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Vol. 11 No. 3 (2015)
Vol. 11 No. 3 (2015)
Published:
2015-11-03
NorDiNa Issue 3 2015 Editorial
Carl-Johan Rundgren, Are Turmo
221-222
PDF
Articles
Scaffolding open inquiry: How a teacher provides students with structure and space
Birgitte Bjønness, Stein Dankert Kolstø
223-237
PDF
Quiet pupils can be effective learners
Gunnhildur Óskarsdóttir, Jón Torfi Jónasson
238-248
PDF
Researching science learning from students’ view – the potential of headcam
Merethe Frøyland, Kari Beate Remmen, Sonja M. Mork, Marianne Ødegaard, Torgeir Christiansen
249-267
PDF
Scientific literacy as social practice: Implications for reading and writing in science classrooms
Gard Ove Sørvik, Sonja M. Mork
268-281
PDF
Primary school teachers’ concerns and needs in biology and mathematics teaching
Eva Kellner, Iiris Attorps
282-292
PDF
Curriculum development, projects and networks
Norske masterutdanninger i naturfag for grunnskolelærere – store variasjoner i omfang på masteroppgaver og fagsammensetning
Norwegian master educations in natural science for lower secondary school
Magne Olufsen, Solveig Karlsen, Monica Andreassen, Andy Sortland
293-303
PDF
The Benefits of the German Science Project ‘Biology Up Close’
Claas Wegner, Friederike Strehlke
304-312
PDF
Recent dissertations
Budding scientists learn science. A longitudinal study of 10–13 year students’ science skills in an inquiry-based context
Anne Bergliot Øyehaug
313
PDF
Teaching for conceptual understanding in science within an integrated inquiry-based science and literacy setting
Berit S. Haug
314
PDF
Trends in Physics Competence. Using TIMSS for in-depth studies to characterize Norwegian students’ physics competence and factors influencing and explaining changes in this competence
Trude Nilsen
315
PDF
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