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Vol. 1 No. 1 (2005)
Vol. 1 No. 1 (2005)
Published:
2012-12-10
Forewords
Anders Isnes
1-2
PDF
Welcome to Nordina!
Berit Bungum, Anita Wallin, Björn Andersson
3-4
PDF
Articles
Norwegian health journalists’ ability to report on health research: A concern to science education?
Sverre Pettersen
5-16
PDF
Argumentation in science lessons: Focusing on the teacher’s role
Sonja M. Mork
17-30
PDF
Importance of the order of demonstrations in changing pupils’ conceptions
Maija Ahtee, Olavi Hakkarainen
31-42
PDF
Lärares teknikdidaktiska kompetens och dess betydelse för elevers teknikintresse
Gunilla Mattsson
43-57
PDF
Barns kommunikation och lärande i fysik genom praktiska experiment
Pernilla Nilsson
58-69
PDF
Skriving i naturfag: mellom tekst og natur
Erik Knain
70-80
PDF
An exploration of cluster structure in scientific literacy in PISA: Evidence for a Nordic dimension?
Rolf V. Olsen
81-94
PDF
Kroppen i naturfagrommet
Guðrún Jónsdóttir
95-107
PDF
Curriculum development, projects and networks
Lærere i naturfag som forskere. NORDLAB-DK: Det praktiske og eksperimentelle arbejde i naturfagene
Albert Christian Paulsen
108-111
PDF
Recent dissertations
Chemistry students’ narratives. The nuclear submarine that went down, the road of the chocolate bar towards the garbage station and the boiler deposits that looked like a sandwich.
Agneta Boström
112
PDF
Perceptions of Technology Education. A cross-case study of teachers realising technology as a new subject of teaching.
Berit Bungum
113
PDF
Effects of the use of the surface charge theory-based approach to understanding of direct current circuits in university studies
Pekka Hirvonen
114
PDF
To do the best with what you know. A longitudinal study of how seven student teachers develop their teaching and teacher role in science.
Lotta Lager-Nyqvist
115
PDF
Demonstration in Chemistry Instruction in the Upper Secondary School
Jarkko Lampiselkä
116
PDF
Pupils’ responses to school science and technology? A longitudinal study of pathways to upper secondary school.
Britt Lindahl
117
PDF
Naturfagdidaktikk og internasjonale studier. Store internasjonale studier som ramme for naturfagdidaktisk forskning: En drøfting med eksempler på hvordan data fra PISA 2000 kan belyse sider ved begrepet naturfaglig allmenndannelse.
Are Turmo
118
PDF
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English
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