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  Subjects -> SCIENCES: COMPREHENSIVE WORKS (Total: 374 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 2/2022

    • Authors: Are Turmo, Clas Olander, Eva Nyberg, Karin Stolpe
      Pages: 143 - 146
      PubDate: 2022-09-07
      DOI: 10.5617/nordina.9822
      Issue No: Vol. 18, No. 2 (2022)
  • Kreativ bearbeiding av en modell gjennom transformasjon og narrativ
           skriving på mellomtrinnet

    • Authors: Pauline Book
      Pages: 147 - 161
      Abstract: The article explores how 11-12 year-old pupils in linguistically diverse science classrooms utilize creative visual imaginations and mental models in meaning-making processes about life-cycles in a Bottlegarden. The students wrote narratives while imagining being inside a model (the Bottle-garden). Such transformations allow students to relate personal experiences to abstract scientific processes. Four student-texts are analyzed qualitatively. The tool for analysis is inspired by frameworks of creativity and meaning-making. The narratives revealed variation in the students´ experience with language and text, interests and attitudes. The findings indicate that writing-tasks giving students the opportunity to express themselves in imagined worlds in a scientific context, activates the students´ bodily experiences and emotions. This encourages meaning-making in different layers. The approach also represents a potential for formative assessment.
      PubDate: 2022-09-07
      DOI: 10.5617/nordina.8948
      Issue No: Vol. 18, No. 2 (2022)
  • The Scope and Status of Sustainability Education in Out-of-School Settings
           across Denmark

    • Authors: Henry James Evans
      Pages: 162 - 180
      Abstract: Denmark has a strong foundation in terms of sustainability, making the country an interesting backdrop for studying how the overarching sustainability agenda has shaped education practice. This study investigated the scope and status of sustainability education targeted at grade 4-6 students in Danish out-ofschool science education institutions, such as natural history museums, science and technology museums, science centres, zoos and aquaria. First, a desktop review took place to map educational programmes with sustainability content. Second, five representative programmes were selected for further study. Thematic analysis of observation field notes and interviews with educators and teachers yielded four themes that collectively defined the sustainability programmes: institution, formal education, content and pedagogy. The final sections of the paper contextualise these themes, and discuss their implications for sustainability education in out-of-school practice. The study concludes by offering reflections on constructive future pathways for sustainability education.
      PubDate: 2022-09-07
      DOI: 10.5617/nordina.8945
      Issue No: Vol. 18, No. 2 (2022)
  • Student teachers’ challenges addressed by science didactics when
           reflecting upon teaching at a science centre

    • Authors: Alexina Thorén Williams, Maria Svensson
      Pages: 23 - 38
      Abstract: This study aimed to examine student teachers’ challenges addressed by science didactics in a fieldwork assignment at a science centre. From a teacher educator perspective, it is central to understand how student teachers’ theoretical understanding of science didactics comes into play in practice. The empirical material consists of video-stimulated reflections on teaching science at the science centre. By using a didactic model, the influence of artefacts as representations emerges as the most prominent challenge with science didactics at the science centre. This, together with the identified challenges: knowledge about school students’ science understanding, making science content accessible, and the complexity of asking questions, indicates that the didactic model becomes a valuable analytical tool. To create didactical situations in teaching practice, the didactic model provides a powerful ‘thinking tool’ for student teachers – as well as teacher educators in their practice.
      PubDate: 2022-01-20
      DOI: 10.5617/nordina.8784
      Issue No: Vol. 18, No. 1 (2022)
  • 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)
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