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Background

PhD in physics education research

Tags: Teacher education, Variation theory, Social semiotics, Science education, Classroom-research

Publications

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  • Fredlund, Tobias & Knain, Erik (2018). Analysing school science group work in terms of multimodal text development and its interplay with context of situation.
  • Fredlund, Tobias; Knain, Erik & Furberg, Anniken Larsen (2018). Using representations to learn about the greenhouse effect.
  • Knain, Erik; Remmen, Kari Beate & Fredlund, Tobias (2018). Representations in students’ argumentation on SSI.
  • Lunde, Mai Lill Suhr; Mathiassen, Ketil; Fredlund, Tobias & Knain, Erik (2018). Representations and Students Teachers’ Experiences from Teacher Practice.
  • Lunde, Mai Lill Suhr; Mathiassen, Ketil; Fredlund, Tobias & Knain, Erik (2018). Student teachers’ perspective of representations in science teaching and learning.
  • Fredlund, Tobias; Knain, Erik & Furberg, Anniken Larsen (2017). Teaching science using underdetermined representations: Illustration and implications.
  • Fredlund, Tobias; Knain, Erik & Furberg, Anniken Larsen (2017). The transition from naturalistic to theoretical representations of the greenhouse effect.
  • Fredlund, Tobias; Knain, Erik & Remmen, Kari Beate (2017). Two central aspects of sign-making for the learning of science: differentiation and integration.
  • Knain, Erik; Fredlund, Tobias & Furberg, Anniken Larsen (2017). Making the invisible visible across modes and representations.
  • Knain, Erik; Remmen, Kari Beate & Fredlund, Tobias (2017). The role of representations in students' argumentation on SSI.
  • Lunde, Mai Lill Suhr; Mathiassen, Ketil; Fredlund, Tobias & Knain, Erik (2017). Lærerstudenters erfaringer med bruk av representasjoner i praksis.

View all works in Cristin

Published Sep. 19, 2016 2:20 PM - Last modified Oct. 25, 2016 3:53 PM