Vol. 19 No. 1 (2023): Nordina

• Editorial 1/2023

  Are Turmo, Clas Olander, Mats Lundström

  1-3

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Articles

• Kompetanseutvikling i et profesjonelt læringsfellesskap: En studie av læreres samtaler om undervisning for dybdelæring From a development of competence to a development of practice: A study of teachers in a school

  Majken Korsager, Berit Reitan, Maria Gaare Dahl

  4-19

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• Fostering research literate science teachers: Science teacher educators’ views on research-based teacher education

  Siv G. Aalbergsjø, Ellen K. Henriksen, Gunilla Eklund

  20-34

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• Att lära för FN:s Globala Mål – utmaningar och möjligheter med ämnesövergripande och samskapande undervisning i förskolan Learning for the UN Sustainable Development Goals – challenges and opportunities with interdisciplinary and co-creative teaching in preschool.

  Therese Asplund, Ola Uhrqvist, Ann-Sofie Kall, Amina Bijedic

  35-48

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• Læreres erfaringer med kompetanseutvikling i et online profesjonelt læringsfellesskap When teacher professional development in learning communities goes online

  Majken Korsager, Berit Reitan, Camilla Haslekås

  49-61

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• Students’ explanations of a complex natural phenomenon using mathematical modeling as a design feature in a model-based inquiry unit

  Claus Auning, Mette Auning

  62-77

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• Naturfag utenfor klasserommet fra et Nordnorsk perspektiv Outdoor science education from a Northern perspective

  Siw Turid Killengreen, Helene Lundberg, Ingrid Jensvoll, Jan Höper

  78-96

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• Materiell som vilkår for utforsking innen fagområdet natur, miljø og teknikk i barnehagen Materials as conditions for explorative activities related to science in Early Childhood Education

  Anne S. E. Hammer, Liv Torunn Grindheim

  97-113

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• Naturvetenskapernas karaktär som redskap för inkluderande undervisning i biologi Nature of Science as a tool for inclusive science education

  Anders Jönsson

  114-129

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