Vol. 14 No. 2 (2018)

• Editorial

  Berit Bungum, Christina Ottander, Auður Pálsdóttir

  111-112

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Articles

• The subject of technology in the Swedish elementary school, seen through the magnifier of the research circle

  Peter Gustafsson, Gunnar Jonsson, Tor Nilsson

  113-124

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• Becoming a Chemistry Teacher – Expectations for Chemistry Education Courses

  Sabine Streller, Claus Bolte

  125-137

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• Students developing representational competence as producers with and of augmented reality in science

  Birgitte Lund Nielsen, Harald Brandt, Hakon Swensen

  138-153

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• Use of dialogue to scaffold students’ inquiry-based learning

  Stein Dankert Kolstø

  154-169

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• Concept cartoons as teaching method for argumentation and reflection among teacher students and pupils

  Anne-Lise Strande, Janne Madsen

  170-185

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• The power and paradoxes of PISA: Should Inquiry-Based Science Education be sacrificed to climb on the rankings?

  Svein Sjøberg

  186-202

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• Teachers´ challenges with new interdisciplinary science in Denmark

  Peer S. Daugbjerg, Lars Brian Krogh, Charlotte Ormstrup

  203-220

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• The use of examples in school science: Developing an analytical tool to enable a discussion in science teacher education

  Gerd Johansen, Miranda Rocksén, Birgitte Bjønness

  221-236

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