Norwegian version of this page

Publications

Publications by researchers affiliated with COSER.

2022

Äikäs, A., Pesonen, H., Heiskanen, N., Syrjämäki, M., Aavikko, L., & Viljamaa, E. (2022). Approaches to collaboration and support in early childhood education and care in Finland: Professionals’ narratives. European Journal of Special Needs Education. doi: https://doi.org/10.1080/08856257.2022.2127081

Äikäs, A., & Pesonen, H. (2022). Perusopetuksen vaativa erityinen tuki: käsitteen tarkastelua kasvatustieteellisen design-tutkimuksen avulla [Demanding special support in Finnish basic education: Using educational design research to examine the concept]. NMI-bulletin, 2/2022.  

Äikäs, A., Syrjämäki, M., & Pesonen, H. (2022). Lapsen tukeen liittyvä yhteistyö ja vaativa monialainen tuki [collaboration concerning child’s support and significant interprofessional support as a work practice]. In Noora Heiskanen & Marja Syrjämäki (Eds.). Pienet tuetut askeleet [Small supported steps]. Jyväskylä: PS-kustannus.

César, J., & Tateo, L. (2022). The sign of dialogue between psychoanalysis and cultural psychology. International Journal of Psychoanalysis and Education: Subject, Action & Society, 2(1), 1–14. doi: https://doi.org/10.32111/SAS.2022.2.1.1

Cudina, J. N., Ossa, J. C., Millán, J. D., López-López, W., & Tateo, L. (2022). Historical development of political-critical thinking in Colombian psychology. Revista Colombiana de Psicología, 32(1), 29-47. doi: https://doi.org/10.15446/rcp.v32n1.98961

Dario, N. & Tateo, L. (Eds) (2022). New perspectives on mind-wandering. Cham: Springer. doi: https://doi.org/10.1007/978-3-031-06955-0

Dario, N., & Tateo, L. (2022). Introduction: The lines, circles and zigzag on mind-wandering. In New Perspectives on Mind-Wandering. (pp. 1-21). Cham: Springer.

Dario, N., Tateo, L. (2022). Relegated at the margin: Visible thinking, visual marginalia in schooling. In: Fossa, P. (eds) Inner Speech, Culture & Education (pp. 51-70). Springer, Cham. doi: https://doi.org/10.1007/978-3-031-14212-3_4

De Luca Picione, R., Marsico, G., Tateo, L., & Valsiner, J. (2022). Generalized semiotic functions of Borders’ model: Contributions from cultural psychology, semiotics and psychoanalysis to-wards the understanding of borders in human experience. International Journal of Psychoanalysis and Education: Subject, Action, & Society, 2(2), pp. 81-111. doi: https://doi.org/10.32111/SAS.2022.2.2.7

Dewilde, J. (2022). Negotiating minority language resources, practices and experiences in Norwegian writing instruction for migrant students. I A. Norlund-Shaswar & J. Rosén (Red.), Literacies in the age of mobility – Literacy practices of adult and adolescent migrants (s. 239-262). Palgrave Macmillian.

Furberg, A. & Silseth, K. (2022). Invoking student resources in whole-class conversations in science education: A sociocultural perspective. Journal of the Learning Sciences, 31, 278-316, doi: 10.1080/10508406.2021.1954521

Gilje, Ø. (2022a). Læringsidentitet – Elevmedvirkning i den digitale skolen. Universitetsforlaget.

Gilje, Ø. (2022b). Læreres vurderingskompetanse i møte med multimodale tekster. I: Letnes, M-A. & Røkenes, F. M. (Red.), Digital teknologi for læring og undervisning i skolen. Universitetsforlaget. s. 103–117.

Jegstad, K.M., Höper, J. & Remmen, K.B. (2022). Using the schoolyard as a setting for learning chemistry: A socio-cultural analysis of preservice teachers’ talk about redox chemistry. Journal of Chemical Education, 99(2), 629–638. doi: https://doi.org/10.1021/acs.jchemed.1c00581

Kaikkonen, M., Pesonen, H., Mäkipää, P., & Kontu, E. (2022). Vaativa tuki taidekasvatuksessa [significant support in art education]. In Inkeri Ruokonen (Ed). Ilmaisun ilo [The Joy of Expression]. Jyväskylä: PS-kustannus.

