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“Science” and “art” as ways of knowing in school education in Nepal for an inclusive learning environment

Discover education, 2023-05, Vol.2 (1), p.1-13, Article 16

2023

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A science teacher’s complex beliefs about nature of scientific inquiry

Nordina : Nordic studies in science education, 2018, Vol.14 (1), p.54-67

2018

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The use of examples in school science: Developing an analytical tool to enable a discussion in science teacher education

Nordina : Nordic studies in science education, 2018, Vol.14 (2), p.221-236

2018

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Scaffolding open inquiry: How a teacher provides students with structure and space

Nordina : Nordic studies in science education, 2015-11, Vol.11 (3), p.223-237

2015

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Whole School Approaches to Sustainability: Education Renewal in Times of Distress

2024

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School gardening activities as contextual scaffolding for learning science: participatory action research in a community school in Nepal

Educational action research, 2022-05, Vol.30 (3), p.462-479

2022

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Open inquiry in science classrooms: exploring and developing teachers' practices in upper secondary school

Nordina : Nordic studies in science education, 2017-02, Vol.13 (1), p.113

Bjønness, Birgitte

2017

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Open inquiry in science classrooms: exploring and developing teachers' practices in upper secondary school

Nordina : Nordic studies in science education, 2017-02, Vol.13 (1)

Birgitte Bjønness

2017

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The socio-ecological model as a framework for understanding junk food consumption among schoolchildren in Nepal

Nutrition and health (Berkhamsted), 2021-10, Vol.27 (3), p.337-346

2021

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A science teacher's complex beliefs about nature of scientific inquiry

Nordina : Nordic studies in science education, 2018, Vol.14 (1)

2018

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“Ignoring” to “Autonomous” Participation: Narratives of a Participatory Action Researcher

The Canadian journal of action research, 2023-01, Vol.24 (1), p.38-55

2023

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The use of examples in school science : developing an analytical tool to enable a discussion in science teacher education

Nordina : Nordic studies in science education, 2018, Vol.14 (2)

2018

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Scaffolding open inquiry: How a teacher provides students with structure and space

Nordina : Nordic studies in science education, 2015, Vol.11 (3)

2015

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Hva hemmer og fremmer arbeidet med Utdanning for Bærekraftig Utvikling i videregående skole?

Acta didactica Norge, 2019-08, Vol.13 (2), p.4

2019

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Hva hemmer og fremmer arbeidet med Utdanning for Bærekraftig Utvikling i videregående skole?

Acta didactica Norge, 2019-08, Vol.13 (2)

2019

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Aksjonsforskning i Norge : teoretisk og empirisk mangfold

2017

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Policy Perspectives on Green School Guidelines: Connecting School Science with Gardens to Envision a Sustainable Future

Journal of sustainable development, 2020-05, Vol.13 (3), p.102

2020

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Hva hemmer og fremmer arbeidet med Utdanning for bærekraftig utvikling i videregående skole?

Acta didactica Norge, 2019-08, Vol.13 (2)

2019

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