Publikasjoner

2017

Remmen, K.B. og Frøyland, M. (2017): «Utvidet klasserom» – Et verktøy for å designe uteundervisning i naturfag. NorDiNa Vol 13, No 2

Idsøe, E.C. og Roland, P. (2017): Mobbeatferd i barnehagen. CappelenDamm Akademisk, ISBN: 9788202556129

Kind, P.M., Angell, C., Guttersrud, Ø. (2017): Teaching and Learning Representations in Upper Secondary Physics. In D.F. Treagust, R. Duit & H.E. Fischer (Eds.), Multiple Representations in Physics Education (pp. 25-45). Springer International Publishing, Switzerland

Mork, S.M. og Erlien, W. (2017): Språk, tekst og kommunikasjon i naturfag (2. utgave). Universitetsforlaget, ISBN: 9788215027234

Finbråten, H.S.; Pettersen, K.S.; Larsson, B.W.; Nordström, G.; Trollvik, A.; Guttersrud, Ø. (): Validating the European Health Literacy Survey Questionnaire in people with type 2 diabetes. Latent trait analyses applying multidimensional Rasch modelling and confirmatory factor analysis. Journal of Advanced Nursing 2017 May 24. doi: 10.1111/jan.13342

Hurum, J.H. og Frøyland, M. (2017): Geologiske turer i Oslo-traktene. Forlaget Vett & Viten, ISBN 9788241207365

Sortland, M.Ø., Tikkanen, T.I., Heggen, M.P., Holter, K., Langholm, G., Broström, S., Bollingberg, K., Damgaard, B., Frøkjær, T., Gustavsson, L., Ladstein, S., Nappen, K.G., Norðdahl, K., Harju-Luukkainen, H., Staffans, E. og Thulin, S. (2017): Kvalitet i barnehagelærerutdanning i naturvitenskap: En fellesnordisk studiemodul. NorDiNa Vol 13, No 1 (2017)

 

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): Kvalitet i barnehagelærerutdanning i naturvitenskap: En fellesnordisk studiemodul. 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 activitiesInternational 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 ApproachInternational 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 fieldInternational 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 MomentsJournal 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