Carl Angell

• Abate, Tsedeke; Tarekegn, Getachew; Alemu, Mekbib; Michael, Kassa & Angell, Carl (2024). A Theoretical Model for Measuring Upper Primary School Learners’ Scientific Reasoning Abilities in Science. African Journal of Research in Mathematics, Science and Technology Education (AJRMSTE). ISSN 1811-7295. doi: 10.1080/18117295.2024.2386505. Fulltekst i vitenarkiv Vis sammendrag

  One agenda of science instruction in primary schools is to develop learners’ scientific reasoning abilities and to equip them with the necessary twenty-first-century skills. Few studies have been conducted to develop measurement tools that aspire to assess primary school learners’ scientific reasoning. Most of these studies lack a theoretical model backing the development of these assessment tools. This paper introduces the model for measuring scientific reasoning (MMSR) as a theoretical model for guiding the development of assessment tools in the context of measuring upper primary school learners’ scientific reasoning. We first conceptualise scientific reasoning using a review of the literature and then present evidence to justify and validate this model for use in measuring primary school learners’ scientific reasoning abilities. Furthermore, using research in history and philosophy of science and science education, the MMSR model supports the development of assessment tools measuring learners’ patterns of scientific reasoning and also considering the nature of science across different contextual settings.

• Frågåt, Thomas; Bøe, Maria Vetleseter & Angell, Carl (2022). Providing Professional Development for Physics Teachers through Participation in a Design-Based Research Project. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 18(1), s. 112–127. doi: 10.5617/nordina.8712. Fulltekst i vitenarkiv Vis sammendrag

  In this study, we examine professional development among twelve upper secondary physics teachers who participated in a design-based research (DBR) project. The teachers were involved in developing and testing learning materials in modern physics, and attended workshops and seminars with peers, disciplinary experts, and physics education researchers. Through a qualitative analysis of four focus group interviews, we found that the teachers had experienced professional development (PD) in content knowledge and pedagogical content knowledge (PCK), gained confidence, and discovered a need for more PD regarding assessment of qualitative competence. The teachers talked about content knowledge as the most important knowledge and skills to be a good physics teacher, but also valued knowledge about student thinking and misconceptions. Content knowledge was mentioned as a prerequisite for PCK. Our results show how involving physics teachers in a DBR-project stimulated professional development in several areas and uncovered needs for continuing PD.

• Abate, Tsedeke; Kassa, Michael & Angell, Carl (2021). Upper Primary Students’ Views vis-à-vis Scientific Reasoning Progress Levels in Physics. Eurasia Journal of Mathematics, Science and Technology Education. ISSN 1305-8215. 17(5), s. 1–15. doi: 10.29333/ejmste/10834. Fulltekst i vitenarkiv Vis sammendrag

  The purpose of this study was to explore grade eight students’ views in terms of different scientific reasoning progress levels. To explore students’ views, phenomenographic study was used. The qualitative analysis of students’ interviews elicited three major themes of students’ views about scientific reasoning progress levels: naïve, mixed, and scientific, along with the underlying ways of reasoning patterns. It was revealed that students think that scientific knowledge is static, fixed, universal, certain, and unchangeable. It is recommended that a need to consider an inquiry-based teaching in combination with the contextualized approach of nature of science in school science curriculum and classroom instruction to promote students’ scientific views on the nature of science and higher scientific reasoning abilities.

• Abate, Tsedeke; Michael, Kassa & Angell, Carl (2020). Assessment of Scientific Reasoning: Development and Validation of Scientific Reasoning Assessment Tool. Eurasia Journal of Mathematics, Science and Technology Education. ISSN 1305-8215. 16(12), s. 1–15. doi: 10.29333/ejmste/9353. Fulltekst i vitenarkiv Vis sammendrag

  Studies indicate that the failure of science education to meet the needs of the 21st century is to some extent due to the inability to incorporate scientific reasoning and higher order assessments in the school instruction. Though the outcomes of education seek higher-order thinking abilities there is a lack of high ability assessments in low-income nations. This study aimed to develop and validate Scientific Reasoning Progress Tool (SRPT) that measures students’ reasoning abilities. In this study, 40 items were developed, pilot-tested, and administered to 242 students from grade eight. The SRPT was a valid and reliable instrument. It was also found that the reasoning ability of grade 8 students’ is limited to the lower levels of reasoning. It is recommended that further study is essential through the adoption of the framework and the design to develop additional instruments and investigation of the progression of students’ scientific reasoning ability.

