Issue Title
Vol 14, No 3 (2018) Student impulses and teacher feedback The relevance of teacher feedback for the classroom discourse and students’ meaning making in teaching on socio-scientific issues Abstract  PDF
Cecilia Eriksson, Iann Lundegård
Vol 12, No 2 (2016) Nanoteknik och riskbedömning som nytt kunskapsinnehåll i gymnasiets naturvetenskapliga kurser – en designstudie Abstract  PDF
Margareta Enghag, Linda Schenk
Vol 10, No 2 (2014) Framing student dialogue and argumentation: Content knowledge development and procedural knowing in SSI inquiry group work Abstract  PDF
Anne Kristine Byhring, Erik Knain
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ISSN: 1894-1257