Publikasjoner

2016

Nilsen, T. og Frøyland, M. (2016): Undervisning i naturfag. I Bergem, O.K.; Kaarstein, H. og Nilsen, T. (red.): Vi kan lykkes med realfag. Resultater og analyser fra TIMSS 2015, side 137-157

Marianne Ødegaard, Berit S. Haug, Sonja M. Mork, Gard Ove Sørvik (2016): På forskerføtter i naturfag. Universitetsforlaget, ISBN 9788215024356.

Frøyland, M., Remmen, K. B. and Sørvik, G. O. (2016), Name-Dropping or Understanding?: Teaching to Observe Geologically. Sci. Ed., 100: 923–951. doi:10.1002/sce.21232

Lena V. Nordheim, Malene W. Gundersen, Birgitte Espehaug, Øystein Guttersrud, Signe Flottorp (2016). Effects of School-Based Educational Interventions for Enhancing Adolescents Abilities in Critical Appraisal of Health Claims: A Systematic Review. PLoS ONE 11(8): e0161485. doi: 10.1371/journal.pone.0161485

 

2015

Merethe Frøyland, Kari Beate Remmen, Sonja M. Mork, Marianne Ødegaard, Torgeir Christiansen (2015). Researching science learning from students’ view – the potential of headcam. NorDiNa Vol 11, No 3 (2015)

Gard Ove Sørvik, Sonja M. Mork. (2015). Scientific literacy as social practice: Implications for reading and writing in science classrooms. NorDiNa Vol 11, No 3 (2015)

Kari Beate Remmen og Merethe Frøyland (2015). Supporting student learning processes during preparation, fieldwork and follow-up work: Examples from upper secondary school in Norway. NorDiNa Vol 11, No 1 (2015)

Naigaga, M. D., Guttersrud, Ø. and Pettersen, K. S. (2015), Measuring maternal health literacy in adolescents attending antenatal care in a developing country – the impact of selected demographic characteristics. Journal of Clinical Nursing. doi: 10.1111/jocn.12796

Haug, Berit Synnøve; Ødegaard, Marianne: Formative Assessment and Teachers’ Sensitivity to Student Responses. International Journal of Science Education 2015 ;Volum 37.(4) s. 629-654

Ødegaard, M.; Haug, B. S.; Mork, S. M.; Sørvik, G. O. (2015). Budding Science and Literacy. A Classroom Video Study of the Challenges and Support in an Integrated Inquiry and Literacy Teaching Model. Procedia - Social and Behavioral Sciences. 167(8),  274-278

 

2014

Guttersrud, Ø., Pettersen, K. S. (2014). Young adolescents' engagement in dietary behaviour – the impact of gender, socio-economic status, self-efficacy and scientific literacy. Methodological aspects of constructing measures in nutrition literacy research using the Rasch model. Public Health Nutrition, doi:10.1017/S1368980014003152.

Kari Beate Remmen og Merethe Frøyland (2014). What happens in classrooms after earth science fieldwork? Supporting student learning processes during follow-up activities. International Research in Geographical and Environmental Education. DOI: 10.1080/10382046.2014.967114 

Marianne Ødegaard, Berit Haug, Sonja M. Mork og Gard Ove Sørvik (2014). Challenges and Support When Teaching Science Through an Integrated Inquiry and Literacy Approach. International Journal of Science Education, 36 (18). DOI: 10.1080/09500693.2014.942719 

Kari Beate Remmen and Merethe Frøyland (2014). Implementation of guidelines for effective fieldwork designs: exploring learning activities, learning processes, and student engagement in the classroom and the field. International Research in Geographical and Environmental Education. DOI:10.1080/10382046.2014.891424

Haug, Berit Synnøve; Ødegaard, Marianne: From Words to Concepts: Focusing on Word Knowledge When Teaching for Conceptual Understanding Within an Inquiry-Based Science Setting. Research in Science Education 2014 ;Volum 44.(5) s. 777-800

Mossige, M. & Mork, S. M. (2014). Lesing i naturfag. I Leseboka. Om leseopplæring på ungdomstrinnet. Skaftun, A., Solheim, O. J. & Uppstad, P. H. (red.). Cappelen Damm Akademisk.

 

2013

Berit S. Haug (2013). Inquiry-Based Science: Turning Teachable Moments into Learnable Moments. Journal of Science Teacher Education, doi: 10.1007/s10972-013-9375-7

Guttersrud, Ø., Dalane, J. Ø., Pettersen, K. S. (2013). Improving measurement in nutrition literacy research using Rasch modelling – Examining the construct validity of stage-specific “critical nutrition literacy” scales. Public Health Nutrition, doi:10.1017/S1368980013000530.