• Bøe, Maria Vetleseter; Henriksen, Ellen Karoline & Angell, Carl (2018). Actual versus implied physics students: How students from traditional physics classrooms related to an innovative approach to quantum physics. Science Education. ISSN 0036-8326. 102(4), s. 649–667. doi: 10.1002/sce.21339. Fulltekst i vitenarkiv Vis sammendrag

  Calls for renewal of physics education include more varied learning activities and increased focus on qualitative understanding and history and philosophy of science (HPS) aspects. We have studied an innovative approach implementing such features in quantum physics in traditional upper secondary physics classrooms in Norway. Data consists of 11 focus groups with 58 participants from 11 physics classes, collected in 2013–2016 and analyzed thematically. Using the the implied student (Ulriksen, 2009) as an analytical lens, we study the experiences of actual physics students against the student “implied” by the innovative approach. The findings suggest that students struggled where the new approach holds implicit expectations that differ greatly from how students are expected to “do physics” in traditional classrooms. For example, students found it difficult to monitor their performance in the absence of calculations and factual answers. However, students easily adopted visualizations as a new tool for reaching the familiar goal of content knowledge. HPS aspects motivated students, but were not necessarily seen as learning goals in their own right. There is a need for better alignment between learning activities, learning goals and assessment in innovations, and for making implicit expectations explicit so that students know what “doing physics” successfully entails.

• Kersting, Magdalena; Henriksen, Ellen Karoline; Bøe, Maria Vetleseter & Angell, Carl (2018). General relativity in upper secondary school: Design and evaluation of an online learning environment using the model of educational reconstruction. Physical Review Physics Education Research. 14(1). doi: 10.1103/PhysRevPhysEducRes.14.010130. Fulltekst i vitenarkiv Vis sammendrag

  Because of its abstract nature, Albert Einstein’s theory of general relativity is rarely present in school physics curricula. Although the educational community has started to investigate ways of bringing general relativity to classrooms, field-tested educational material is rare. Employing the model of educational reconstruction, we present a collaborative online learning environment that was introduced to final year students (18–19 years old) in six Norwegian upper secondary physics classrooms. Design-based research methods guided the development of the learning resources, which were based on a sociocultural view of learning and a historical-philosophical approach to teaching general relativity. To characterize students’ learning from and interaction with the learning environment we analyzed focus group interviews and students’ oral and written responses to assigned problems and discussion tasks. Our findings show how design choices on different levels can support or hinder understanding of general relativity, leading to the formulation of design principles that help to foster qualitative understanding and encourage collaborative learning. The results indicate that upper secondary students can obtain a qualitative understanding of general relativity when provided with appropriately designed learning resources and sufficient scaffolding of learning through interaction with teacher and peers.

• Henriksen, Ellen Karoline; Angell, Carl; Vistnes, Arnt Inge & Bungum, Berit (2018). What Is Light? Students’ Reflections on the Wave-Particle Duality of Light and the Nature of Physics. Science & Education. ISSN 0926-7220. 27(1-2), s. 81–111. doi: 10.1007/s11191-018-9963-1. Fulltekst i vitenarkiv Vis sammendrag

  Quantum physics describes light as having both particle and wave properties; however, there is no consensus about how to interpret this duality on an ontological level. This article explores how pre-university physics students, while working with learning material focusing on historical-philosophical aspects of quantum physics, interpreted the wave-particle duality of light and which views they expressed on the nature of physics. A thematic analysis was performed on 133 written responses about the nature of light, given in the beginning of the teaching sequence, and 55 audio-recorded small-group discussions addressing the wave-particle duality, given later in the sequence. Most students initially expressed a wave and particle view of light, but some of these gave an “uncritical duality description”, accepting without question the two ontologically different descriptions of light. In the small-group discussions, students expressed more nuanced views. Many tried to reconcile the two descriptions using semi-classical reasoning; others entered into philosophical discussions about the status of the current scientific description of light and expected science to come up with a better model. Some found the wave description of light particularly challenging and lacked a conception of “what is waving”. Many seemed to implicitly take a realist view on the description of physical phenomena, contrary with the Copenhagen interpretation which is prevalent in textbooks. Results are discussed in light of different interpretations of quantum physics, and we conclude by arguing for a historical-philosophical perspective as an entry point for upper secondary physics students to explore the development and interpretation of quantum physical concepts.

