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Student teachers’ perspective of representations in science teaching and learning
Institutt for lærerutdanning og skoleforskning, Universitetet i Oslo, Norge.
Institutt for lærerutdanning og skoleforskning, Universitetet i Oslo, Norge.
Institutt for lærerutdanning og skoleforskning, Universitetet i Oslo, Norge.
Institutt for lærerutdanning og skoleforskning, Universitetet i Oslo, Norge.
2018 (Engelska)Ingår i: 9ICOM Book of Abstracts, 2018, s. 104-104Konferensbidrag, Muntlig presentation med publicerat abstract (Övrigt vetenskapligt)
Abstract [en]

Representations such as writing, speech, graphs, diagrams, gestures and simulations are important tools for teaching and learning in science (Knain, 2015). Representations are also valuable tools for making student understanding visible for sharing, discussion and mentoring. In this study, our aims were to study student teachers’ conceptualization of representations as tools for student learning, the importance of representations related to their own field of science and their experiences with representations during teaching practice. We performed focus group interviews with student teachers before and after teaching practice, along with group discussions on selected representations. We also studied exam papers from a small number of student teachers focusing on representations. The data was analysed by thematic analysis using software for qualitative analysis, ATLAS.ti. Preliminary findings suggest that before teacher practice the student teachers were familiar with the concept of representations and the importance of representations as tools for learning in science. They were aware of challenges related to interpretation of representations, and that different representations and combinations of representations can support student learning in science. During teacher practice the student teachers seem to have developed a greater awareness of the nature of representations, what students need to know and that they should be able to interpret and make their own representations. However, student teachers also report on limited possibilities to focus on representations during their teacher practice. We conclude that working with representations for teachers and student teachers is related to the development of an awareness of representations as fundamental tools and forms of expression in science learning. An important task is to enable the student teachers to study their own teaching practice by building a bridge between subject, pedagogical content knowledge and teaching practice, creating a “third space” as an arena for the student teachers’ professional development as teachers.

Ort, förlag, år, upplaga, sidor
2018. s. 104-104
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
URN: urn:nbn:se:hig:diva-28405OAI: oai:DiVA.org:hig-28405DiVA, id: diva2:1260877
Konferens
9ICOM 2018; Odense, Denmark; 15-17 August 2018
Forskningsfinansiär
Norges forskningsråd, 249872Tillgänglig från: 2018-11-05 Skapad: 2018-11-05 Senast uppdaterad: 2018-11-05Bibliografiskt granskad

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Fredlund, Tobias

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Fredlund, Tobias
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Totalt: 63 träffar
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