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School-€“University Action Research: Impacts on Teaching Practices and Pupil Learning
University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
University of Gävle, Faculty of Health and Occupational Studies, Department of Occupational and Public Health Sciences, Biology.
2017 (English)In: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 15, no 2, 313-330 p.Article 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.

Place, publisher, year, edition, pages
2017. Vol. 15, no 2, 313-330 p.
Keyword [en]
Action research, Content representation, Learning study, Professional development, Professional learning community
National Category
Didactics Mathematics
URN: urn:nbn:se:hig:diva-20613DOI: 10.1007/s10763-015-9686-6ScopusID: 2-s2.0-84944710362OAI: oai:DiVA.org:hig-20613DiVA: diva2:872596
Available from: 2015-11-19 Created: 2015-11-19 Last updated: 2017-01-12Bibliographically approved

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