• Kind, Per Morten; Angell, Carl & Guttersrud, Øystein (2017). Teaching and Learning Representations in Upper Secondary Physics, Multiple Representations in Physics Education. Springer. ISSN 9783319589121. s. 25–45. doi: 10.1007/978-3-319-58914-5_2. Fulltekst i vitenarkiv
• Bungum, Berit; Angell, Carl; Tellefsen, Cathrine Wahlstrøm & Henriksen, Ellen Karoline (2016). Physics students' understanding of fundamental principles in quantum physics. I Lavonen, Jari; Juuti, Kalle; Lampiselkä, Jarkko; Uitto, Anna & Kaisa, Hahl (Red.), Science Education Research: Engaging learners for a sustainable future.. ESERA. ISSN 9789515115416. s. 11–19. Fulltekst i vitenarkiv
• Henriksen, Ellen Karoline; Angell, Carl & Tellefsen, Cathrine Wahlstrøm (2015). Prosjekt ReleKvant: Skreddersydde læringsressurser i fysikk, utviklet av forskere, lærere og lektorstudenter. I Rindal, Ulrikke Elisabeth; Lund, Andreas & Jakhelln, Rachel Elise (Red.), Veier til fremragende lærerutdanning. Universitetsforlaget. ISSN 9789788215028. s. 45–56. Fulltekst i vitenarkiv
• Bungum, Berit; Henriksen, Ellen Karoline; Angell, Carl; Tellefsen, Cathrine Wahlstrøm & Bøe, Maria Vetleseter (2015). ReleQuant - improving teaching and learning in quantum physics through educational design research. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 11(2), s. 153–168. doi: 10.5617/nordina.2043. Fulltekst i vitenarkiv Vis sammendrag

  Quantum physics and relativity are demanding for teachers and students, but have the potential for students to experience physics as fascinating and meaningful. Project ReleQuant engaged in educational design research to improve teaching and learning in these topics in Norwegian upper secondary schools. The paper focuses on the first cycle of development of a teaching module on quantum physics and how design principles were developed. We construct the design principles by reviewing relevant research literature and conducting three pilot studies. The process resulted in the following principles for designing the quantum physics teaching module: 1) clarify how quantum physics breaks with classical physics; 2) use simulations of phenomena that cannot be experienced directly; 3) provide students to use written and oral language; 4) address and discuss wave-particle duality and the uncertainty

• Nilsen, Trude & Angell, Carl (2014). The importance of discourse and attitude in learning astronomy: A mixed methods approach to illuminate the results of the TIMSS 2011 survey. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 10(1), s. 16–31. doi: 10.5617/nordina.605. Fulltekst i vitenarkiv
• Henriksen, Ellen Karoline; Bungum, Berit; Angell, Carl; Tellefsen, Cathrine Wahlstrøm; Frågåt, Thomas & Bøe, Maria Vetleseter (2014). Relativity, quantum physics and philosophy in the upper secondary curriculum: Challenges, opportunities and proposed approaches. Physics Education. ISSN 0031-9120. 49(6), s. 678–684. doi: 10.1088/0031-9120/49/6/678. Fulltekst i vitenarkiv
• Nilsen, Trude; Angell, Carl & Grønmo, Liv Sissel (2013). Mathematical competencies and the role of mathematics in physics education. A trend analysis of TIMSS Advanced 1995 and 2008. Acta Didactica Norge. 7(1), s. 21–21. doi: 10.5617/adno.1113. Fulltekst i vitenarkiv
• Lie, Svein; Angell, Carl & Rohatgi, Anubha (2012). Interpreting the Norwegian and Swedish trend data for physics in the TIMSS Advanced Study. Nordic Studies in Education. ISSN 1891-5914. 32(3/4), s. 177–195. Fulltekst i vitenarkiv
• Angell, Carl & Kjærnsli, Marit (2012). "Viking Rubrics" - Vurdering og koding av åpne oppgaver i internasjonale komparative studier. I Hopfenbeck, Therese Nerheim; Kjærnsli, Marit & Olsen, Rolf Vegar (Red.), Kvalitet i norsk skole: Internasjonale og nasjonale undersøkelser av læringsutbytte og undervisning. Universitetsforlaget. ISSN 9788215020044. s. 97–110. Fulltekst i vitenarkiv Vis sammendrag

