Vol. 17 No. 1 (2021): Nordina

• Editorial

  Are Turmo, Carl-Johan Rundgren, Clas Olander

  1-3

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Articles

• Barns frågor under en utforskande process kring träd Children's questions about trees

  Bodil Halvars

  4-19

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• Bruk av omvendt undervisning i naturfag på ungdomstrinnet Using Flipped Classroom in middle school science

  Christine Lindstrøm, Ina Camilla Lauvli Engan, Kirsti Marie Jegstad

  20-34

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• Lärares kontextualisering av ämnesinnehåll -Hybrida kontexter i NO-undervisningen Teachers contextualization of science in schools - hybrid contexts in science teaching

  Pernilla Granklint Enochson, Eva Davidsson

  35-47

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• ‘The brain needs nutrition’: pupils’ connections between organizational levels

  Alma Jahic Pettersson, Lena A.E. Tibell, Ragnhild Löfgren

  48-63

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• "Should we be afraid of Ebola?" A study of students' learning progressions in context-based science teaching

  Malin Lavett Lagerström, Jesús Piqueras, Ola Palm

  64-78

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• Lærerstudenters misoppfatninger og læring om kjemiske reaksjoner Student teachers’ misconceptions and learning of chemical reactions

  Kåre Haugan, Anna Marie Holand

  79-96

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• Natursti i naturfag på videregående skole: En studie av postene og elevenes erfaringer fra en natursti om radioaktivitet og stråling A nature trail in science at an upper-secondary level: A study of the posts and students’ experiences from a nature trail about radioactivity and radiation

  Elisabeth Iversen

  97-112

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• Kod som teknisk lösning: en studie om grundskoleelevers uppfattningar av ändamålsenlighet i deras spontana programspråk Code as technical solution: A study on primary school students´ perception of fitness of purpose in their spontaneous programming language

  Per Anderhag, Madeleine Björn, Birgit Fahrman, Annika Lundholm-Bergström, Maria Weiland, Tove Wållberg

  113-129

  • pdf