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Kellner, Eva
Publications (10 of 13) Show all publications
Attorps, I. & Kellner, E. (2017). School-€“University Action Research: Impacts on Teaching Practices and Pupil Learning. International Journal of Science and Mathematics Education, 15(2), 313-330
Open this publication in new window or tab >>School-€“University Action Research: Impacts on Teaching Practices and Pupil Learning
2017 (English)In: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 15, no 2, p. 313-330Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to describe a design and implementation of a school–university action research project about teaching and learning biology and mathematics in primary school. Nine teachers in grades 1 to 6, in collaboration with two researchers, were using content representation (CoRe) in learning study (LS)-inspired cycle as pedagogical tools when planning, implementing, and reflecting on lessons and pupil learning. By using pre- and post-tests, the teachers acquired knowledge about pupil subject-specific knowledge and learning. Some examples are given on how the tools in the project influenced the teaching practices and pupil learning. This research design brought together university and school practitioners to work collaboratively in a professional learning community, which developed teaching and learning in biology and mathematics.

Keywords
Action research, Content representation, Learning study, Professional development, Professional learning community
National Category
Didactics Mathematics
Identifiers
urn:nbn:se:hig:diva-20613 (URN)10.1007/s10763-015-9686-6 (DOI)000391393300007 ()2-s2.0-84944710362 (Scopus ID)
Funder
Sida - Swedish International Development Cooperation Agency
Available from: 2015-11-19 Created: 2015-11-19 Last updated: 2018-03-13Bibliographically approved
Kellner, E. (2016). (I) gapet mellan teori och praktik - utveckling av lärarkunskap i biologi (1ed.). In: Mikael Björling (Ed.), Ämnesdidaktiska utmaningar - inom matematik, naturvetenskap och teknik: (pp. 47-60). Gävle: Gävle University Press
Open this publication in new window or tab >>(I) gapet mellan teori och praktik - utveckling av lärarkunskap i biologi
2016 (Swedish)In: Ämnesdidaktiska utmaningar - inom matematik, naturvetenskap och teknik / [ed] Mikael Björling, Gävle: Gävle University Press , 2016, 1, p. 47-60Chapter in book (Other academic)
Place, publisher, year, edition, pages
Gävle: Gävle University Press, 2016 Edition: 1
Series
Lärarutbildningens skriftserie, ISSN 1652-0955 ; 7
National Category
Other Biological Topics Didactics
Identifiers
urn:nbn:se:hig:diva-23044 (URN)978-91-974893-6-2 (ISBN)978-91-974893-7-9 (ISBN)
Available from: 2016-12-14 Created: 2016-12-14 Last updated: 2018-03-13Bibliographically approved
Kellner, E. & Attorps, I. (2016). Kollegialt lärande: aktionsforskning i biologi- och matematikundervisning (1ed.). In: Mikael Björling (Ed.), Ämnesdidaktiska utmaningar - inom matematik, naturvetenskap och teknik: (pp. 61-74). Gävle: Gävle University Press
Open this publication in new window or tab >>Kollegialt lärande: aktionsforskning i biologi- och matematikundervisning
2016 (Swedish)In: Ämnesdidaktiska utmaningar - inom matematik, naturvetenskap och teknik / [ed] Mikael Björling, Gävle: Gävle University Press , 2016, 1, p. 61-74Chapter in book (Other academic)
Place, publisher, year, edition, pages
Gävle: Gävle University Press, 2016 Edition: 1
Series
Lärarutbildningens skriftserie, ISSN 1652-0955 ; 7
National Category
Other Biological Topics Didactics
Identifiers
urn:nbn:se:hig:diva-23046 (URN)978-91-974893-6-2 (ISBN)978-91-974893-7-9 (ISBN)
Available from: 2016-12-14 Created: 2016-12-14 Last updated: 2018-03-13Bibliographically approved
Kellner, E. & Attorps, I. (2015). Primary school teachers' concerns and needs in biology and mathematics teaching. NorDiNa: Nordic Studies in Science Education, 11(3), 282-292
Open this publication in new window or tab >>Primary school teachers' concerns and needs in biology and mathematics teaching
2015 (English)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 11, no 3, p. 282-292Article in journal (Refereed) Published
Abstract [en]