  Siden de første PISA-resultatene i 2001 er det gjennomført mange studier av læringsutbytte og undervisning i den norske skolen. Hvilken betydning har disse undersøkelsene hatt? Forfatterne tar utgangspunkt i flere studier med fokus på læringsutbytte og undervisning. De komparative undersøkelsene PISA og TIMSS er sentrale i flere av kapitlene. I tillegg er det flere bidrag fra andre studier, inkludert studier som har sett nærmere på hva som faktisk skjer i norske klasserom. Forfatterne drøfter hvilken kunnskap disse studiene har gitt om skolen. Leseren får også en bakgrunnsforståelse for utviklingen i norsk skole, særlig med tanke på de store internasjonale undersøkelsene. Det underliggende temaet, som er kvalitet i skolen, samt hvordan denne måles og observeres, blir grundig belyst av forskere fra ulike forskningsfelt. Boka dekker fagdidaktiske bidrag fra lesing, naturfag, matematikk og engelsk samt bidrag som drøfter vurdering, testmotivasjon og læringsstrategier, temaer som er omtalt i Kunnskapsløftet som egne satsingsfelt. Boka er skrevet for forskere innen skoleforskning, men den er også godt egnet for studenter og lærere. Redaktørene er: Førsteamanuensis Therese Nerheim Hopfenbeck, førsteamanuensis Marit Kjærnsli og forsker Rolf Vegar Olsen, alle ved Institutt for lærerutdanning og skoleforskning ved Universitetet i Oslo. Bidragsytere i denne boka er: Siv Flæsen Almendingen, Bjørnar Alseth, Carl Angell, Ole Kristian Bergem, Erling Lars Dale, Hanna Eklöf, Tove Frønes, Liv Sissel Grønmo, Jan-Eric Gustafsson, Peder Haug, Glenn Ole Hellekjær, Therese Nerheim Hopfenbeck, Marit Kjærnsli, Tom Klepaker, Kirsti Klette, Bodil Kleve, Svein Lie, Lars Monsen, Guri A. Nortvedt, Rolf Vegar Olsen, Astrid Roe, Svein Sjøberg, Guri Skedsmo, Inger Throndsen, Are Turmo, Johannes Tveita, Wenche Vagle og Marianne Ødegaard

• Sørby, Simen A. & Angell, Carl (2012). Undergraduate students' challenges with computational modelling in physics. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 8(3), s. 283–296. doi: 10.5617/nordina.534. Fulltekst i vitenarkiv
• Angell, Carl; Lie, Svein & Rohatgi, Anubha (2011). TIMSS Advanced 2008: Fall i fysikkompetanse i Norge og Sverige. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 7(1), s. 17–31. doi: 10.5617/nordina.244. Fulltekst i vitenarkiv
• Henriksen, Ellen Karoline & Angell, Carl (2010). The role of ”talking physics” in an undergraduate physics class using an electronic audience response system. Physics Education. ISSN 0031-9120. 45, s. 278–284. Fulltekst i vitenarkiv
• Angell, Carl; Kind, Per Morten; Henriksen, Ellen Karoline & Guttersrud, Øystein (2008). An empirical-mathematical modelling approach to upper secondary physics. Physics Education. ISSN 0031-9120. 43(3), s. 256–264. Fulltekst i vitenarkiv
• Angell, Carl; Kind, Per Morten & Henriksen, Ellen Karoline (2008). Implementation of empirical-mathematical modelling in upper secondary physics: Teachers’ interpretations and considerations. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 4(2), s. 113–123. Fulltekst i vitenarkiv
• Lavonen, Jari; Angell, Carl; Bymen, Reijo; Henriksen, Ellen Karoline & Koponen, Ismo (2007). Social Interaction in Upper Secondary Physics Classrooms in Finland and Norway: A survey of students' expectations. Scandinavian Journal of Educational Research. ISSN 0031-3831. 51(1), s. 81–101. doi: 10.1080/00313830601079082. Fulltekst i vitenarkiv
• Angell, Carl; Henriksen, Ellen Karoline & Kind, Per Morten (2007). FYS21 - et prosjekt om modellering og vitenskapelig arbeids- og tenkemåte i fysikkundervisningen. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 3(1), s. 86–92. Fulltekst i vitenarkiv
• Angell, Carl; Kjærnsli, Marit & Lie, Svein (2006). Curricular Effects in Patterns of Student Responses to TIMSS Science Items. I Howie, Sarah J. & Plomp, Tjeerd (Red.), Contexts of Learning Mathematics and Science. Routledge. ISSN 9780415362252. s. 277–290. Fulltekst i vitenarkiv
• Henriksen, Ellen Karoline; Angell, Carl; Lavonen, Jari & Isnes, Anders (2004). WHY CHOOSE PHYSICS � IN NORWAY AND FINLAND ? Journal of Baltic Science Education. ISSN 1648-3898. 1. Fulltekst i vitenarkiv Vis sammendrag

  Questionnaire data from Norway and Finland were compared to explore the factors that influence upper secondary school students' choice of subjects (notably physics). Results indicate that personal and emotional factors (interest, abilities), but also practical factors (entrance requirements, usefulness) are keywords for students' choice. Although both Finnish and Norwegian students claim to base their educational choice mainly on personal interest and ability, there is a tendency for Norwegians to be relatively more influenced by background and Finns to be more influenced by the educational system (teachers, entrance requirements). These differences are discussed in light of educational policy and sociological theory. Keywords: School physics, educational choices, recruitment, home background, educational choice guidance

