https://journals.uio.no/nordina <p>NorDiNa is an international, peer reviewed, open access journal. Original research papers and review articles within all aspects of science education are published.</p> University of Oslo Library en-US Nordic Studies in Science Education 1504-4556 Authors who publish with this journal agree to the following terms:<br /><br /><ol type="a"><ol type="a"><li>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="http://creativecommons.org/licenses/by/3.0/" target="_new">Creative Commons Attribution License</a> that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</li></ol></ol><br /><ol type="a"><ol type="a"><li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li></ol></ol><br /><ol type="a"><li>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See <a href="http://opcit.eprints.org/oacitation-biblio.html" target="_new">The Effect of Open Access</a>).</li></ol> https://journals.uio.no/nordina/article/view/10559 Are Turmo Clas Olander Mats Lundström Copyright (c) 2023 Nordic Studies in Science Education 2023-09-26 2023-09-26 19 2 130 132 https://journals.uio.no/nordina/article/view/10195 Are Turmo Clas Olander Mats Lundström Copyright (c) 2023 Nordic Studies in Science Education 2023-03-30 2023-03-30 19 2 1 3 https://journals.uio.no/nordina/article/view/9937 Are Turmo Clas Olander Birgitte Lund Nielsen Peer Daugbjerg Copyright (c) 2022 Nordic Studies in Science Education 2022-11-30 2022-11-30 19 2 271 274 10.5617/nordina.9937 https://journals.uio.no/nordina/article/view/9822 Are Turmo Clas Olander Eva Nyberg Karin Stolpe Copyright (c) 2022 Nordic Studies in Science Education 2022-09-07 2022-09-07 19 2 143 146 10.5617/nordina.9822 https://journals.uio.no/nordina/article/view/9818 <p>This study analysed data in Norwegian classrooms in which teachers worked with the same materials and classroom activities, investigating teachers’ use of strategies to promote interaction and scaffolding when participating in a professional development program (PDP). Data material is collected from four case study teachers. In one lesson in this unit, students were involved in planning an experiment with sprouting seeds, and this (similar) lesson was videotaped in four settings. We investigated how teachers used questions in different inquiry contexts to include students and recognize barriers in student understanding and language. The data analysis shows that teachers ask open, closed, influencing and orienting questions. The open, orienting questions induce students to generate their own ideas, while closed orienting and influencing questions often scaffold language and understanding of science.&nbsp; The study shows how teachers can use questions to scaffold pupils science literacy and thereby&nbsp; including them in classroom interaction.</p> Anne Bergliot Øyehaug Kristin Ebbesen Lisa Lunde Anne Marit Vesteraas Danbolt Copyright (c) 2023 Nordic Studies in Science Education 2023-09-26 2023-09-26 19 2 200 215 10.5617/nordina.9818