Nordic Studies in Science Education

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Keywords Augmented reality, science inquiry, representational competence, exploratory talk, dialogue Classroom discourse, socioscientific issues, feedback Concept cartoons, natural science, argumentation, reflection, teacher education Mandatory interdisciplinary science, oral and practical examination, empirical study Memories, reflection, teacher identity development Pedagogical Content Knowledge (PCK), Lesson Study (LS), Content Representation (CoRe), Field practice, Mentoring, Science Teacher, Reflective Sustainable development, forest biology, teachers' collegial discussions, phenomenography, student knowledge, assessment chemistry creative drama design-based research didactic model examples, science teacher education, biology, epistemic affordance, genre inquiry-based science teaching, dialogue in science teaching, scaffolding, authentic use of language natural science professional competence, university chemistry education socio scientific issues, upper secondary school, didactic modeling teacher beliefs about NOS, scientific inquiry, upper secondary school, interviews technology, preschool technology education, preschool teachers, conceptions, experiences technology, primary school, research circle, teachers, competence development upper secondary school

Nordic Studies in Science Education

NorDiNa is an international, peer reviewed, open access journal. Original research papers and review articles within all aspects of science education are published.

Indexed in: coming soon

Vol 15, No 2 (2019)

This work is licensed under a Creative Commons Attribution 3.0 License.

ISSN: 1894-1257

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