The aim of this paper is to provide insights into nine primary school teachers’ concerns and instructional needs in biology and mathematics, grades 1 to 6. By using Content Representation, combined with Learning Study in an action research project, teachers were encouraged to reflect on their conceptions, processes of instructing and pupil learning. From concerns articulated by teachers three instructional needs emerged: (i) to make subject progression, especially in biology, and pupil learning more visible, (ii) to develop mathematics teaching in order to change pupils’ views of the subject, and (iii) to develop teachers’ subject matter knowledge and teaching in an ongoing collaborative process.  The paper argues that in order to stimulate teacher professional development it is important to make teacher concerns and thereby needs explicit. They help teachers to identify and reflect on relations between teacher subject matter knowledge, pedagogical content knowledge and pupil learning.

Keywords
biology and mathematics, teacher knowledge and professional learning communities, primary school, content representation and Learning study
National Category
Other Natural Sciences
Identifiers
urn:nbn:se:hig:diva-23043 (URN)
Available from: 2016-12-14 Created: 2016-12-14 Last updated: 2018-03-13Bibliographically approved
Kellner, E. & Attorps, I. (2014). Kollegialt lärande om progression i biologi- och matematikundervisning. Nämnaren : tidskrift för matematikundervisning, 41(4), 3-8
Open this publication in new window or tab >>Kollegialt lärande om progression i biologi- och matematikundervisning
2014 (Swedish)In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, Vol. 41, no 4, p. 3-8Article in journal (Other (popular science, discussion, etc.)) Published
Abstract [sv]

Kan man utveckla undervisningen i biologi och matematik samtidigt? Ett lärarlag samarbetade med två forskare för att undersöka och svara på frågan. De undervisningsområden som valdes ut handlar om ekosystem och övergången mellan aritmetik och algebra.

Place, publisher, year, edition, pages
Göteborg: Nationellt centrum för matematikutbildning (NCM), 2014
National Category
Other Natural Sciences Mathematics Biological Sciences Educational Sciences
Identifiers
urn:nbn:se:hig:diva-18205 (URN)
Available from: 2014-11-27 Created: 2014-11-27 Last updated: 2018-12-03Bibliographically approved
Kellner, E., Gullberg, A., Attorps, I., Thorén, I. & Tärneberg, R. (2011). Prospective teachers' initial conceptions about pupils difficulties in science and mathematics: a potential resource in teacher education. International Journal of Science and Mathematics Education, 9(4), 843-866
Open this publication in new window or tab >>Prospective teachers' initial conceptions about pupils difficulties in science and mathematics: a potential resource in teacher education
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2011 (English)In: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 9, no 4, p. 843-866Article in journal (Refereed) Published
Abstract [en]

A crucial issue for prospective teachers (PTs) in their education is to develop pedagogical content knowledge (PCK; i.e. how to make a topic comprehensible to pupils). However, research has shown that PTs may have tacit ideas about teaching that act as filters preventing consideration of unfamiliar and discrepant ideas. These ideas must be elicited and taken into consideration in order to be modified. Therefore, PTs’ explicit conceptions may constitute a valuable resource in teacher education. The aim of this study was to investigate PTs’ ideas about pupils’ difficulties, at a topic-specific level, upon beginning the teacher education programme. The “Lesson Preparation Method” was used in four case studies to elicit the conceptions of 32 PTs regarding pupils’ difficulties in four specific science and mathematics topics: plant growth, gases, equations and heat and temperature. In all four topic groups (n = 5 – 11), there was a variety of initial conceptions about pupils’ difficulties, which were categorised into two to five topic-specific categories. Although, initially, PTs may not have expressed any notions about pupils’ difficulties, conceptions were elicited by using the Lesson Preparation Method. Furthermore, we found that the initial ideas corresponded with earlier research on pupils’ difficulties, which could provide a potential resource when creating a scaffolding context in teacher education programmes where PCK development is stimulated.