• Angell, Carl; Guttersrud, Øystein; Henriksen, Ellen Karoline & Isnes, Anders (2004). Physics: Frightful, but fun - Pupils' and teachers' views of physics and physics teaching. Science Education. ISSN 0036-8326. s. 683–706. Fulltekst i vitenarkiv
• Angell, Carl; Henriksen, Ellen Karoline; Isnes, Anders & Guttersrud, Øystein (2004). FUN - en undersøkelse om fysikkutdanning i Norge. I Henriksen, Ellen Karoline & Ødegaard, Marianne (Red.), Naturfagenes didaktikk - en disiplin i forandring? Det 7. nordiske forskersymposiet om undervisning i naturfag i skolen. Cappelen Damm Høyskoleforlaget. ISSN 9788276345681. Fulltekst i vitenarkiv Vis sammendrag

  Naturfagdidaktikk er et ungt og lite kjent fagområde i nordisk sammenheng, og som forskningsområde er det stadig under utvikling. Av natur er det tverrfaglig og trekker på felter som pedagogikk, vitenskapsfilosofi, sosiologi, antropologi, psykologi og selvfølgelig naturvitenskapen selv. I denne boka presenteres utvalgte, bearbeidede bidrag fra Det 7. nordiske forskersymposiet om undervisning i naturfag i skolen. Boka representerer bredden i nordisk forskning innen naturfagdidaktikk. Følgende temaer blir belyst: Naturvitenskapelig allmenndannelse og naturfagenes kultur, Naturfagene i endring � teoretiske perspektiver, Elevers forståelse og læringsprosesser, Elevers holdninger og valg, Læring utenfor klasserommet, Alternative undervisningsformer og læringsmodeller og Praktisk/eksperimentelt arbeid

