Innhold i 2/26:
- Att skriva som en vetenskapsman: Hur lärare och elever förhandlar om laborationsrapportens form och syfte
Anna Maria Hipkiss, Lotta Olvegård, Susanne Staf, Eva Olsson, Pernilla Andersson Varga - The nature of science in Finnish primary school textbooks
Carolina Björkas, Pia Mikander - Oi, her ser jeg sånn skikkelig mineral!» En analyse av lærerstudenters gruppesamtaler under observasjon av jord
Bernt Rønning, Trygve Megaard - Experience, Emotions and Educational content for all: Science centres’ designs for learning and interest in STEM
Maria Sparf, Karin Stolpe - Tanke-/begreppskartor för länkning i en NO-lärares formativa undervisningspraktik: Exemplet naturvetenskap i yngre åldrar
Marlene Sjöberg, Nessrin Subhi - Integrating Programming into Norwegian Upper-Secondary Science Instruction: Teachers’ Backgrounds and Perceived Challenges
Henning V. Myhrehagen, Tor Ole B. Odden, Ellen K. Henriksen - Samskaping med et vitensenter for å støtte barns nysgjerrige utforskning
Veronica Bergan, Astrid Wara - Building research literacy for science teaching: Teacher educators’ researcherly practices and modelling of these for student teachers
Birgitte Lund Nielsen, Claus Auning, Karin Stolpe, William Espen Windsor - NFSUN 40 years – A historic review and an analysis of content in an international perspective
John Magne Grindeland, Jardar Cyvin, Jens Dolin - Searching for high-quality teaching in science classrooms – Results from a classroom video study in science
Marianne Ødegaard, Solveig Karlsen, Magdalena Kerstilng, Marit Kjærnsli, Magne Olufsen, Mai Lill Suhr