Kvamme, Ole Andreas (2022). Curriculum and the United Nations’ sustainable development goals. I R. Tierney, F. Rizvi & K. Ercikan (Red.), International Encyclopedia of Education (s. 406–413). Elsevier. doi: https://doi.org/10.1016/B978-0-12-818630-5.03071-2

Kvamme, O. (2022). Ethical Grounding of Critical Place-Based Education in the Anthropocene. I Paulsen, M., Jagodzinski, J. og Hawke, S. M. (red). Pedagogy in the Anthropocene. Re-Wilding Education for a New Earth (s. 277–294). Palgrave Macmillan. doi: https://doi.org/10.1007/978-3-030-90980-2_14

Kvamme, O. (2022). Facets of justice in education: a petroleum nation addressing United Nations sustainable development agenda. Ethics and Education, 1–20. doi: https://doi.org/10.1080/17449642.2022.2054540

Munthe, E., Erstad, O., Njå, M.B., Forsström, S., Gilje, Ø., Amdam, S., Moltudal, S., Hagen, S.B. (2022). Digitalisering i grunnopplæring; kunnskap, trender og framtidig forskningsbehov. Kunnskapssenter for utdanning: Universitetet i Stavanger.

Marti, K. T., & Knain, E. (2022). Bærekraftig utvikling i naturfaglige og samfunnsfaglige skriveoppgaver fra grunnskolen. Acta Didactica Norden (ADNO), 16(2), 25. doi: https://doi.org/10.1016/B978-0-12-818630-5.03071-2

Nieminen, J. H., & Pesonen, H. V. (2022). Anti-ableist pedagogies in higher education: A systems approach. Journal of University Teaching & Learning Practice, 19(4). doi: https://ro.uow.edu.au/jutlp/vol19/iss4/08

Pascarella, F., Vicigrado, A., Tateo, L., & Marsico, G. (2022). La drammatizzazione come spazio dialogico e liminale: riflessioni teoriche per il superamento tensionale e lo sviluppo socio-culturale dell’alunno nel contesto scolastico. Ricerche Di Psicologia. doi: https://doi.org/10.3280/rip2022oa13952

Peltomäki, S., Rautiainen, V., Pesonen, H., Kajamaa, A., & Kontu, E. (2023). Käännekohtia koulussa: Opetushenkilökunnan yhteenkuuluvuuden tunteen rakentuminen. [Turning points in school: formation of teaching staff’s sense of belonging]. NMI-bulletin, 1/2023.

Pesonen, H., Tuononen, T., Lahdelma, M., & Fabri, M. (2022). Autistic students’ graduate capital whilst entering the job market. Journal of Education and Work. doi: https://doi.org/10.1007/s12124-022-09711-6

Remmen, K.B. & Iversen, E. (2022). A scoping review of research on school-based outdoor education in the Nordic countries. Journal of Adventure Education and Outdoor Learning, doi: https://doi.org/10.1080/14729679.2022.2027796

Ruse, J.N., Rhodes, P., Tateo, L. et al. (2022). Remaking time: Cultural semiotic transformations of temporality during the early days of the COVID-19 pandemic and lockdown. Integr. psych. behav. doi: https://doi.org/10.1007/s12124-022-09711-6

Saha, M., & Pesonen, H. (2022). ’Too little attention is paid to children who require specialised support.’: In-service and pre-service teachers’ views on policy and practice in early childhood teacher education in Finland. In Finnish Early Childhood Education and Care – From research to policy and practice. London: Springer.

Silva Filho, W. J., Dazzani, M. V. M., Tateo, L., Gottschalk Sukerman Barreto, R., & Marsico, G. (2022). He knows, she doesn’t? Epistemic inequality in a developmental perspective. Review of General Psychology.  doi: https://doi.org/10.1177/10892680221143079

Sæther, E., Hidle, K-M. W. (2022). Forenkling og kompleksitet: Bærekraft og samfunnsfagene i norsk skole. Polis. Tidsskrift for samfundsfagsdidaktik (5). 

Sæther, E. (2022). Hva betyr det å være medborger når kloden koker? I Samnøy, Å., Børhaug, K., & Hunnes, O. R. (red.) Nye spadestikk i samfunnsfagdidaktikken. Fagbokforlaget.

Tasquier, G., Knain, E., & Jornet, A. (2022). Scientific literacies for change making: Equipping the young to tackle current societal challenges. Frontiers in Education.

