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/11429 Tapio Rasa Copyright (c) 2024 Nordic Studies in Science Education 2024-04-23 2024-04-23 20 1 119 119 10.5617/nordina.11429 https://journals.uio.no/nordina/article/view/11426 Are Turmo Mats Lundström Clas Olander Copyright (c) 2024 Nordic Studies in Science Education 2024-04-23 2024-04-23 20 1 1 3 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 20 1 130 132 https://journals.uio.no/nordina/article/view/10201 <p>Over the past decade, the use of rubrics for formative purposes in science education has attracted attention for its potential to positively influence students’ self-regulation and learning. This study explores students’ lived experiences of using rubrics as part of learning about the concept of force in the physics classroom. To address these experiences, 19 compulsory school students were interviewed about their use of a rubric specifically designed for an assignment on force and motion. Three main themes emerged from an analysis of the descriptions of their lived experiences: (i) rubrics provide a sense of control; (ii) rubrics are required for high grades, but create stress; and (iii) rubrics foster strategic learning. The experiences revealed in these themes have the potential to deepen our understanding of the challenges involved in using rubrics to teach physics and have implications for teaching students about force.</p> Henrik Hallström Magnus Levinsson Copyright (c) 2024 Nordic Studies in Science Education 2024-04-23 2024-04-23 20 1 72 85 10.5617/nordina.10201 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 20 1 1 3