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This is an Open Access article published in NorDiNa. The article can be found on publisher's web page by following this link: https://www.journals.uio.no/index.php/nordina/index This work is licensed under a Creative Commons Attribution 3.0 License. I denne studien undersøkes elevers bruk av metaforer i kreative tekster om kjemiske reaksjoner. I norsk skole har det etter innføring av læreplanen for kunnskapsløftet (LK06) vært fokus på de grunnleggende ferdighetene å kunne lese og uttrykke seg muntlig og skriftlig. Skriving i naturfag har i stor grad vært preget av at elevene svarer på oppgaver i læreboka og av avskrift fra ulike kilder (Solheim, Larsen, & Torvatn, 2010; Torvatn, 2008). Skriveoppdrag som utfordrer eleven til å uttrykke sin forståelse med egne ord kan se ut til å være lite utnyttet. Kreativ skriving er en slik skrivesjanger der elevene uttrykker seg med egne ord i et ikke-vitenskapelig språk, samtidig som et kriterium for skriveoppdraget er at teksten skal være faglig korrekt. I denne studien undersøkes mer spesifikt de metaforene som elever på 8. trinn bruker for å skape mening om begrepet kjemisk binding på submikroskopisk nivå. Forskningsspørsmålet er: • Hvilke typer metaforer bruker elever om abstrakte begreper (kjemisk binding) i kreative tekster og hvordan kan disse metaforene gi informasjon om elevens forestillingsskjemaer og mentale modeller?

This longitudinal study aims to provide greater insight into how students' understanding of matter and chemical reactions develops over time and how their knowledge structures are restructured. Four case-study students in a Norwegian primary school were followed for two years from age 10–11 to age 12–13. Researchers were responsible for implementation of science teaching promoting systematic development of students' understanding of the nature of matter and chemical reactions in many contexts across science disciplines. The four case-study students' expressed understanding was recorded and analyzed throughout the period. Results indicate that students develop fragmented and incomplete understanding, and drawing wrong conclusions may be necessary steps in the learning process. Moreover, students seem to develop a somewhat more integrated and cohesive understanding of the nature of matter and chemical reactions, indicating that the students restructure and reorganize their knowledge structures (i.e. differentiation, coalescence and promoting).

Øyehaug, A. B. and A. Holt (2013). Sammenhengen mellom naturvitenskapelig produkt og prosess - En studie av dialoger fra utforskende arbeid i naturfag relatert til stoffer og stoffers endringer. NorDiNa : Nordic Studies in Science Education 9(1): 33-49. This paper reports from a study where a teacher and researchers collaborated on designing science teaching promoting scientific inquiry (processes of science) and science content (product of science) for a group of students (age 11 – 13). A wide range of data from students’ performance in combining science product and processes were collected during a two year period. Results indicate that students combined product (matter and change of matter) and processes of science (making hypotheses, suggesting research design and evaluating evidence) and that these aspects support each other in science learning. The ability of linking product and process differed among students and varied from one scientific method to the other. To succeed in linking science content and processes of science it is important to scaffold student understanding, like providing templates and asking rich and relevant questions.

Most parents want more schooling for their children, and want this schooling to satisfy any unique needs that their children may possess. Quite naturally, school systems are having difficulty coping with these demands. Also, many issues are emerging in contemporary schools which are unique and difficult to resolve. Parents, teachers and the general public are being encouraged to become involved in school affairs in an effort to satisfy these new demands and to resolve difficult problems with minimal conflict. The professional literature on effective schooling indicates that a greater involvement of lay people on school management usually produces improvements in the cognitive and affective development of children. Consequently, school effectiveness in the future will be influenced by how successful school councils and governing bodies function. If parents, teachers and members of the public who become involved in school affairs do not receive adequate and on‐going in‐service training, school mana...

Dette er en vitenskapelig, fagfellevurdert artikkel som er publisert Open Access. Artikkelen ble opprinnelig publisert i Acta Didactica Norge, og du kan lese den ved å følge denne lenken: http://adno.no/index.php/adno/article/view/343 This paper reports from a study where a teacher and researchers collaborated on designing science teaching promoting scientific inquiry for a group of students (age 11 – 13). Guided by the Norwegian science curriculum, students were during a two-year intervention period regularly engaged in inquiry-based science learning. The students formed and tested hypotheses, were to various degrees engaged in developing research design and took extensively part in the evaluation of evidence. In connection with each inquiry task, students were encouraged to express their ideas about professional or formal science issues emphasized in the Norwegian science curriculum (Why do scientists form and test hypothesis? What characterizes scientific inquiry? Why do scientists compare results?). Data (video recordings of classroom instructions and interviews in addition to written tests) from four students were collected during a two year period. Results indicate that the students’ epistemological beliefs remained fairly naïve through the intervention period, in spite of intensive participation in inquiry learning. The students’ lack of epistemological development may be understood in terms of the instructional emphasis on formal epistemology, in favor of practical epistemology.