Pensum/l?ringskrav

 

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  2. B?e, M. V., & Henriksen, E. K. (2013). Love it or leave it: Norwegian students’ motivations and expectations for postcompulsory physics. Science Education97(4), 550-573. (23 sider)
  3. Carter, L., Rodriguez, C. C., & Jones, M. (2014). Transformative Learning in Science Education: Investigating Pedagogy for Action. In J. L. Bencze & S. Alsop (Eds.), Activist Science and Technology Education: Springer. (15 sider)
  4. Kind, P. and Osborne, J. (2017) 'Styles of scientific reasoning: a cultural rationale for science education?', Science education., 101 (1). pp. 8-31. (23 sider)
  5. Klosterman, M. L., Sadler, T.D, & Brown, J. (2012). Science teachers’ use of mass media to address socio-scientific issues and sustainability. Research in Science Education, 42, 51-74. (23 sider)
  6. Knain, E. (2005). Identity & genre literacy in high-school students' experimental reports. International Journal of Science Education, 27(5), 607-624. (17 sider)
  7. 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. (19 sider)
  8. Ojala, M. (2012). Regulating worry, promoting hope: How do children, adolescents, and young adults cope with climate change? International journal of environmental education, 7(4), 537-561.(24 sider)
  9. Polman, J. L., & Hope, J. M. G. (2014). Science news stories as boundary objects affecting engagement with science. Journal of Research in Science Teaching, 51(3), 315-341. doi:10.1002/tea.21144
  10. 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. (16 sider)
  11. Rudsberg, K., ?hman, J., & ?stman, L. (2013). Analyzing Students’ Learning in Classroom Discussions about Socioscientific Issues. Science Education, 97(4), 594-620. (26 sider)
  12. Sadler, T. D., Barab, S. A., & Scott, B. (2007). What do students gain by engaging in socioscientific inquiry?. Research in Science Education37(4), 371-391. (20 sider)
  13. Seakins, A., & Hobson, M. (2017). Public Understanding of Science. In K. S. Taber & B. Akpan (Eds.), Science Education: An International Course Companion (pp. 443-452). Rotterdam: SensePublishers. (9 sider)

     

20 prosent av pensum, det vil si omtrent ytterligere 3 artikler, vil v?re valgfritt slik at studenter kan velge ? lese forskningsartikler som er spesielt aktuelle for den masteroppgaven de skal skrive.

Publisert 23. mai 2018 15:23 - Sist endret 7. juni 2019 09:41