Vol. 1 No. 2 (2005)

• NorDiNa: Et nordisk mangfold i naturfagdidaktikken

  Berit Bungum, Anita Wallin, Björn Andersson

  1-3

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Articles

• Animals in the landscape drawings of Finnish and Russian young people – in the landscape they want to conserve

  Varpu Eloranta, Eija Yli-Panula

  5-17

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• Et meningsfullt naturfag for dagens ungdom?

  Camilla Schreiner, Svein Sjøberg

  18-35

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• Gruppdiskussioner runt kontextrika problem i fysik – Hur ska problemen utformas?

  Sylvia Benckert, Sune Petterson, Sverker Aasa, Ove Johansson, Robert Norman

  36-50

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• Kan elevene mindre enn før? Naturfagkompetanse i Norden i perioden 1995 – 2003

  Marit Kjærnsli, Svein Lie, Are Turmo

  51-60

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• Critical thinking in Norwegian upper secondary biology education: The cases of complementary-alternative-medicine and health claims in the media

  Sverre Pettersen

  61-71

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• Pupil interest in physics: A survey in Finland

  Jari Lavonen, Reijo Byman, Kalle Juuti, Veijo Meisalo, Anna Uitto

  72-85

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Curriculum development, projects and networks

• Nye læreplaner i norsk skole – hva og hvorfor?

  Anders Isnes

  86-90

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Recent dissertations

• The quality of learning in a primary school grades 4-6 from the viewpoint of general didactics using concept maps and Vee-heuristics

  Vuokko Ahoranta

  91

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• Learning Chemistry at the University level: Student attitudes, motivation, and design of the learning environment

  Anders Berg

  92

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• Development of competence in biochemical experimental work: Assessment of complex learning at university level

  Christina Bergendahl

  93

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• Textbooks’, teachers’, and students’ understanding of models used to explain acid-base reactions (licentiate thesis)

  Michal Drechsler

  94

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• Alfa and Omega in Student Assessment. Exploring Identities of Secondary School Science Teachers

  Astrid Birgitte Eggen

  95

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• Natural Science for Sustainable development? A longitudinal study of how student teachers develop scientific conceptions and ability to discuss complex issues relevant for environmental education.

  Margareta Ekborg

  96

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• Miniprojects and Context Rich Problems. Case studies with qualitative analysis of motivation, learner ownership and competence in small group work in physics (Licentiate’s dissertation)

  Margareta Enghag

  97

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• Effects of Authentic Learning and e-Learning in an Introductory Chemistry Laboratory Course

  Maija Kiviahdem

  98

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• Interaction Between Practical and Theoretical Knowledge - A Study in Electronics Education at University Level

  Åsa Ryegård

  99

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• High School Students’ Conceptual Coherence of Qualitative Knowledge in the Case of the Force Concept

  Antti Savinainen

  100

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• Approaches to Gender Equity in Science Education: Two Initiatives in Sub-Saharan Africa Seen Through A Lens Derived From Feminist Critique of Science

  Astrid Tonette Sinnes

  101

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• Seventh-graders’ epistemic views related to science lessons

  Kari Sormunen

  102

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• Care for nature. About the selective traditions in science education, with a focus on environmental education and gender.

  Margareta Svennbeck

  103

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• Chemistry is cool. Research on how scientifically talented 9th graders view chemistry teaching

  Elsi Torn

  104

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• The theory of evolution in the classroom. Towards a domain specific theory for teaching biological evolution.

  Anita Wallin

  105

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• Ett frö för lärande. En variationsteoretisk studie av undervisning och lärande i grundskolans biologi (A seed for learning. A variation theory study of teaching and learning in biology.)

  Anna M. Vikström

  106

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• Competence in the subject matter didactics of evolutionary biology. A interview study with science/biology teachers

  Ann Zetterquist

  107

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• Development of competence in biochemical experimental work: Assessment of complex learning at university level

  Christina Bergendahl

  93

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