Pensum/l?ringskrav Naturfagdidaktikk for l?rerutdannere

National Research Council. (2012). Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (Pellegrino & Hilton) (118 s)

Hopfenbeck, T. N. (2014). Strategier for l?ring. Om selvregulering, vurdering og god undervisning. Oslo: Universitetsforlaget. (159 s)

Crawford, B. A. (2014). From inquiry to scientific practices in the science classroom. In N. Lederman & S. Abell (Eds.), Handbook of Research on Science Education. Vol II. (pp. 515-544). New York: Routledge. (29 s)

Lederman, N. G., & Lederman, J. (2014). Research on teaching and learning of nature of science. In N. G. Lederman & S. K. Abell (Eds.), Handbook of Research in Science Education (Vol. 2, pp. 600-620). New York: Routledge. (20 s)

Hodson, D., & Wong, S. L. (2017). Going Beyond the Consensus View: Broadening and Enriching the Scope of NOS-Oriented Curricula. Canadian Journal of Science, Mathematics and Technology Education, 17(1), 3-17. doi: 10.1080/14926156.2016.1271919 (14 s)

Osborne, J. (2014). Scientific practices and inquiry in the science classroom. In N. G. Lederman & S. Abell (Eds.), Handbook on research in science education. Volum 2 (pp. 579-599). New York: Routledge. (20 s)

Knain, E. (2016). En spr?kfundert kompetansemodell for planlegging av undervisning. Acta Didactica Norge, 10(1), Art. 6.  (21 s)

?degaard, M., Haug, B., Mork, S. M., & S?rvik, G. O. (2016). P? forskerf?tter i naturfag: Universitetsforlaget. (157 s)

Mork, S. M., & Erlien, W. (2017). Spr?k, tekst og kommunikasjon i naturfag. Oslo: Universitetsforlaget.  (200 s)

Norris, S. P., & Phillips, L. M. (2003). How Literacy in Its Fundamental Sense is Central to Scientific Literacy. Science Education, 87(2), 224-240. (16 s)

Pearson, P. D., et al. (2010). "Literacy and Science: Each in the Service of the Other." Science 328: 459-463. (4 s)

S?rvik, G. O., & Mork, S. M. (2015). Scientific literacy as social practice: Implications for reading and writing in science classrooms. Nordic Studies in Science Education, 11(3), 268-281. (14 s)

Mestad, I., & Kolst?, S. D. (2014). Using the Concept of Zone of Proximal Development to Explore the Challenges of and Opportunities in Designing Discourse Activities Based on Practical Work. Science Education, 98(6), 1054-1076. doi: 10.1002/sce.21139 (23 s)

Bungum, B., & Tellefsen, C. W. (2016). Bruk av spr?k og diskusjoner for ? fremme elevers forst?else i kvantefysikk gjennom digitale ressurser. 2016, 2(1). doi: 10.17585/ntpk.v2.127 (15 s)

?yehaug, Anne Bergliot; Holt, Anne. Kreativ skriving i naturfag - et vindu inn til elevens idéverden?. NorDiNa : Nordic Studies in Science Education 2017 ;Volum 14.(2)  (21 s)

Haug, B. S., & ?degaard, M. (2014). From words to concepts. Teaching for conceptual understanding in a inquiry based science setting. Research in Science Education, 44(5), 777-800. (23 s)

Fr?yland, M., Remmen, K. B., & S?rvik, G. O. (2016). Name-Dropping or Understanding?: Teaching to Observe Geologically. Science Education, 100(5), 923-951. (28 s)

Gamlem, S. M. (2015). Tilbakemelding for l?ring og utvikling. Gyldendal (144 s)

Haug, B. S. (2014). Inquiry-based science: Turning teachable moments into learnable moments. Journal of Science Teacher Education, 25, 79-96. (25 s)

Coffey, J. E., Hammer, D., Levin, D. M., & Grant, T. (2011). The missing disciplinary substance of formative assessment. Journal of Research in Science Teaching, 48(10), 1109-1136 (27 s)

Roberts, D. A., & Bybee, R. (2014). Scientific literacy, Science literacy, and Science Education. In N. Lederman & S. Abell (Eds.), Handbook of research on science education (Vol. 2, pp. 545-558). New York: Routledge. (13 s)