• Angell, Carl; Henriksen, Ellen Karoline & Isnes, Anders (2003). "Hvorfor lære fysikk? det kan andre ta seg av!" Fysikkfaget i norsk utdanning: Innhold - oppfatninger - valg, Naturfagdidaktikk. Perspektiver Forskning Utvikling. Gyldendal Akademisk. ISSN 9788205314771. s. 165–198. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Angell, Carl; Flekkøy, Eirik Grude & Kristiansen, Jostein Riiser (2021). Fysikk for lærere. Gyldendal Akademisk. ISBN 9788205533158. 282 s. Fulltekst i vitenarkiv
• Angell, Carl; Bungum, Berit; Henriksen, Ellen Karoline; Kolstø, Stein Dankert; Persson, Rolf Jonas & Renstrøm, Reidun (2019). Fysikkdidaktikk. Cappelen Damm Akademisk. ISBN 9788202623357. 452 s. Fulltekst i vitenarkiv
• Angell, Carl; Bungum, Berit; Henriksen, Ellen Karoline; Kolstø, Stein Dankert; Persson, Rolf Jonas & Renstrøm, Reidun (2011). Fysikkdidaktikk. Cappelen Damm Høyskoleforlaget. ISBN 9788276348781. 436 s. Fulltekst i vitenarkiv
• Angell, Carl; Flekkøy, Eirik Grude & Kristiansen, Jostein Riiser (2011). Fysikk for lærereNaturfag i grunnskolelærerutdanningen 5. - 10 trinn. Gyldendal Akademisk. ISBN 9788205396883. 204 s. Fulltekst i vitenarkiv
• Lie, Svein; Angell, Carl & Rohatgi, Anubha (2010). Fysikk i fritt fall? TIMSS Advanced 2008 i videregående skole. Unipub forlag. ISBN 9788274774681. 233 s. Fulltekst i vitenarkiv
• Angell, Carl & Lian, Bjørn Ebbe (2004). Fysiske størrelser og enheter - navn og symboler. Universitetsforlaget. ISBN 9788215007267. 140 s. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Frågåt, Thomas; Bøe, Maria Vetleseter & Angell, Carl (2023). Providing an Arena for Professional Development for Physics Teachers through Design-Based Research. Fulltekst i vitenarkiv
• Henriksen, Ellen Karoline; Bøe, Maria Vetleseter & Angell, Carl (2023). Om å få elever og studenter til å blomstre: En inspirasjonsartikkel til minne om Cathrine W. Tellefsen. Fra Fysikkens Verden. ISSN 0015-9247. 85(1), s. 17–19. Fulltekst i vitenarkiv
• Angell, Carl (2020). Den lille boka om universet av Maria Hammerstrøm. Fra Fysikkens Verden. ISSN 0015-9247. s. 82–82. Fulltekst i vitenarkiv
• Henriksen, Ellen Karoline; Angell, Carl; Bøe, Maria Vetleseter & Tellefsen, Cathrine Wahlstrøm (2020). Et fysikkfag for fremtiden. Aftenposten (morgenutg. : trykt utg.). ISSN 0804-3116. s. 25–25. Fulltekst i vitenarkiv
• Frågåt, Thomas; Bøe, Maria Vetleseter & Angell, Carl (2019). Enhancing Physics Teachers’ Professional Development Using a Design-Based Research Project. Fulltekst i vitenarkiv
• Henriksen, Ellen Karoline & Angell, Carl (2019). Hva er energi, og hva tenker elever? Naturfag. ISSN 1504-4564. 2019(1), s. 20–23. Fulltekst i vitenarkiv
• Angell, Carl & Tellefsen, Cathrine Wahlstrøm (2018). Relativt moderne fysikkundervisning - Kvantefysikk og generell relativitetsteori. Fulltekst i vitenarkiv
• Angell, Carl (2018). Relekvant - Relativitetsteori og kvantefysikk i fysikk 2. Fulltekst i vitenarkiv
• Kersting, Magdalena; Henriksen, Ellen Karoline; Bøe, Maria Vetleseter & Angell, Carl (2017). Educational Reconstruction of General Relativity Through a Collaborative Online Learning Environment. Fulltekst i vitenarkiv
• Ræder, Henrik Galligani; Angell, Carl & Henriksen, Ellen Karoline (2017). Uskarp forståelse: analyse av elevsvar knyttet til partiklers bølgeegenskaper og uskarphets-relasjonene. Fulltekst i vitenarkiv
• Tellefsen, Cathrine Wahlstrøm & Angell, Carl (2017). ReleKvant: Aktiv og variert læring i relativitetsteori og kvantefysikk. Fulltekst i vitenarkiv
• Henriksen, Ellen Karoline; Angell, Carl; Bungum, Berit; Bøe, Maria Vetleseter; Tellefsen, Cathrine Wahlstrøm & Frågåt, Thomas [Vis alle 7 forfattere av denne artikkelen] (2016). ReleKvant - undervisningsopplegg om relativitetsteori og kvantefysikk. Fulltekst i vitenarkiv
• Henriksen, Ellen Karoline; Bungum, Berit; Angell, Carl; Bøe, Maria Vetleseter; Frågåt, Thomas & Sørborg, Øystein (2016). ReleKvant: Læringsressurser i moderne fysikk på viten.no Lansering av Viten-programmet "Kvantefysikk". Fulltekst i vitenarkiv
• Angell, Carl; Bungum, Berit; Bøe, Maria Vetleseter & Henriksen, Ellen Karoline (2016). Relativitetsteori og kvantefysikk i vgs: Forskning og utvikling av et skoleprosjekt. Fra Fysikkens Verden. ISSN 0015-9247. s. 21–25. Fulltekst i vitenarkiv
• Angell, Carl; Bøe, Maria Vetleseter & Henriksen, Ellen Karoline (2016). Fysikkforlystelser. Fulltekst i vitenarkiv
• Bøe, Maria Vetleseter; Angell, Carl; Henriksen, Ellen Karoline & Tellefsen, Cathrine Wahlstrøm (2016). Det er ikke innholdet i fysikkfaget som er problemet. Aftenposten (morgenutg. : trykt utg.). ISSN 0804-3116. Fulltekst i vitenarkiv
• Henriksen, Ellen Karoline; Angell, Carl; Bungum, Berit & Bøe, Maria Vetleseter (2016). Från forskning till fysikundervisning med ReleKvant: Nätbaserade lärresurser i relativitetsteori och kvantfysik, utvecklade av forskare, lärare och lärarstudenter. Naturvetenskapens och teknikens didaktik. 1(1), s. 53–64. Fulltekst i vitenarkiv
• Angell, Carl; Bøe, Maria Vetleseter & Henriksen, Ellen Karoline (2015). Kva er lys, eigentleg? Kva seier naturvitskapen, og kva tenkjer elevane? Naturfag. ISSN 1504-4564. s. 10–13. Fulltekst i vitenarkiv
• Bøe, Maria Vetleseter; Angell, Carl; Bungum, Berit & Henriksen, Ellen Karoline (2015). Entanglement: Quantum physics, history, philosophy and NoS in traditional Norwegian classrooms. Fulltekst i vitenarkiv
