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Can Animals Refer? Meta-Positioning Studies of Animal Semantics

Biosemiotics, 2021-08, Vol.14 (2), p.433-457

Ongstad, Sigmund

2021

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Genre Constituents in “Reflections on Genre as Social Action” – in the Light of 1980s’ Genre Research?

Discourse and writing/rédactologie, 2021-06, Vol.31, p.86-108

Ongstad, Sigmund Vik

2021

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The Blindness of Focusing. Pragmatic theories of communication and the challenge of validation

Reconceptualizing educational research methodology, 2014-12, Vol.5 (2)

Ongstad, Sigmund

2014

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L1-Didactics and the global pressure from Anglo-Saxon New Literacies: Gained Disciplinarity at Risk?

L1-educational studies in language and literature, 2024-05, Vol.24 (2), p.1-30

Ongstad, Sigmund

2024

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Perceptions of Context. Epistemological and Methodological Implications for Meta-Studying Zoo-Communication

Biosemiotics, 2022-12, Vol.15 (3), p.497-518

Ongstad, Sigmund

2022

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The Challenge of Positioning Space and Time in Systemic Studies of Animal Utterances as Both Embodied and External Contexts

Linguistic Frontiers, 2023-12, Vol.6 (3), p.1-17

Ongstad, Sigmund

2023

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Simple Utterances but Complex Understanding? Meta-studying the Fuzzy Mismatch between Animal Semantic Capacities in Varied Contexts

Biosemiotics, 2022-05, Vol.15 (1), p.85-108

Ongstad, Sigmund

2022

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Relasjonen estetikk – epistemologi – etikk og fagdidaktikk. Et semiotisk-kommunikativt perspektiv på estetikk og utdanning

InFormation (Oslo, Norway), 2013-06, Vol.2 (1)

Ongstad, Sigmund

2013

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Fra kunnskap, via kontekst, kjerne og komparasjon til kommunikasjon. En fagdidaktisk utviklingslinje?

Nordidactica, 2012-08, Vol.2012 (2012:1), p.1-25

Ongstad, Sigmund

2012

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A Conceptual Framework for Studying Evolutionary Origins of Life-Genres

Biosemiotics, 2019-08, Vol.12 (2), p.245-266

Ongstad, Sigmund

2019

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Utterance-genre-lifeworld and Sign-habit-Umwelt Compared as Phenomenologies. Integrating Socio- and Biosemiotic Concepts?

Biosemiotics, 2024-08, Vol.17 (2), p.523-546

2024

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Morsmålsdidaktisk forskning og profesjonalisert lærerutdanning: Fem nordiske beretninger om 50 års utvikling og kamp

2023

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Competing disciplinarities in curricular L1. A Norwegian case

L1-educational studies in language and literature, 2015-01, Vol.15 S.I. Scand. L1 Res. (Scand. L1 Res.)

Ongstad, Sigmund

2015

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Pedagogisk + fagdidaktisk forskning = utdanningsforskning?

Norsk pedagogisk tidskrift, 2017-02, Vol.101 (1), p.68-79

Ongstad, Sigmund

2017

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Fag og didaktikk i lærerutdanning: Kunnskap i grenseland

2006

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Research on mother tongue education in a comparative international perspective: Theoretical and methodological issues

2007

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Trender i internasjonal morsmålsdidaktisk forskning?

Norsk pedagogisk tidskrift, 2012-06, Vol.96 (3), p.172-181

Ongstad, Sigmund

2012

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Mathematics and Mathematics Education as Triadic Communication? A Semiotic Framework Exemplified

Educational studies in mathematics, 2006-02, Vol.61 (1/2), p.247-277

Ongstad, Sigmund

2006

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Utterance theory and validation of disciplinary knowledge in a 'post-truth' era

Bildung, Knowledge, and Global Challenges in Education, 2023, p.147-168

1, 2023

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Education as language and communication (L&C): A blindness in didactics and curriculum theory?

Didaktik and Curriculum in Ongoing Dialogue, 2021, p.234-253

1, 2021

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Curricular L1 Disciplinarities: Between Norwegianness and Internationality

Rethinking L1 Education in a Global Era, p.83-112

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Positioning Early Research on Writing in Norway

Written communication, 2002-07, Vol.19 (3), p.345-381

Ongstad, Sigmund

2002

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Mother tongue didaktik: An international study book

2004

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Egalitarianism meets ideologies of mathematical education–instances from Norwegian curricula and classrooms

ZDM, 2001-10, Vol.33 (5), p.1-11

2001

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Introducing Norwegian Research on Writing

Written communication, 2002-10, Vol.19 (4), p.452-457

2002

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Can Animals Refer? Meta-Positioning Studies of Animal Semantics

Genre Constituents in “Reflections on Genre as Social Action” – in the Light of 1980s’ Genre Research?

The Blindness of Focusing. Pragmatic theories of communication and the challenge of validation

L1-Didactics and the global pressure from Anglo-Saxon New Literacies: Gained Disciplinarity at Risk?

Perceptions of Context. Epistemological and Methodological Implications for Meta-Studying Zoo-Communication

The Challenge of Positioning Space and Time in Systemic Studies of Animal Utterances as Both Embodied and External Contexts

Simple Utterances but Complex Understanding? Meta-studying the Fuzzy Mismatch between Animal Semantic Capacities in Varied Contexts

Relasjonen estetikk – epistemologi – etikk og fagdidaktikk. Et semiotisk-kommunikativt perspektiv på estetikk og utdanning

Fra kunnskap, via kontekst, kjerne og komparasjon til kommunikasjon. En fagdidaktisk utviklingslinje?

A Conceptual Framework for Studying Evolutionary Origins of Life-Genres

Utterance-genre-lifeworld and Sign-habit-Umwelt Compared as Phenomenologies. Integrating Socio- and Biosemiotic Concepts?

Morsmålsdidaktisk forskning og profesjonalisert lærerutdanning: Fem nordiske beretninger om 50 års utvikling og kamp

Competing disciplinarities in curricular L1. A Norwegian case

Pedagogisk + fagdidaktisk forskning = utdanningsforskning?

Fag og didaktikk i lærerutdanning: Kunnskap i grenseland

Research on mother tongue education in a comparative international perspective: Theoretical and methodological issues

Trender i internasjonal morsmålsdidaktisk forskning?

Mathematics and Mathematics Education as Triadic Communication? A Semiotic Framework Exemplified

Utterance theory and validation of disciplinary knowledge in a 'post-truth' era

Education as language and communication (L&C): A blindness in didactics and curriculum theory?

Curricular L1 Disciplinarities: Between Norwegianness and Internationality

Positioning Early Research on Writing in Norway

Mother tongue didaktik: An international study book

Egalitarianism meets ideologies of mathematical education–instances from Norwegian curricula and classrooms

Introducing Norwegian Research on Writing

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