Vol. 18 No. 3 (2022): Nordina

• Editorial Nordina 3/2022

  Are Turmo, Clas Olander, Birgitte Lund Nielsen, Peer Daugbjerg

  271-274

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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

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• Teaching Graduate Attributes along with subject content: Perspectives from Science Teacher Educators

  Festo Kayima

  290-304

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• Reading the Code Between the Lines – Exploring the Structure of metaphors in educational programming resources

  Andreas Larsson

  305-322

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• 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

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• 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

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• Multidimensional Analysis of Knowledge-Linking within the Concept of Energy in Student Essays

  Dennis Dietz, Claus Bolte

  353-368

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• 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

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• Computational thinking as part of compulsory education: How is it represented in Swedish and Norwegian curricula?

  Peter Vinnervik, Berit Bungum

  384-400

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