Pensum/l?ringskrav

Pensum for RDID4030 er i hovedsak forskningsartikler som blir presentert og diskutert p? kursets samlinger. Enkelte endringer kan derfor forekomme.

  • Aikenhead, G.  (1996). Science Education: Border Crossing into the Subculture of Science. Studies in Science Education 27, 1-52.

  • Ainsworth, S. (2008). The Educational Value of Multiple-representations when Learning Complex Scientific Concepts. In J. K. Gilbert, M. Reiner, & M. Nakhleh (Eds.), Visualization: Theory and Practice in Science Education (pp. 191-208). Dortrecht: Springer. (Kan nedlastes gratis for UiO brukere.)

  • Bj?nness, B., & Kolst?, S. D. (2015). Scaffolding open inquiry: How a teacher provides students with structure and space. Nordic Studies in Science Education, 11(3), 223-237.

  • Furberg, A., Kluge, A., & Ludvigsen, S. (2013). Student sensemaking with science diagrams in a computer-based setting. International Journal of Computer-Supported Collaborative Learning, 8(1), 41-64.

  • Haug, B. (2014). Inquiry-based science: Turning teachable moments into learnable moments. Journal of Science Teacher Education, 25(1), 79–96.

  • Knain, E. (2005). Identity & genre literacy in high-school students' experimental reports. International Journal of Science Education, 27(5), 607-624.

  • Kolst?, S.D. (2001). Scientific literacy for citizenship: Tools for dealing with the science dimension of controversial socioscientific issues. Science Education 85 (3), p. 291 – 310.

  • Niebert, K., & Gropengie?er, H. (2013). Understanding the Greenhouse Effect by Embodiment – Analysing and Using Students' and Scientists' Conceptual Resources. International Journal of Science Education, 36(2), 277-303.

  • Norris, Stephen and Phillips, Linda (2003). How Literacy Its Fundamental sense Is Central to Scientific Literacy. Science Education 87, 224-240.

  • Remmen, K. B., & Fr?yland, M. (2015). Supporting student learning process during preparation, fieldwork and follow-up work: Examples from upper secondary school in Norway. Nordic Studies in Science Education, 11(1), 118-134.

  • Potvin, P., & Hasni, A. (2014). Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research. Studies in Science Education, 50(1), 85-129.

  • Sadler, T. D., Klosterman, M. L., & Topcu, M. S. (2011). Learning Science Content and Socio-scientific Reasoning Through Classroom Explorations of Global Climate Change. I T. D. Sadler (red.), Socio-scientific Issues in the Classroom (pp. 45-77). Dortrect: Springer. (Kan nedlastes gratis for UiO-brukere.)

  • S?rvik, G. O., Blikstad-Balas, M., & ?degaard, M. (2015). “Do Books Like These Have Authors?” New Roles for Text and New Demands on Students in Integrated Science-Literacy Instruction. Science Education, 99(1), 39-69.

  • Ziman, J.M. (1996). Is science losing its objectivity? Nature 382, 751 - 754.

  • Ziman, J.M. (1998). Why must scientists become more ethically sensitive than they used to be? Science 282, 1813 – 1814.

Kurset forutsetter dessuten (og bygger p?) litteratur som er behandlet i RDID4011 (dvs. Sj?berg, S. Naturfag som allmenndannelse – en kritisk fagdidaktikk (Gyldendal Akademisk, 2009. 3. utg). I s? m?te oppfattes denne boka ogs? som pensumstoff.  

Artiklene p? pensumlista er tilgjengelige gjennom Universitetsbibliotekets e-tidsskrifter og vil bli gjort tilgjengelig digitalt.  

Publisert 22. mai 2017 11:09 - Sist endret 22. mai 2017 11:09