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Vol. 18 No. 3 (2022): Nordina
Vol. 18 No. 3 (2022): Nordina
Published:
2022-11-30
Editorial Nordina 3/2022
Are Turmo, Clas Olander, Birgitte Lund Nielsen, Peer Daugbjerg
271-274
pdf
Articles
Motiv för undervisning i naturen i svensk skola
How encounters with nature has been legitimated in the national curricula of Swedish school
Karin Andersson
275-289
pdf
Teaching Graduate Attributes along with subject content: Perspectives from Science Teacher Educators
Festo Kayima
290-304
pdf
Reading the Code Between the Lines
– Exploring the Structure of metaphors in educational programming resources
Andreas Larsson
305-322
pdf
Art-based methods in science education research
A systematic review of their prevalence and an analysis of their potentials in addressing complex questions
Ene Ernst Hoppe, Henriette Tolstrup Holmegaard
323-336
pdf
Hva stimulerer utforskende undervisning i naturfag? Et studium av rollen for læreboken i noen norske ungdomsskoler.
What Stimulates Inquiry-Based Teaching in Science? A study of the role of the textbook in some secondary schools in Norway.
Marianne Isaksen, Steinar Thorvaldsen
337-352
pdf
Multidimensional Analysis of Knowledge-Linking within the Concept of Energy in Student Essays
Dennis Dietz, Claus Bolte
353-368
pdf
Alignment between teachers’ practices and political intentions in the context of a reformed modelling-oriented science curriculum in Danish lower secondary school
Sanne Nielsen, Jan Alexis Nielsen
369-383
pdf
Computational thinking as part of compulsory education: How is it represented in Swedish and Norwegian curricula?
Peter Vinnervik, Berit Bungum
384-400
pdf
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