• Bungum, Berit; Angell, Carl; Tellefsen, Cathrine Wahlstrøm & Henriksen, Ellen Karoline (2015). Physics students’ understanding of fundamental principles in quantum physics. Fulltekst i vitenarkiv
• Henriksen, Ellen Karoline; Angell, Carl; Bungum, Berit & Tellefsen, Cathrine Wahlstrøm (2014). ReleQuant - Improving teaching and learning in quantum physics through educational design research. Fulltekst i vitenarkiv
• Angell, Carl (2014). Konseptuell forståelse av klassisk fysikk. MONA Matematikk og naturfagdidaktik. ISSN 1604-8628. Fulltekst i vitenarkiv
• Angell, Carl; Isnes, Anders & Henriksen, Ellen Karoline (2014). Flere fysikkforlystelser. Fulltekst i vitenarkiv
• Isnes, Anders; Angell, Carl; Henriksen, Ellen Karoline & Bøe, Maria Vetleseter (2014). Hva er vitsen med forsøk? – fysikkshow. Fulltekst i vitenarkiv
• Tellefsen, Cathrine Wahlstrøm; Henriksen, Ellen Karoline & Angell, Carl (2014). ReleKvant – moderne fysikk i klasserommet. Fulltekst i vitenarkiv
• Angell, Carl (2014). Challenges in physics teaching and learning. Fulltekst i vitenarkiv
• Angell, Carl & Isnes, Anders (2014). Hva er vitsen med forsøk? Fulltekst i vitenarkiv
• Henriksen, Ellen Karoline; Angell, Carl; Bungum, Berit; Bøe, Maria Vetleseter; Tellefsen, Cathrine Wahlstrøm & Frågåt, Thomas (2014). ReleKvant – undervisningsopplegg om relativitetsteori og kvantefysikk. Fulltekst i vitenarkiv
• Angell, Carl (2013). The role of mathematics in physics. Fulltekst i vitenarkiv
• Guttersrud, Øystein & Angell, Carl (2013). Assessing students' understanding of the force concept in mechanics. Fulltekst i vitenarkiv
• Henriksen, Ellen Karoline & Angell, Carl (2013). Hva barn tror og fysikere vet om fysikk. Fulltekst i vitenarkiv
• Angell, Carl; Henriksen, Ellen Karoline & Isnes, Anders (2013). Fysikk-forlystelser. Fulltekst i vitenarkiv
• Henriksen, Ellen Karoline & Angell, Carl (2013). Ta klassen ut i universet! Naturfag. ISSN 1504-4564. Fulltekst i vitenarkiv
• Angell, Carl & Guttersrud, Øystein (2012). Force Concept Inventory (FCI). Noen resultater fra norske Fysikk 2-elever. Fulltekst i vitenarkiv
• Angell, Carl (2012). Phil Scott – a great academic, an excellent teacher and very good friend. Fulltekst i vitenarkiv
• Angell, Carl; Bøe, Maria Vetleseter & Henriksen, Ellen Karoline (2012). Om å velge fysikk - og om å forstå newtons mekanikk. Fulltekst i vitenarkiv
• Henriksen, Ellen Karoline & Angell, Carl (2011). Intervju om Newton. [Radio]. Om matematikkens historie i programmet Ekko (NRK P2). Fulltekst i vitenarkiv
• Angell, Carl (2011). What can we learn from TIMSS Advanced? Fulltekst i vitenarkiv
• Angell, Carl; Lie, Svein & Rohatgi, Anubha (2011). The role of mathematics in physics- findingd from TIMSS Advanced. Fulltekst i vitenarkiv
• Angell, Carl (2011). Fysikkdidaktikk - status og utfordringer. Fulltekst i vitenarkiv
• Guttersrud, Øystein & Angell, Carl (2010). Mathematics in physics: Upper secondary physics students' competency to describe phenomena applying mathematical and graphical representations. Fulltekst i vitenarkiv
• Angell, Carl (2010). Fysikk i fritt fall? Fulltekst i vitenarkiv
• Henriksen, Ellen Karoline; Angell, Carl & Raen, Kristina Markussen (2009). ”I click, therefore I learn”? Learning in an undergraduate mechanics course using an electronic "personal response system". Fulltekst i vitenarkiv
• Angell, Carl (2009). Physics for whom? Fulltekst i vitenarkiv
• Angell, Carl & Henriksen, Ellen Karoline (2008). Å beskrive naturen med matematikk. Fra Fysikkens Verden. ISSN 0015-9247. 70(3), s. 85–87. Fulltekst i vitenarkiv
• Angell, Carl; Kind, Per Morten; Henriksen, Ellen Karoline & Guttersrud, Øystein (2008). Implementation of empirical-mathematical modelling in upper secondary physics: Teachers' interpretations and considerations. Fulltekst i vitenarkiv
• Angell, Carl (2007). Modeller og modellering i skolefysikken. Fulltekst i vitenarkiv
• Angell, Carl & Henriksen, Ellen Karoline (2007). Prosjekt FYS 21: Empirisk-matematisk modellering i skolefysikken. Fulltekst i vitenarkiv
• Angell, Carl; Guttersrud, Øystein; Henriksen, Ellen Karoline & Kind, Per Morten (2007). Multiple representations as a framework for a modelling approach to physics education. Fulltekst i vitenarkiv
• Angell, Carl (2006). Reidun Renstrøm: Fysikkens historie - Fra naturfilosofi til kvanteteori. Fra Fysikkens Verden. ISSN 0015-9247. s. 54–55. Fulltekst i vitenarkiv
• Angell, Carl & Henriksen, Ellen Karoline (2006). Måling av døgnvariasjon med Økolog. Naturfag. ISSN 1504-4564. Fulltekst i vitenarkiv
• Angell, Carl (2006). Datalogging. Naturfag. ISSN 1504-4564. Fulltekst i vitenarkiv
• Angell, Carl; Guttersrud, Øystein; Henriksen, Ellen Karoline & Kind, Per Morten (2006). Rationale for and implementation of an empirical-mathematical modelling approach in upper secondary physics in Norway. Fulltekst i vitenarkiv
• Angell, Carl (2006). Varmepumper: Prinsipper og forsøk. Fulltekst i vitenarkiv
• Henriksen, Ellen Karoline & Angell, Carl (2006). Hvordan bruke dataloggere til enkle målinger? Fulltekst i vitenarkiv
• Angell, Carl; Ryder, Jim & Scott, Phil (2005). Becoming an expert teacher: Novice physics teachers' development of conceptual and pedagogical knowledge. Fulltekst i vitenarkiv
• Angell, Carl (2004). Exploring students' intuitive ideas based on physics items in TIMSS - 1995. Fulltekst i vitenarkiv Vis sammendrag

