Nordic Studies in Science Education

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Keywords Augmented reality, science inquiry, representational competence, exploratory talk, dialogue Biological content knowledge, content-based analysis, pre-service teacher, self-efficacy First-year experience, dropout, retention, STEM, higher education, Academic and social integration Memories, reflection, teacher identity development PCK PISA Science Questions, written ansers, gendered differences Pedagogical Content Knowledge (PCK), Lesson Study (LS), Content Representation (CoRe), Field practice, Mentoring, Science Teacher, Reflective Science process, inquiry-based learning, 7-15 years, quantitative assessment Sustainable development, forest analysis of creative writing, conceptual metaphors, chemical bonding, age 13-14, biology, teachers' collegial discussions, phenomenography, student knowledge, assessment design-based research interview and questionare lower secondary preservice teachers natural science outdoor science activities, teaching design, student understanding professional competence, university chemistry education schools, tournament, inspiration, STEM, attitude, interest 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

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 1 (2019)

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

ISSN: 1894-1257

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