Derry, S. J., Pea, R. D., Barron, B., Engle, R. A., Erickson, F., Goldman, R., . . . Sherin, B. L. (2010). Conducting Video Research in the Learning Sciences: Guidance on Selection, Analysis, Technology, and Ethics. Journal of the Learning Sciences, 19(1), 3-53. (50 s)

Chen, Y.-C., Hand, B., & Norton-Meier, L. (2017). Teacher Roles of Questioning in Early Elementary Science Classrooms: A Framework Promoting Student Cognitive Complexities in Argumentation. Research in Science Education, 47(2), 373-405. doi: 10.1007/s11165-015-9506-6 (33 s)

Furtak, E. M., et al. (2012). "Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching." Review of Educational Research 82(3): 300-329.  (29 s)

Fr?yland, M., Remmen, K. B., Mork, S. M., ?degaard, M., & Christiansen, T. (2015). Researching features of science learning from students’ view – the potential of headcam. Nordic Studies in Science Education, 11(3), 249-267. (18 s)

Kail, R. V. (2015). Scientific writing for psychology. Lessons in clarity and style: Sage Publications (152 s)

Osborne, J. (2010). "Discourse. Arguing to Learn in Science: The Role of Collaborative, Critical Discourse." Science 328: 463-466. (3 s)

Mortimer, E., & Scott, P. (2003). Meaning making in secondary science classrooms. Maidenhead: Open University Press. (118 s)

Bungum, B., Henriksen, E. K., Angell, C., Tellefsen, C. W., & B?e, M. V. (2015). ReleQuant – Improving teaching and learning in quantum physics through educational design research. Nordic Studies in Science Education, 11(2), 153-168.  (15 s)

Munkebye, E., & Staberg, R. L. (2014). Lesing av naturfagtekster i sm?skolen. En kasusstudie knyttet til leselekser. Norskl?reren, 3, 22-30.  (8 s)

Scott, P., Mortimer, E., & Ametller, J. (2011). Pedagogical link‐making: a fundamental aspect of teaching and learning scientific conceptual knowledge. Studies in Science Education, 47(1), 3-36.  (34 s)

Kennedy, M. M. (2016). How Does Professional Development Improve Teaching? Review of Educational Research, 86(4), 945-980.  (35 s)

Kind, V. (2016). Preservice Science Teachers’ Science Teaching Orientations and Beliefs About Science. Science Education, 100(1), 122-152.  (31 s)

Scott, P. H., Mortimer, E. F., & Aguiar, O. G. (2006). The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school science lessons. Science Education, 90(4), 605– 631.  (26 s)

Harlen, W., Bell, D., Devés, R., Dyasi, H., Fernández de la Garza, G., Léna, P., . . . Yu, W. (2015). Working with Big Ideas of Science Education (pp. 64). Trieste: The Science Education Programme (SEP) of IAP. (64 s)

Knain, E., & Kolst?, S. D. (2011). Elever som forskere i naturfag. Oslo: Universitetsforlaget. (55 s)

Jorde og Dillon (2012). Science Education Research and Practice in Europe: Retrospective and Prospective. Sense Publishers (10 s)

Sj?berg (2009). Naturfag som allmenndannelse. En kritisk fagdidaktikk. Kap. 2. (22 s)

Thorsheim, Kolst? og Andresen (2016). Erfaringsbasert l?ring. Naturfagdidaktikk (31 s)

Davis, P. R., Horn, M. S., & Sherin, B. L. (2013). The Right Kind of Wrong. A "Knowledge in Pieces" Approach to Science Learning in Museums. Curator the Museum Journal, 56(1), 31-46.  (15 s)

Knain, Fredlund, Furberg, Mathiassen, Remmen og ?degaard (i trykk ADNO) Representations as means and ends in science education: possibilities and Challenges (17 s)

Tytler, Hubber, Prain & Waldrip (2013): A representation construction approach. In Tytler, R., Prain, V., Hubber, P., & Waldrip, B. (Eds.). (2013). Constructing Representations to Learn in Science. Rotterdam: Sense Publishers.  (19 s)

Remmen, K.B., & Fr?yland, M. (2017i trykk/in press). “Utvidet klasserom” – Et didaktisk verkt?y for uteundervisning i naturfag. NorDiNa, 2/17. (15 s)

Totalt 1891 sider

 

Publisert 3. juli 2017 10:38 - Sist endret 3. juli 2017 11:02