Science, Arts and Argumentation for future-making Education (SAAFE)

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Schulze Heuling, D. & Schulze Heuling, L. (forthcoming): Naturwissenschaftliche Bildung. In: Stein, R. Müller, T. & Hascher, P., Bildung als Herausforderung. Grundlagen für die Pädagogik bei Verhaltensstörungen. Bad Heilbrunn, Klinkhardt

Schulze Heuling, Lydia (2021). Promoting student interest in science: The impact of a science theatre project. LUMAT: International Journal on Math, Science and Technology Education, 9(2), 63–81. https://doi.org/10.31129/LUMAT.9.2.1489

Schulze Heuling, Lydia & Filk, Christian. (eds) (2021). Algorithmic and Aesthetic Literacy. Emerging Transdisciplinary Explorations for the Digital Age. Barbara Budrich.

Wild, Steffen & Schulze Heuling, Lydia (2021). Re-evaluation of the D21-Digital-Index assessment instrument for measuring higher-level digital competences. Studies in Educational Evaluation, 68. https://doi.org/10.1016/j.stueduc.2021.100981

Schulze Heuling, Lydia & Wild, Steffen (2021). How Student Characteristics Affect Economy Students’ Digital Competences: A latent profile study. Nordic Journal of Vocational Education and Training, 11(1), 44-70. https://doi.org/10.3384/njvet.2242-458X.2111144

Heering, Peter & Schulze Heuling, Lydia (Hrsg) (2020). "Physik auf der Bühne" [Physics on Stage], Naturwissenschaften im Unterricht Physik, 176. https://www.friedrich-verlag.de/physik/unterricht-physik-digital/physik-auf-der-buehne-2358

Mestad, I., Kolstø, S.D. Characterizing Students’ Attempts to Explain Observations from Practical Work: Intermediate Phases of Understanding. Res Sci Educ 47, 943–964 (2017). https://doi.org/10.1007/s11165-016-9534-x

Mestad, Idar, Knain, Erik, Kolstø, Stein Dankert. (2019). Uvikle faglig innsikt gjennom snakk, skriving og visuelle uttrykk. i Knain, Erik og Kolstø, Stein Dankert Elever som forskere i naturfag. 2. utgave. Universitetsforlaget  ISBN 978-82-15-03144-6. s. 134-170

Kolstø, Stein Dankert; Bjønness, Birgitte; Klevenberg, Bente; Mestad, Idar. (2019). Vurdering ved bruk av utforskende arbeidsmåter i Knain, Erik og Kolstø, Stein Dankert (red) Elever som forskere i naturfag. 2. utgave. Universitetsforlaget ISBN 978-82-15-03144-6. s. 171-211

Mestad, Idar (2019): Djupneforståing gjennom utforskande arbeidsmåtar i Voll, Liv Oddrun, Øyehaug, Anne Bergliont, og Holt, Anne (red): Dybdelæring i naturfag.Universitetsforlaget.

Mestad, I., & Kolstø, S. D. (2016). Characterizing Students’ Attempts to Explain Observations from Practical Work: Intermediate Phases of Understanding. Research in Science Education, 1-22

Mestad, I., Kolstø, S. D. (2014). Using the Concept of Zone of Proximal Development to Explore the Challenges of and Opportunities in Designing Discourse Activities Based on Practical Work. Science Education, 98(6), 1054-1076.

Myklebust, T. , Mestad, I (accepted): Om kardinaltal og det å oppfatte kardinaltal.