Tateo, L., Marsico, G. (2022). A quest for global psychology. cultura & psyché. doi: https://doi.org/10.1007/s43638-022-00044-0

Tateo, L. (2022). Cultural mediation of grief: The role of aesthetic experience. Culture & Psychology, Online first. doi: https://doi.org/10.1177/1354067X221145901

Tateo, L., Marsico, G., Min, H. et al. (2022). University without borders. Integr. psych. behav, 56(4), pp. 893-901. https://doi.org/10.1007/s12124-022-09714-3

Tateo, L., Marsico, G., & Valsiner, J., (2022). The pandemic atmos-fear. International Perspectives in Psychology, 11(2), pp. 125-133. doi: https://doi.org/10.1027/2157-3891/a000041

Tateo, L. (2022). The voice of hungry minds: The relevance of Danilo Dolci for the Cultural Psychology of Education. Estudos de Psicologia (Campinas), 39, e200182. doi: https://doi.org/10.1590/1982-0275202239e200182

Tateo, L. & Marsico, G. (2022). Sensing the city: Affective semiosis and urban border-zones. In S. Petrilli, M. Ji (eds), Intersemiotic Perspectives on Emotions. Translating across Signs, Bodies and Values. London: Routledge. doi: 10.4324/9781003056652-15

Tateo, L., Dario, N. (2022). Conclusion: Toward a generative-systemic perspective: A critical view on the mind wandering arena. In: Dario, N., Tateo, L. (eds) New Perspectives on Mind-Wandering. Springer, Cham. doi: https://doi.org/10.1007/978-3-031-06955-0_14

Tateo, L., Marsico G., Valsiner J. (2022). Cultural psychology. In: Zumbach J., Bernstein D., Narciss S., Marsico G. (eds) International Handbook of Psychology Learning and Teaching. Springer International Handbooks of Education. Springer, Cham. doi: https://doi.org/10.1007/978-3-030-26248-8_28-1

Vainio, I., Hilppö, J., Pesonen, H., & Kontu, E. (2022). Oppilaan, jolla autismikirjon oireyhtymä, vuorovaikutus opettajan ja kasvatuskoiran kanssa [Autistic Pupil’s interaction with teacher and classroom pedagogical dog]. Puhe ja kieli [Speech and Language].

Vergunst, F., Berry, H. L., Minor, K., & Chadi, N. (2022). Climate Change and Substance-Use Behaviors: A Risk-Pathways Framework. Perspectives on Psychological Science, 17456916221132739. doi: https://journals.sagepub.com/doi/full/10.1177/17456916221132739

Xu, S., & Tateo, L.  (2022). Drama-in-education for understanding: An investigation from the perspective of cultural psychology of semiotic mediation. Human Arenas, 5(3), 389 - 406. doi: https://doi-org.ezproxy.uio.no/10.1007/s42087-020-00157-z

2021

Bakken, J. & Andersson-Bakken, E. (2021). The textbook task as a genre. Journal of Curriculum Studies. doi: 10.1080/00220272.2021.1929499

Bakken, J. & Andersson-Bakken, E. (2021). Innholdsanalyse. I E. A.Andersson-Bakken & C. Dalland (red.), Metoder i klasseromsforskning: Forskningsdesign, datainnsamling og analyse (s. 305–326). Universitetsforlaget.

Bakken, J. (2020). Retorikk i skolen. 3. utgave. Universitetsforlaget.

Beiler, I. R., De Korne, H., & Dewilde, J. (2021). Etnografiske tilnærminger til andrespråksforskning. NOA - Norsk som andrespråk. http://ojs.novus.no/index.php/NOA/article/view/1989

Damsa, C., & Jornet, A. (2021). The Unit of Analysis in Learning Research: Approaches for Imagining a Transformative Agenda. Learning, Culture, and Social Interaction, 31. https://doi.org/10.1016/j.lcsi.2019.100329

Dewilde, J., Kjørven, O. K., Skrefsrud, T.-A., & Sæther, E. (2021). Young people’s experiences and meaning-making at a multicultural festival in Norway. Peace Education, 18(2), 163–181. https://doi.org/10.1080/17400201.2021.1911792

Dewilde, J., Kjørven, O. K., & Skrefsrud, T.-A. (2021). Multicultural school festival as a creative space for identity construction – from a minority parent perspective. Intercultural Education, 32(1), 1–19. https://doi.org/10.1080/14675986.2020.1851173

