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  Subjects -> SCIENCES: COMPREHENSIVE WORKS (Total: 426 journals)
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Nordic Studies in Science Education
Number of Followers: 3  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1504-4556 - ISSN (Online) 1894-1257
Published by Universitetet i Oslo Homepage  [16 journals]
  • Editorial

    • Authors: Are Turmo, Carl-Johan Rundgren, Clas Olander
      Pages: 1 - 3
      PubDate: 2021-02-03
      DOI: 10.5617/nordina.8565
      Issue No: Vol. 17, No. 3 (2021)
       
  • Editorial 2/2021

    • Authors: Sonja M. Mork, Berit S. Haug, Merethe Frøyland
      Pages: 131 - 134
      PubDate: 2021-04-28
      DOI: 10.5617/nordina.8770
      Issue No: Vol. 17, No. 3 (2021)
       
  • Modeller i kjemiundervisning - et eksempel på hvordan de kan bidra til
           læring og feillæring

    • Authors: Heidi Iren Saure, Nils-Erik Bomark, Monica Lian Svendsen
      Pages: 181 - 205
      Abstract: We discuss the use of analogical models in science education using examples from online learning resources. We have conducted a teaching program for a group of 7th grade pupils and a group of science teacher students, and the main theme of this program is the use of models in chemistry. Specifically, we study the effect of an analogical model that is designed to promote understanding of the properties of molecules, related to a paper chromatography experiment. Our research indicates that analogical models can be a useful tool to convey understanding of abstract concepts and non-visible phenomena, but they hold serious pitfalls that can lead to misunderstandings amongst students if not used in a proper manner. These findings are in line with other studies. Our data indicate that respondents` knowledge about molecular properties may have increased after participating in this teaching program. However, both groups of respondents consistently used wrong properties to explain the paper chromatography experiment. Conversation transcripts and respondents` models indicate that these misconceptions are enhanced by the analogical model they were given to work with during the teaching program. Based on our findings, we give some advice for how to best present analogies in the classroom.
      PubDate: 2021-04-28
      DOI: 10.5617/nordina.8363
      Issue No: Vol. 17, No. 3 (2021)
       
  • Editorial Nordina 3/2021

    • Authors: Clas Olander, Carl-Johan Rundgren, Are Turmo
      Pages: 244 - 246
      PubDate: 2021-09-14
      DOI: 10.5617/nordina.9031
      Issue No: Vol. 17, No. 3 (2021)
       
  • Teaching and learning through scientific practices in the laboratory in
           biology education

    • Authors: Mari Sjøberg
      Pages: 340 - 340
      Abstract: The overall aim of this thesis is to explore challenges and opportunities with teaching and learning through scientific practices in the laboratory in biology education. This thesis is based on three articles that are introduced and discussed in an extended abstract. My focus is on practice in the laboratory, and in the thesis, I have investigated practice in two different ways. First, I have investigated upper secondary biology teachers’ practices as reported in a survey and group interview (Article I). Secondly, I have analyzed undergraduate biology students’ practices through microscale analysis of their reasoning when constructing representations in the laboratory (Article II and III). The findings from Article I show that the biology teachers’ primarily report that they implement teacher-directed laboratory work with the aim of illustrating content knowledge. The findings from Article II and III shows how different representations, such as drawings and gestures, support students’ model-based reasoning. Based on these findings, I argue for the fruitfulness of a focus on modelling through representation construction as a scientific practice in the laboratory.  
      PubDate: 2021-09-14
      DOI: 10.5617/nordina.8766
      Issue No: Vol. 17, No. 3 (2021)
       
 
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