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Narratives of doctoral studies in science education: Making the transition from educational practitioner to researcher

1, 2016

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Students' experience of working with socioscientific issues : a quantitative study in secondary school

Research in science education (Australasian Science Education Research Association), 2012-12, Vol.42 (6), p.1147-1163

2012

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Teachers' experience of working with socio-scientific issues : a large scale and in depth study

Research in science education (Australasian Science Education Research Association), 2013-04, Vol.43 (2), p.599-617

2013

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Science teaching in upper primary school through the eyes of the practitioners

Nordina : Nordic studies in science education, 2022-01, Vol.18 (1), p.128-142

2022

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Opportunities for Education for Sustainability through multidimensional preschool science

Nordina : Nordic studies in science education, 2019, Vol.15 (4), p.358-369

2019

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Inte som i skolan - pedagoger positionerar naturvetenskap i förskolan Preschool teachers talk about science – Positioning themselves and positioning science

Nordina : Nordic studies in science education, 2018, Vol.14 (4), p.411-426

2018

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Designing an ice cream making device: a design-based science learning approach

Science education international, 2018-09, Vol.29 (3), p.149

2018

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Lab work and learning in secondary school chemistry : the importance of teacher and student interaction

Research in science education (Australasian Science Education Research Association), 2010-08, Vol.40 (4), p.505-523

2010

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Emotions and values - a case study of meaning-making in ESE

Environmental education research, 2017-04, Vol.23 (4), p.451-464

2017

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Pre-school teaching for creative processes in education for sustainable development - invisible animal traces, purple hands, and an elk container

Environmental education research, 2022, Vol.28 (3), p.457-475

2022

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The purpose of science education

Nordina : Nordic studies in science education, 2022-01, Vol.18 (1)

2022

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Student reasoning while investigating plant material

Nordina : Nordic studies in science education, 2012-12, Vol.4 (2), p.177-191

2012

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Why and how teachers make use of drawing activities in early childhood science education

International journal of science education, 2021, Vol.43 (13), p.2127-2147

2021

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Perceived learning experiences regarding Education for sustainable development – within Swedish outdoor education traditions

Nordina : Nordic studies in science education, 2013-11, Vol.9 (2), p.187-205

2013

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Didactical dilemmas when planning teaching for sustainable development in preschool

Environmental education research, 2021, Vol.27 (1), p.37-49

2021

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The purpose of science education: Guidance provided by Swedish Science Syllabuses

Nordina : Nordic studies in science education, 2022-01, Vol.18 (1), p.39-62

2022

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‘Drawing the Leaves Anyway’: Teachers Embracing Children’s Different Ways of Knowing in Preschool Science Practice

Research in science education (Australasian Science Education Research Association), 2017-12, Vol.47 (6), p.1173-1192

2017

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Teachers' conceptualisations of science teaching - obstacles and opportunities for pedagogical continuity across early childhood school forms

International Journal of Early Years Education, 2023, Vol.31 (3), p.790-805

2023

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En studie av lärares intentioner med och genomförandet av ämnesintegrerad naturvetenskaplig undervisning i skolår 9. "Teachers’ intentions with integrated science teaching and how it is implemented in the 9th grade classroom."

Nordina : Nordic studies in science education, 2012-06, Vol.8 (1), p.73-88

2012

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Opportunities for and obstacles to science in preschools: views from a community perspective

International journal of science education, 2018-01, Vol.40 (17), p.2061-2077

2018

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Teachers’ intentions with outdoor teaching in school forests: Skills and knowledge teachers want students to develop

Nordina : Nordic studies in science education, 2012, Vol.8 (1), p.26-42

2012

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The Conflict Within the Role: A Longitudinal Study of Preschool Student Teachers' Developing Competence In and Attitudes Towards Science Teaching in Relation to Developing a Professional Role

Journal of early childhood teacher education, 2013-01, Vol.34 (1), p.80-94

2013

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Opportunities for Education for Sustainability through multidimensional preschool science

Nordina : Nordic studies in science education, 2019, Vol.3 (15), p.358

2019

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Young students' aesthetic experiences and meaning-making processes in an outdoor environmental school practice

Journal of adventure education and outdoor learning, 2017-04, Vol.17 (2), p.108-121

2017

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Laborativt arbete i grundskolans senare år: Lärares perspektiv

Nordina : Nordic studies in science education, 2010, Vol.6 (1), p.80-91

2010

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Narratives of doctoral studies in science education: Making the transition from educational practitioner to researcher

Students' experience of working with socioscientific issues : a quantitative study in secondary school

Teachers' experience of working with socio-scientific issues : a large scale and in depth study

Science teaching in upper primary school through the eyes of the practitioners

Opportunities for Education for Sustainability through multidimensional preschool science

Inte som i skolan - pedagoger positionerar naturvetenskap i förskolan Preschool teachers talk about science – Positioning themselves and positioning science

Designing an ice cream making device: a design-based science learning approach

Lab work and learning in secondary school chemistry : the importance of teacher and student interaction

Emotions and values - a case study of meaning-making in ESE

Pre-school teaching for creative processes in education for sustainable development - invisible animal traces, purple hands, and an elk container

The purpose of science education

Student reasoning while investigating plant material

Why and how teachers make use of drawing activities in early childhood science education

Perceived learning experiences regarding Education for sustainable development – within Swedish outdoor education traditions

Didactical dilemmas when planning teaching for sustainable development in preschool

The purpose of science education: Guidance provided by Swedish Science Syllabuses

‘Drawing the Leaves Anyway’: Teachers Embracing Children’s Different Ways of Knowing in Preschool Science Practice

Teachers' conceptualisations of science teaching - obstacles and opportunities for pedagogical continuity across early childhood school forms

En studie av lärares intentioner med och genomförandet av ämnesintegrerad naturvetenskaplig undervisning i skolår 9. "Teachers’ intentions with integrated science teaching and how it is implemented in the 9th grade classroom."

Opportunities for and obstacles to science in preschools: views from a community perspective

Teachers’ intentions with outdoor teaching in school forests: Skills and knowledge teachers want students to develop

The Conflict Within the Role: A Longitudinal Study of Preschool Student Teachers' Developing Competence In and Attitudes Towards Science Teaching in Relation to Developing a Professional Role

Opportunities for Education for Sustainability through multidimensional preschool science

Young students' aesthetic experiences and meaning-making processes in an outdoor environmental school practice

Laborativt arbete i grundskolans senare år: Lärares perspektiv

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