  The TIMSS - 1995 tests have not only an achievement aspect, but also an important diagnostic aspect. The aim of this paper is to demonstrate how the diagnostic perspective can be brought into focus when analysing the results of individual TIMSS items. Some TIMSS items (both multiple choice and free response items) from the Physics Specialists Test are studied in order to show their potential for understanding and exploring students� thinking and the nature of students� misconceptions. This paper also makes the claim that students� alternative conceptions do not constitute a consistent naive theory, and often so-called alternative conceptions could better be described as intuitive ideas more or less unstructured, fragmented pieces of knowledge. Intuitive ideas do not need to be replaced but rather developed and refined.

• Angell, Carl; Henriksen, Ellen Karoline; Isnes, Anders & Guttersrud, Øystein (2004). FUN - en undersøkelse av fysikkutdanning i Norge. Fulltekst i vitenarkiv
• Angell, Carl & Paulsen, Albert Christian (2003). Fysikfaget, undervisningen og lærerrollen, som eleverne opfatter det i det almene gymnas i Danmark. Fulltekst i vitenarkiv
• Guttersrud, Øystein; Angell, Carl; Henriksen, Ellen Karoline & Kind, Per Morten (2008). Mathematical modelling in upper secondary physics education. Defining, assessing and improving physics student's mathematical modelling competency. Universitetet i Oslo. Fulltekst i vitenarkiv
• Vistnes, Arnt Inge; Angell, Carl; Johansen, Nils Voje & Handal, Gunnar (2006). Idéhefte om læringsstrategier i realfag. Universitetet i Oslo. Fulltekst i vitenarkiv Vis sammendrag

  Hefte trykket opp for utdeling til alle nye studenter ved UiO innen matematikktunge realfag.

• Andersen, Rasmus N.; Angell, Carl; Both, Erik; Ingwersen, Jens; Nielsen, Poul A. & Villadsen, Mads P. (2006). Evaluering af Fysik C. Undervisningsministeriet. Fulltekst i vitenarkiv
• Angell, Carl; Fagerli, Tore & Mathiesen, Sissel Wedervang (2004). EVALUERINGRAPPORT TEKNOLOGI OG DESIGN VED ROSENBORG SKOLE 2003 og 2004. NTNU. Fulltekst i vitenarkiv
• Grøn, Øyvind & Angell, Carl (2004). Eksploderende stjerner. Fysisk institutt, Universitetet i Oslo. ISSN 9788291853116. Fulltekst i vitenarkiv
• Angell, Carl; Fagerli, Tore & Mathiesen, Sissel Wedervang (2003). EVALUERING AV TEKNOLOGI OG DESIGNVED ROSENBORG SKOLE VÅREN 2003Delrapport 1. NTNU. Fulltekst i vitenarkiv
• Angell, Carl & Paulsen, Albert Christian (2003). Elevernes stemmer - Fysikfaget, undervisningen og lærerroller, slik eleverne opfatter det i det almene gymnasium i Danmark. Roskilde Universitetscenter. Fulltekst i vitenarkiv

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