Vol 18 Nr. 3 (2022): Nordina

• Editorial Nordina 3/2022

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

  271-274

  • pdf (English)

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

  • pdf (English)

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

  Festo Kayima

  290-304

  • pdf (English)

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

  Andreas Larsson

  305-322

  • pdf (English)

• 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

  • pdf (English)

• 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

  • pdf (English)

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

  Dennis Dietz, Claus Bolte

  353-368

  • pdf (English)

• Alignment between teachers’ practices and political intentions in the context of a reformed modelling-oriented science curriculum in Danish lower secondary school

  dansk Nielsen, Jan Alexis Nielsen

  369-383

  • pdf (English)

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

  Peter Vinnervik, Berit Bungum

  384-400

  • pdf (English)