Keywords
initial conceptions, mathematics, pedagogical content knowledge (PCK), science, teacher education
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-7863 (URN)10.1007/s10763-010-9232-5 (DOI)000292287500004 ()2-s2.0-79959729318 (Scopus ID)
Available from: 2010-10-26 Created: 2010-10-26 Last updated: 2018-12-03Bibliographically approved
Attorps, I. & Kellner, E. (Eds.). (2008). Conceptions and beliefs in mathematics and science education including MAVI XIII. Gävle: University of Gävle
Open this publication in new window or tab >>Conceptions and beliefs in mathematics and science education including MAVI XIII
2008 (English)Conference proceedings (editor) (Other academic)
Place, publisher, year, edition, pages
Gävle: University of Gävle, 2008. p. 97
Keywords
Ämnesdidaktik
National Category
Other Mathematics
Identifiers
urn:nbn:se:hig:diva-1907 (URN)
Available from: 2008-06-04 Created: 2008-06-04 Last updated: 2018-03-13Bibliographically approved
Gullberg, A., Kellner, E., Attorps, I., Thorén, I. & Tärneberg, R. (2008). Prospective teachers’ initial conceptions about pupils’ understanding of science and mathematics. European Journal of Teacher Education, 31(3), 257-278
Open this publication in new window or tab >>Prospective teachers’ initial conceptions about pupils’ understanding of science and mathematics
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2008 (English)In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 31, no 3, p. 257-278Article in journal (Refereed) Published
Abstract [en]

Earlier reports have shown that prospective teachers' conceptions about teaching science to a high degree are resistant and do not change substantially during the teacher-training programme. In our investigation we elucidate the prospective teachers' initial conceptions about pupils' understanding of science and mathematics. We applied 'The Lesson Preparation Method' and used a phenomenographic approach in order to reveal the range of conceptions that the prospective teachers hold. A third of the prospective teachers did not consider pupils' conceptions when planning lessons. The rest of the 32 participants expressed awareness; some of the prospective teachers even referred to subject-specific teaching experience. Also regarding the prospective teachers' conceptions about pupils' knowledge and beliefs, as well as about pupils' difficulties, there was a significant diversity. By raising these issues about pedagogical content knowledge the prospective teachers' conceptions can be extended and developed during the education.

Keywords
Initial conceptions; Mathematics; Pedagogical content knowledge (PCK); Science; Teacher education
National Category
Other Biological Topics Didactics
Identifiers
urn:nbn:se:hig:diva-1906 (URN)10.1080/02619760802208429 (DOI)000259274000004 ()2-s2.0-50849102046 (Scopus ID)
Available from: 2008-06-17 Created: 2008-06-17 Last updated: 2018-03-13Bibliographically approved
Gullberg, A., Kellner, E., Attorps, I., Thorén, I. & Tärneberg, R. (2007). Lärarstudenters uppfattning om elevers begrepp om gas. In: Resultatdialog 2007: forskning inom utbildningsvetenskap (pp. 52-58). Stockholm: Stockholm
Open this publication in new window or tab >>Lärarstudenters uppfattning om elevers begrepp om gas
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2007 (Swedish)In: Resultatdialog 2007: forskning inom utbildningsvetenskap, Stockholm: Stockholm , 2007, p. 52-58Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Stockholm: Stockholm, 2007
Series
Vetenskapsrådets rapportserie, ISSN 1651-7350 ; 2007:10
Keywords
Ämnesdidaktik
Identifiers
urn:nbn:se:hig:diva-1912 (URN)978-91-7307-115-4 (ISBN)
Available from: 2008-06-04 Created: 2008-06-04 Last updated: 2018-03-13Bibliographically approved
Gullberg, A., Kellner, E., Attorps, I., Thorén, I. & Tärneberg, R. (2007). Lärarstudenters uppfattning om elevers begrepp om gas. In: Ämnesdidaktik ur ett nationellt och internationellt perspektiv: rapport från Rikskonferensen i ämnesdidaktik 2006 (pp. 133-142). Kristianstad: Kristianstad University Press
Open this publication in new window or tab >>Lärarstudenters uppfattning om elevers begrepp om gas
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2007 (Swedish)In: Ämnesdidaktik ur ett nationellt och internationellt perspektiv: rapport från Rikskonferensen i ämnesdidaktik 2006, Kristianstad: Kristianstad University Press , 2007, p. 133-142Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Kristianstad: Kristianstad University Press, 2007
Series
Skrifter utgivna vid Högskolan Kristianstad, ISSN 1404-9066 ; 8
Identifiers
urn:nbn:se:hig:diva-1213 (URN)91-973964-4-3 (ISBN)
Available from: 2008-01-16 Created: 2008-01-16 Last updated: 2018-03-13Bibliographically approved
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