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Science Teaching Through the Lenses of Students - Lower Primary School

Pennegård, Eva LU (2017)
Abstract (Swedish)
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... (More)
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. (Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Contribution to conference
publication status
published
subject
pages
3 pages
language
English
LU publication?
yes
id
ba30c37f-bc52-48fe-b00c-ded392e9eb38
alternative location
http://keynote.conference-services.net/resources/444/5233/pdf/ESERA2017_0602_paper.pdf
date added to LUP
2018-02-13 11:14:23
date last changed
2018-11-21 21:38:01
@misc{ba30c37f-bc52-48fe-b00c-ded392e9eb38,
  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.},
  author       = {Pennegård, Eva},
  language     = {eng},
  month        = {08},
  pages        = {3},
  title        = {Science Teaching Through the Lenses of Students - Lower Primary School},
  year         = {2017},
}