Kari Beate Remmen and Merethe Frøyland (2013). How Students Can Be Supported to Apply Geoscientific Knowledge Learned in the Classroom to Phenomena in the Field: An Example From High School Students in Norway.  Journal of Geoscience Education: November 2013, Vol. 61, No. 4, pp. 437-452.

Mork, Sonja M. (2013). Revidert læreplan i naturfag. Økt fokus på grunnleggende ferdigheter og forskerspiren. NorDiNa, 9 (2) s. 206-210.

 

2011

Elstad, E., Turmo, A., Guttersrud, Ø. (2011). Achievement Tests in the Norwegian School System: Types and Uses. In L. E. Madsen (Ed.), Achievement Tests: Types, Interpretations and Uses. Nova Science Publishers.

Elstad, E., Turmo, A., Guttersrud, Ø. (2011). Problems Induced by Amalgamation of Pedagogical Progressivism and Educational Accountability: Oral Exams with prior Preparation Time in Norwegian Secondary Schools. Problems of Education in the 21st Century. 30, 22-34.

Elstad, E., Turmo, A., Guttersrud, Ø. (2011). Achievement Tests in the Norwegian School System: Types and Uses. In L. E. Madsen (Ed.), Achievement Tests: Types, Interpretations and Uses. Nova Science Publishers.

Elstad, E., Turmo, A., Guttersrud, Ø. (2011). Problems Induced by Amalgamation of Pedagogical Progressivism and Educational Accountability: Oral Exams with prior Preparation Time in Norwegian Secondary Schools. Problems of Education in the 21st Century. 30, 22-34.

Sonja M. Mork (2011). Internett i naturfagundervisningen. MONA 2011-2, s. 79-85

Sonja M. Mork (2011). An interactive learning environment designed to increase the possibilities for learning and communicating about radioactivity. Interactive Learning Environments, 19(2), 163-177.

 

2010

Haug, Berit Synnøve: Desentralisering og skoleprestasjoner. I Elstad, E. og Sivesind, K. (red.): PISA sannheten om skolen?. Universitetsforlaget 2010 ISBN 978-82-15-01487-6. s. 246-257

 

2009

Turmo, A., Guttersrud, Ø., Elstad, E., Olsen, R. V. (2009). The impact of attending after-school care schemes on science achievement in primary school: A Norwegian study. International Journal of Educational Research, 48 (5), 331-341.

Erlien, W. and Mork, S. M.(2009). Grunnleggende ferdigheter og bruk av digitale verktøy i naturfag. I Traavik, H., Ørvig, A. og Hallås, B.O. (red): Grunnleggende ferdigheter i alle fag. Universitetsforlaget.

 

2008

Angell, C., Kind, P. M., Henriksen, E. K., Guttersrud, Ø. (2008). An empirical-mathematical modelling approach to upper secondary physics. Physics Education, 43 (3), 256-264.

 

2007

Jorde, D., & Mork, S. M. (2007). The contribution of information technology for inclusion of socio-scientific issues in science: The case of wolves in Norway. In D. Corrigan, Dillon, J. & Gunstone, R. (Eds.): The Re-emergence of Values in the Science Curriculum. Sense Publications.

 

2006

Mork, S. M. (2006). Argumentasjon som læringsstrategi: Hvordan kan læreren tilrettelegge for elevenes faglige argumentasjon? I Læringsstrategier: Søkelys på lærerens praksis. Elstad, E. og Turmo A. (red.). Universitetsforlaget.

 

2005

Sonja M. Mork, Doris Jorde (2005). Hva må til for at lærere skal bruke digitale læremidler? Erfaringer fra Vitenprosjektet

Mork, Sonja M. (2005). Argumentation in science lessons: Focusing on the teacher's role. Nordina 2005;1(1):17-30.

 

2004

Angell, C., Guttersrud, Ø., Henriksen, E. K., Isnes, A. (2004). Physics: Frightful, but fun - Pupils' and teachers' views of physics and physics teaching. Science Education, (88), 683-706.

Angell, C., Henriksen, E. K., Isnes, A. Guttersrud, Ø. (2004). FUN - en undersøkelse om fysikkutdanning i Norge, In E. K. Henriksen, M. Ødegaard (Eds.), Naturfagenes didaktikk en disiplin i forandring? Det 7. nordiske forskersymposiet om undervisning i naturfag i skolen. Høyskoleforlaget.

Sonja M. Mork, Doris Jorde (2004). We Know they Love Computers, but do they Learn Science? Using Information Technology for Teaching about a Socio-scientific Controversy