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  • 1.
    Attorps, Iiris
    et al.
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för matematik och statistik.
    Kellner, EvaUniversity of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för naturvetenskap.
    Conceptions and beliefs in mathematics and science education including MAVI XIII2008Conference proceedings (editor) (Other academic)
  • 2.
    Attorps, Iiris
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Kellner, Eva
    University of Gävle, Faculty of Health and Occupational Studies, Department of Occupational and Public Health Sciences, Biology.
    School-€“University Action Research: Impacts on Teaching Practices and Pupil Learning2017In: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 15, no 2, p. 313-330Article in journal (Refereed)
    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.

  • 3.
    Gullberg, Annica
    et al.
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för naturvetenskap.
    Kellner, Eva
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för naturvetenskap.
    Attorps, Iiris
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för matematik och statistik.
    Thorén, Ingvar
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för naturvetenskap.
    Tärneberg, Roy
    Lärarstudenters uppfattning om elevers begrepp om gas2007In: Resultatdialog 2007: forskning inom utbildningsvetenskap, Stockholm: Stockholm , 2007, p. 52-58Chapter in book (Other (popular science, discussion, etc.))
  • 4.
    Gullberg, Annica
    et al.
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för naturvetenskap.
    Kellner, Eva
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för naturvetenskap.
    Attorps, Iiris
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för matematik och statistik.
    Thorén, Ingvar
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för naturvetenskap.
    Tärneberg, Roy
    Lärarstudenters uppfattning om elevers begrepp om gas2007In: 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.))
  • 5.
    Gullberg, Annica
    et al.
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för naturvetenskap.
    Kellner, Eva
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för naturvetenskap.
    Attorps, Iiris
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för matematik och statistik.
    Thorén, Ingvar
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för naturvetenskap.
    Tärneberg, Roy
    Göteborg University, Göteborg, Sweden.
    Prospective teachers’ initial conceptions about pupils’ understanding of science and mathematics2008In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 31, no 3, p. 257-278Article in journal (Refereed)
    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.

  • 6. Order onlineBuy this publication >>
    Kellner, Eva
    University of Gävle, Faculty of Health and Occupational Studies, Department of Occupational and Public Health Sciences, Biology.
    (I) gapet mellan teori och praktik - utveckling av lärarkunskap i biologi2016In: Ämnesdidaktiska utmaningar - inom matematik, naturvetenskap och teknik / [ed] Mikael Björling, Gävle: Gävle University Press , 2016, 1, p. 47-60Chapter in book (Other academic)
  • 7.
    Kellner, Eva
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för naturvetenskap.
    Ämnesdidaktik i utbildningen av grundskollärare vid Högskolan i Gävle - erfarenheter från kurser i biologi2001In: Lärarutbildningens ämnesdidaktik: artiklar om den egna undervisningen presenterade vid konferens 27-28 september 2000 vid Högskolan i Gävle / [ed] Bengt Schüllerqvist och Roy Nilsson, Uppsala: Universitetstryckeriet , 2001Chapter in book (Other academic)
  • 8. Order onlineBuy this publication >>
    Kellner, Eva
    et al.
    University of Gävle, Faculty of Health and Occupational Studies, Department of Occupational and Public Health Sciences, Biology.
    Attorps, Iiris
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Kollegialt lärande: aktionsforskning i biologi- och matematikundervisning2016In: Ämnesdidaktiska utmaningar - inom matematik, naturvetenskap och teknik / [ed] Mikael Björling, Gävle: Gävle University Press , 2016, 1, p. 61-74Chapter in book (Other academic)
  • 9.
    Kellner, Eva
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Biology.
    Attorps, Iiris
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Kollegialt lärande om progression i biologi- och matematikundervisning2014In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, Vol. 41, no 4, p. 3-8Article in journal (Other (popular science, discussion, etc.))
    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.

  • 10.
    Kellner, Eva
    et al.
    University of Gävle, Faculty of Health and Occupational Studies, Department of Occupational and Public Health Sciences, Biology.
    Attorps, Iiris
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Primary school teachers' concerns and needs in biology and mathematics teaching2015In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 11, no 3, p. 282-292Article in journal (Refereed)
    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.

  • 11.
    Kellner, Eva
    et al.
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för naturvetenskap.
    Gullberg, Annica
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för naturvetenskap.
    Attorps, Iiris
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för matematik och statistik.
    Thorén, Ingvar
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för naturvetenskap.
    Tärneberg, Roy
    Prospective teachers' initial conceptions of pupils' difficulties: holistic view of concepts in science and matematics2007In: ESERA 2007: European Science Education Research Association International Conference in Malmö, Sweden, August 21-25, 2007, 2007Conference paper (Refereed)
  • 12.
    Kellner, Eva
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Biology.
    Gullberg, Annica
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Biology.
    Attorps, Iiris
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Thorén, Ingvar
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Tärneberg, Roy
    Prospective teachers' initial conceptions about pupils difficulties in science and mathematics: a potential resource in teacher education2011In: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 9, no 4, p. 843-866Article in journal (Refereed)
    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.

  • 13.
    Thorén, Ingvar
    et al.
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för naturvetenskap.
    Kellner, Eva
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för naturvetenskap.
    Gullberg, Annica
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för naturvetenskap.
    Attorps, Iiris
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för matematik och statistik.
    Developing transformative pedagogical content knowledge in science and mathematics teacher education2005Report (Other (popular science, discussion, etc.))
1 - 13 of 13
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf