Vol 10 Nr. 2 (2014)

• Welcome to NorDiNa 2/2014

  Are Turmo, Carl-Johan Rundgren

  127-129

  • PDF (English)

Articles

• Engagerande samtal i det naturvetenskapliga klassrummet
  Inquiry based dialouge in science classroom

  Ragnhild Löfgren, Klas Johnsson, Jan Schoultz, Lars Domino Østergaard

  130-145

  • PDF (English)

• Framing student dialogue and argumentation: Content knowledge development and procedural knowing in SSI inquiry group work

  Anne Kristine Byhring, Erik Knain

  146-161

  • PDF (English)

• Students’ annotated drawings as a mediating artefact in science teachers’ professional development

  Birgitte Lund Nielsen

  162-175

  • PDF (English)

• Geografilärares och niondeklassares syn på undervisningen om klimatförändringen
  Climate change education: Geography teachers’ and ninth-graders’ views

  Mikaela Hermans

  176-194

  • PDF (English)

• Elevers møte med komplekse utfordringer i digitale spill i naturfag
  Students’ dealing with complex issues in video gaming in school science

  Mette Nordby, Erik Knain

  195-211

  • PDF (English)

• Enhancing measurement in science education research through Rasch analysis: Rationale and properties

  Jørgen Sjaastad

  212-230

  • PDF (English)

Curriculum development, projects and networks

• A phenomenological view of pictures in teaching and a novel method for analysing them

  Markku Käpylä

  231-242

  • PDF (English)

• Recent trends in PhD education in mathematics and science education research: back to university level organization

  Jari Lavonen, Heidi Krzywacki

  243-250

  • PDF (English)

Recent dissertations

• Enhancing Students’ Motivation towards School Science with an Inquiry-Based Site Visit Teaching Sequence: A Design-Based Research Approach

  Anni Loukomies

  251

  • PDF (English)

• The effect of teacher scaffolding and classroom interactions on students' model of magnetism

  Sari Anneli Harmoinen

  252

  • PDF (English)