Vol 5 Nr. 2 (2009)

• NorDiNa 5(2): An extensive issue

  Anita Wallin, Berit Bungum, Björn Andersson

  113-114

  • PDF (English)

Articles

• Students’ Understanding of Redox Reactions in Three Situations

  Lise-Lotte Österlund, Margareta Ekborg

  115-127

  • PDF (English)

• Primary school student teachers’ views about making observations

  Maija Ahtee, Liisa Suomela, Kalle Juuti, Jarkko Lampiselkä, Jari Lavonen

  128-141

  • PDF (English)

• Learning about cloning: developing student knowledge and interest through an interactive, context-based approach

  Ragnhild Lyngved

  142-157

  • PDF (English)

• What factors make science test items especially difficult for students from minority groups?

  Are Turmo, Eyvind Elstad

  158-170

  • PDF (English)

• Teaching biological evolution - internal and external evaluation of learning outcomes

  Clas Olander

  171-184

  • PDF (English)

• An Argument for Reversing the Bases of Science Education - A Phenomenological Alternative to Cognitionism

  Bo Dahlin, Edvin Østergaard, Aksel Hugo

  185-199

  • PDF (English)

• Nature of Chemistry in the National Frame Curricula for Upper Secondary Education in Finland, Norway and Sweden

  Veli-Matti Vesterinen, Maija Aksela, Markku R. Sundberg

  200-212

  • PDF (English)

• Science for all or science for some: What Swedish students want to learn about in secondary science and technology and their opinions on science lessons

  Anders Jidesjö, Magnus Oscarsson, Karl-Göran Karlsson, Helge Strömdahl

  213-229

  • PDF (English)

Recent dissertations

• ”It was interesting when you had to think so much.” Open investigations and Vee-heuristics within education in chemistry.

  Berit Kurtèn-Finnäs

  230

  • PDF (English)