Vol. 20 No. 1 (2024): Nordina

• Nordina

  Are Turmo, Mats Lundström, Clas Olander

  1-3

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Articles

• What and why in teaching about sustainability Swedish science teachers’ emphasis on content choice when teaching Sustainable Development

  Annika Forsler, Pernilla Nilsson, Susanne Walan

  4-21

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• Fifth grade science students’ modelling performance when using a particle model of matter to explain different phenomena connected to phase transitions

  Lisa Kristina Lunde

  22-43

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• Quantum physical insights of agential realism within new materialism in science education: A basis for new conceptualizations or merely inspiring metaphors?

  Ismo Koponen

  44-56

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• En kritisk diskusjon av ‘tematisk analyse etter Braun og Clarke (2006)’ i naturfagdidaktiske studier A critical discussion of ‘thematic analysis following Braun and Clarke (2006)’ in science education research

  Kari Beate Remmen

  57-71

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• Matriser, krafter och fysik: Elevers levda erfarenheter av bedömningsmatriser i grundskolans fysikundervisning Rubrics, forces and physics: Students’ lived experiences of assessment rubrics in compulsory physics teaching

  Henrik Hallström, Magnus Levinsson

  72-85

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• Lower secondary school students’ conversations when constructing representations of plate boundaries in Minecraft

  Julie Guttormsen

  86-102

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• Sammenhengen mellom utforskende undervisning i naturfag og elevers prestasjoner og interesse for og trivsel med naturvitenskap. Norske resultater fra PISA 2015. The relationship between inquiry-based science teaching and students’ performance and interest and enjoyment. Norwegian results from PISA 2015.

  Fredrik Jensen, Marit Kjærnsli, Erik Knain, Maria Løvgren, Andreas Pettersen

  103-118

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Recent dissertations

• Futurising science education: Technology, agency and scientific literacy

  Tapio Rasa

  119

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