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  3. Vol. 14 No. 2 (2018)

Vol. 14 No. 2 (2018)

					View Vol. 14 No. 2 (2018)
Published: 2018-05-07
  • Editorial

    Berit Bungum, Christina Ottander, Auður Pálsdóttir
    111-112
    • PDF

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
    • PDF
  • Becoming a Chemistry Teacher – Expectations for Chemistry Education Courses

    Sabine Streller, Claus Bolte
    125-137
    • PDF
  • Students developing representational competence as producers with and of augmented reality in science

    Birgitte Lund Nielsen, Harald Brandt, Hakon Swensen
    138-153
    • PDF
  • Use of dialogue to scaffold students’ inquiry-based learning

    Stein Dankert Kolstø
    154-169
    • PDF
  • Concept cartoons as teaching method for argumentation and reflection among teacher students and pupils

    Anne-Lise Strande, Janne Madsen
    170-185
    • PDF
  • The power and paradoxes of PISA: Should Inquiry-Based Science Education be sacrificed to climb on the rankings?

    Svein Sjøberg
    186-202
    • PDF
  • Teachers´ challenges with new interdisciplinary science in Denmark

    Peer S. Daugbjerg, Lars Brian Krogh, Charlotte Ormstrup
    203-220
    • PDF
  • 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
    • PDF

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ISSN: 1894-1257
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