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Vol 14 Nr. 2 (2018)
Vol 14 Nr. 2 (2018)
Publisert:
2018-05-07
Editorial
Berit Bungum, Christina Ottander, Auður Pálsdóttir
111-112
PDF (English)
Articles
The subject of technology in the Swedish elementary school, seen through the magnifier of the research circle
Peter Gustafsson, Gunnar Jonsson, Tor Nilsson
113-124
PDF (English)
Becoming a Chemistry Teacher – Expectations for Chemistry Education Courses
Sabine Streller, Claus Bolte
125-137
PDF (English)
Students developing representational competence as producers with and of augmented reality in science
Birgitte Lund Nielsen, Harald Brandt, Hakon Swensen
138-153
PDF (English)
Use of dialogue to scaffold students’ inquiry-based learning
Stein Dankert Kolstø
154-169
PDF (English)
Concept cartoons as teaching method for argumentation and reflection among teacher students and pupils
Anne-Lise Strande, Janne Madsen
170-185
PDF (English)
The power and paradoxes of PISA: Should Inquiry-Based Science Education be sacrificed to climb on the rankings?
Svein Sjøberg
186-202
PDF (English)
Teachers´ challenges with new interdisciplinary science in Denmark
Peer S. Daugbjerg, Lars Brian Krogh, Charlotte Ormstrup
203-220
PDF (English)
The use of examples in school science: Developing an analytical tool to enable a discussion in science teacher education
Gerd Johansen, Miranda Rocksén, Birgitte Bjønness
221-236
PDF (English)
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