Dewilde, J., & Skrefsrud, T.-A. (2021). Revisiting studies of multicultural school events from the perspective of strategic essentialism. Nordisk tidsskrift for pedagogikk og kritikk, 7. https://doi.org/10.23865/ntpk.v7.2145

Fredlund, T., Beate Remmen, K., & Knain, E. (2021). The epistemological commitments of modes: opportunities and challenges for science learning. Visual Communication, doi:10.1177/14703572211038991

Hogarth, C., Matthiesen, C. & Bakken, J. (2021). Advancing Citizenship through Language Arts Education: Conceptions of Rhetoric in Scandinavian National Curricula. Journal of Curriculum studies. doi: 10.1080/00220272.2021.1989050

Höper, J., Jegstad, K.M. & Remmen, K.B. (2021). Student teachers’ problem-based investigations of chemical phenomena in the nearby outdoor environment. Chemistry Education Research and Practice (CERP)https://doi.org/10.1039/D1RP00127B  

Jornet, A., & Damsa, C. (2021). Unit of analysis from an ecological perspective: Beyond the individual/social dichotomy. Learning, Culture, and Social Interaction, 31. https://doi.org/10.1016/j.lcsi.2019.100329

Kostøl, K.B., Remmen, K.B., Stromholt, S. & Braathen, A. (2021). Co-designing cross-setting activities in a nationwide STEM partnership program – teachers and students’ experiences. LUMAT International Journal on Math, Science, and Technology Education, 9(1), 426–456. https://doi.org/10.31129/LUMAT.9.1.1414

Knain, E., Fredlund, T. & Furberg, A. (2021). Exploring Student Reasoning and Representation Construction in School Science Through the Lenses of Social Semiotics and Interaction Analysis. Research in science education. 10.1007/s11165-020-09975-1

Kvamme, O. (2021). Reworking the Social Order: Skam as an Instance of Public Moral Education. Studies in Philosophy and Education, 40, 507–521. https://doi.org/10.1007/s11217-021-09780-x

Kvamme, O. (2021). Rethinking Bildung in the Anthropocene: The Case of Wolfgang Klafki. HTS Theological Studies, 77(3), 1–9. https://doi.org/10.4102/hts.v77i3.6807

Kvamme, O. (2021). Stedspedagogikk i antropocen. I Inga Bostad (Red.), Å høre hjemme i verden. Introduksjon til en pedagogisk hjemstedsfilosofi (ss. 61-79). Spartacus.

Lund, A., Furberg, A., & Gudmundsdottir, G. (2019). Expanding and Embedding Digital Literacies: Transformative Agency in Education. Media and Communication, 7(2).

Remmen, K.B., Jegstad, K.M. & Höper, J. (2020). Student teachers’ Reflections on Outdoor Science Activities following an Outdoor Chemistry Unit. Journal of Science Teacher Education, 32(4), 425– 443. https://doi.org/10.1080/1046560X.2020.1847967

Remmen, K.B. (2020). Geografi i videregående skole i Fagfornyelsen: Forslag til et rammeverk for feltarbeid som fremmer dybdelæring, Norsk geografisk tidsskrift, 74(2), 105 – 110, https://doi.org/10.1080/00291951.2020.1749124

Snoder, S., Hedman, C., & Dewilde, J. (2021). Legitimerad flerspråkighet i utspädd dos – flerspråkiga grundskollärares perspektiv [Legitimized multilingualism in diluted doses – the perspective of multilingual primary school teachers]. Acta Didactica Norden, 15, 25. https://doi.org/10.5617/adno.8477

Ødegaard, M., Knain, E., Kvamme, O. A., & Sæther, E. (2021). Making sense of frustration and complexity when introducing sustainability in teacher education. Acta Didactica Norden (ADNO), 15.

