25
Felix Schultze (Halmstad University), Pernilla Nilsson9
Estimated H-index: 9
(Halmstad University)
ABSTRACTDuring the last decade there has been on-going discussions about students’ declining interest and low achievement in science. One of the reasons suggested for this decline is that teachers and students have different frames of reference, whereby teachers sometimes communicate science in the classroom in a way that is not accessible to the students. There is a lack of research investigating the effects of coteaching with senior students in science in upper secondary schools. To improve te...
Susanne Pelger7
Estimated H-index: 7
(Lund University),
Pernilla Nilsson9
Estimated H-index: 9
(Halmstad University)
ABSTRACTIn this paper we explore how different ways of training communication skills can be successfully implemented in higher education, and which effects these activities may have on science students’ learning. Using content analysis, we studied a material consisting of 34 reports, written by 70 academic science teachers, as part of a teacher-training course on communication in science higher education. In the course, the teachers developed and implemented communication tasks into their conten...
Published on Nov 1, 2017
Göran Karlsson1
Estimated H-index: 1
,
Pernilla Nilsson9
Estimated H-index: 9
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 p ...
Published on Oct 1, 2017in Research in Science Education1.38
Susanne Walan2
Estimated H-index: 2
(Karlstad University),
Pernilla Nilsson9
Estimated H-index: 9
(Halmstad University),
Birgitta McEwen6
Estimated H-index: 6
(Karlstad University)
Studies have shown that there is a need for pedagogical content knowledge among science teachers. This study investigates two primary teachers and their objectives in choosing inquiry- and context-based instructional strategies as well as the relation between the choice of instructional strategies and the teachers’ knowledge about of students’ understanding and intended learning outcomes. Content representations created by the teachers and students’ experiences of the enacted teaching served as ...
Published on Jul 4, 2017in Journal of Science Teacher Education
Pernilla Nilsson9
Estimated H-index: 9
(Halmstad University),
Annika Elm
ABSTRACTDuring the past decade, early childhood teachers have been faced with new needs to develop their content knowledge and pedagogical 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 profe...
Published on Jan 1, 2017
Pernilla Nilsson9
Estimated H-index: 9
(Halmstad University)
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.
Published on Jan 1, 2017
Pernilla Nilsson9
Estimated H-index: 9
,
Colette Murphy
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 knowle ...
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