https://journals.uio.no/nordina/issue/feed Nordic Studies in Science Education 2019-12-02T09:48:34+01:00 Are Turmo & Carl-Johan Rundgren are.turmo@gmail.com Open Journal Systems <p><span style="font-size: large;">NorDiNa is an international, peer reviewed, open access journal. Original research papers and review articles within all aspects of science education are published.</span></p><p>Indexed in: coming soon</p> https://journals.uio.no/nordina/article/view/292 Welcome to NorDiNa’s symposium issue! 2019-10-23T12:25:10+02:00 Berit Bungum a.r.v.k.skar@naturfagsenteret.no Anita Wallin a.r.v.k.skar@naturfagsenteret.no Björn Andersson a.r.v.k.skar@naturfagsenteret.no Copyright (c) https://journals.uio.no/nordina/article/view/244 TIMSS Advanced 2008: Fall i fysikk-kompetanse i Norge og Sverige 2019-10-23T12:32:22+02:00 Carl Angell a.r.v.k.skar@naturfagsenteret.no Svein Lie a.r.v.k.skar@naturfagsenteret.no Anubha Rohatgi a.r.v.k.skar@naturfagsenteret.no TIMSS Advanced 2008 is an international comparative study, and deals with examining student achievement in mathematics and physics in the final year at upper secondary school. The theme of this article is to look at how Norwegian and Swedish students performed in physics in 2008 compared to the study conducted in 1995. The results from the TIMSS Advanced study provide an unambiguous picture. There is a significant decline in the performance in physics since the previous study in 1995 for both Norwegian and Swedish students. One important reason is related to the generally low level of results in science and mathematics at all levels in schools as shown by the downward trend for students in lower grades. The decline in physics performance can thus be explained by the fact that students with significantly weaker skills than before in mathematics and science come into upper secondary school. Lack of knowledge of basic arithmetic and algebra seems to be a contributing factor for this downwards trend in physics at upper secondary school level. Copyright (c) https://journals.uio.no/nordina/article/view/265 NorDiNa: Changing editors 2019-10-23T12:29:02+02:00 Berit Bungum a.r.v.k.skar@naturfagsenteret.no Anita Wallin a.r.v.k.skar@naturfagsenteret.no Copyright (c) https://journals.uio.no/nordina/article/view/234 Incorporating nanoscale science and technology into secondary school curriculum: Views of nano-trained science teachers 2019-10-23T12:33:38+02:00 Antti Laherto a.r.v.k.skar@naturfagsenteret.no The growing societal significance of nanoscience and nanotechnology (NST) entails needs for addressing these topics in school curricula. This study lays groundwork for responding to those needs in Finland. The purpose was to analyse the appropriateness of NST for secondary school curriculum contents. First, a week-long in-service teacher training course was arranged on content knowledge of NST. After attending the course, 23 experienced science teachers were surveyed regarding their views on the educational significance of these issues, and on prospects for including them into the curriculum. A questionnaire with open-ended questions was used. Qualitative content analysis of the responses revealed that the respondents considered NST as desirable contents for secondary school, but arranging instruction is problematic. The teachers emphasised the educational significance of many applications, scientific principles and ethical issues related to NST. The outcomes are discussed with reference to recent studies on teachers’ barriers and educational concerns regarding NST. Copyright (c) https://journals.uio.no/nordina/article/view/239 A cohort of novice Danish science teachers: Background in science and argumentation about science teaching 2019-10-23T12:33:17+02:00 Birgitte Lund Nielsen a.r.v.k.skar@naturfagsenteret.no A survey on science background and argumentation about science teaching was conducted on a local cohort of newly qualified Danish science teachers. The survey was administered before the novice teachers began their first jobs in primary and lower secondary schools and focused on their reflections on specific scenarios of science teaching and themselves as teachers in various science fields. Three areas of concern were identified: There was evidence of reflection upon and argumentation for the practice of science teaching being stundent centred, but many respondents showed a tendency to focus on students’ activities as a goal in themselves, few considered what the students learned through the activities. Results furthermore suggest that the teachers’ own assessment of their subject matter knowledge in the physics field may, for a large subgroup in the cohort, affect their approach to teaching science. Copyright (c)