Aashamar, P., Bakken, J. & Brevik, L. M. (2021). Fri fra lærebokas tøyler. Om bruk av læreboka og andre tekster i norsk, engelsk og samfunnsfag på 9. og 10. trinn. Norsk pedagogisk tidsskrift, 105(3), 296–311. doi: 10.18261/issn.1504-2987-2021-03-04

2020

Andersson-Bakken, E., Jegstad, K. M. & Bakken, J. (2020). Textbook tasks in the Norwegian school subject natural sciences: what views of science do they mediate?. International Journal of Science Education.  doi: 10.1080/09500693.2020.1756516

Bakken, J. (2020). Lesing i norskfaget etter fagfornyelsen. Hva kan vi lære av PISA, og hva kan vi ikke lære?. I T. S. Frønes & F. Jensen (red.), Like muligheter til god leseforståelse? 20 år med lesing i PISA (s. 250–274). Universitetsforlaget.  

Beiler, I. R., & Dewilde, J. (2020). Translation as translingual writing practice in English as an additional language. Modern Language Journal, 104(3), 533–549. https://doi.org/10.1111/modl.12660

Dewilde, J., Kjørven, O. K., Skrefsrud, T.-A., & Sæther, E. (2020). «Det er så koselig her at jeg tar av meg skoene»: Om betydningen av sted i en flerkulturell barne- og ungdomsfestival ["It is so comfortable here, I will take of my shoes": About the importance of place in a multicultural children and youth festival]. In K.-W. Sæther & A. Aschim (Eds.), Rom og sted: Religionfaglige og interdisiplinære bidrag [Space and place: Religious and interdisciplinary contributions] (pp. 93-110). Cappelen Damm Akademisk. https://doi.org/10.23865/noasp.110

Jahnsen, V. R. & Bakken, J. (2020). På vei mot selvstendig tekstrevisjon? En studie av elevers revisjon av tekstutkast i norskfaget i videregående skole. Acta Didactica Norden (ADNO). doi: 10.5617/adno.7847

Jornet, A. (2020). Living the praxis of method, or how I learned letting worldly practices organize my professional gaze as scholar. In J. C. Richards & Roth, W-M. (Eds.), Empowering Students as Self-Directed Learners of Qualitative Research Methods: Transformational Practices for Instructors and Students. Brill Publishing.

Jornet, A., Arnseth, H. C., & Smørdal, O. (2020). Makerspaces in the making: Reconfiguring cultures of facilitation across the kindergarten and the science museum. In A. Blum-Ross, K. Kumpulainen, J. Marsh, & K. Thestrup (Eds.), Makerspaces in the early years: Enhancing digital literacy and creativity. Routledge.

Jornet, A., Guarrasi, I., & Rajala, A. (2020). LCHC’s expanding bio-geographies: A glimpse to the future(s) through the case of the Re-generating CHAT project. Mind, Culture, and Activity, 185-200. https://doi.org/10.1080/10749039.2020.1768271

Kvamme, O. (2020). ‘Recontextualizing environmental ethical values in a globalized world: Studies in moral education’, PhD-avhandling. Det utdanningsvitenskapelige fakultetet, Universitetet i Oslo. http://hdl.handle.net/10852/75162

Kvamme, O. (2020) Situating moral education in a globalized world. Sustainability values and student experiences.  I Strand, T. (Red.) Rethinking Ethical-Political Education. Dordrecht: Springer,. 45–65. https://link.springer.com/chapter/10.1007/978-3-030-49524-4_4

Remmen, K.B., Jegstad, K.M. & Höper, J. (2020). Student teachers’ Reflections on Outdoor Science Activities following an Outdoor Chemistry Unit. Journal of Science Teacher Education, 32(4), 425– 443. https://doi.org/10.1080/1046560X.2020.1847967

Remmen, K.B. (2020). Geografi i videregående skole i Fagfornyelsen: Forslag til et rammeverk for feltarbeid som fremmer dybdelæring, Norsk geografisk tidsskrift, 74(2), 105 – 110, https://doi.org/10.1080/00291951.2020.1749124

2019

Bakken, J. (2019). Monologiske miljødialoger – Ole Mathismoen og Jenny Jordahls tegneserie Grønne greier. Sakprosa, 11(3). doi: 10.5617/sakprosa.6536

Bakken, J. (2019). The integration of rhetoric into existing school subjects. Utbildning och Demokrati, 8(2), 93–108.

Campbell, C., Roth, W-M., Jornet, A. (2019). Collaborative design decision-making as social process. European Journal of Engineering Education, 44(3), 294-311, DOI: 10.1080/03043797.2018.1465028

Dewilde, J. (2019). How Islamic are young Muslim people’s poems? Apples - Journal of Applied Language Studies, 13(4), 71–87.

Dewilde, J. (2019). Translation and translingual remixing: A young person developing as a writer. International Journal of Bilingualism, 23(5), 942–953. https://doi.org/10.1177/1367006917740975

Dionne, P., & Jornet, A. (2019). Conceiving work as (an) activity: Epistemological underpinnings from a cultural-historical perspective. In, P. F. Bendassolli (ed.), Culture, work and psychology: Invitations to dialogue. Information Age Publishing.

Frøyland, M. & Remmen, K.B. (2019). Utvidet klasserom i naturfag. Universitetsforlaget.

Jornet, A. (2019). Experience as emerging concept in contemporary learning sciences. In M. A. Peters (Ed.), Encyclopedia of Educational Philosophy and Theory. Singapore: Springer Singapore.

Knain, E., Bjønness, B., & Kolstø, S. D. (2019). Rammer og støttestrukturerer i utforskende arbeidsmåter. I E. Knain & S. D. Kolstø (Red.), Elever som forskere i naturfag (2. utg.), s. 70-102. Universitetsforlaget.

Knain, E., & Kolstø, S. D. (2019). Utforskende arbeidsmåter - en oversikt. I E. Knain & S. D. Kolstø (Eds.), Elever som forskere i naturfag (2. utg.), s. 15-43. Oslo: Universitetsforlaget.

Knain, E., & Ødegaard, M. (2019). Naturfagets rolle i bærekraftdidaktikk. I O. A. Kvamme & E. Sæther (Red.), Bærekraftdidaktikk (s. 135-151). Universitetsforlaget.

Kolstø, S. D., & Knain, E. (2019). Hvordan lykkes med utforskende arbeidsmåter. I E. Knain & S. D. Kolstø (Red.), Elever som forskere i naturfag (2. utg.), s. 212-237. Oslo: Universitetsforlaget.

Kvamme, O. (2019). School strikes, environmental ethical values, and democracy. Studier i Pædagogisk Filosofi, 8(1), 6-27. https://doi.org/10.7146/spf.v8i1.117967.

Kvamme, O. & Sæther, E. (2019). Bærekraftdidaktikk – spenninger og sammenhenger. I O. Kvamme & E. Sæther (Red.),  Bærekraftdidaktikk (ss. 15–40). Bergen.

Kvamme, O. (2019). Etikkens plass i en bærekraftdidaktikk. In O. Kvamme og E. Sæther (Ed.), Bærekraftdidaktikk. (pp. 171–188). Bergen.

Mestad, I., Knain, E., & Kolstø, S. D. (2019). Utvikle faglig innsikt gjennom snakk, skriving og visuelle uttrykk. In E. Knain & S. D. Kolstø (Ed.), Elever som forskere i naturfag (2nd ed., pp. 134–170). Oslo: Universitetsforlaget.

Ott, A. (2019). Kritisk tenkning og bærekraft i fagfornyelsen. In M. Ferrer & A. Wetlesen (Eds.), Kritisk tenkning i samfunnsfag (pp. 30–44). Universitetsforlaget.

Roth, W-M., & Jornet, A. (2019). Theorizing with/out ‘mediators.’ Integrative Psychological and Behavioral Science, 53, 323–343. doi: 10.1007/s12124- 016- 9376-0

Remmen, K.B. & Frøyland, M. (2019). Students' use of observation in geology: Towards 'scientific observation' in rock classification. International Journal of Science Education, 42(1), 113–132, https://doi.org/10.1080/09500693.2019.1704914

Remmen, K.B. (2019). Sammenhenger mellom natur og samfunn gjennom feltarbeid i geografi. I O.A. Kvamme & E. Sæther (red.). Bærekraftdidaktikk. Fagbokforlaget.

Remmen, K.B. & Frøyland, M. (2019). Utvidet klasserom – hvordan inkludere andre læringsarena i naturfagundervisning. In A. Holt, L.O. Voll & A. B. Øyehaug (Ed.), Dybdelæring i naturfag. Universitetsforlaget.

Sæther, E. & Kvamme, O. (2019). Fagoverskridende perspektiver i en bærekraftdidaktikk. In O. Kvamme & E. Sæther (Ed.), Bærekraftdidaktikk (pp. 191–214). Fagbokforlaget.

Published Mar. 16, 2022 5:13 PM - Last modified Sep. 5, 2023 3:15 PM