Doris Jorde

• Hatlevik, Ida Katrine Riksaasen; Jakhelln, Rachel Elise & Jorde, Doris (2024). Transforming teacher education through innovation, Transforming University-based Teacher Education through Innovation A Norwegian Response to Research Literacy, Integration and Technology. Routledge. ISSN 9781032693798. s. 3–13. doi: 10.4324/9781032693798-2. Fulltekst i vitenarkiv Vis sammendrag

  Teacher Education (TE) in Norway has developed with a strong emphasis on the research-based and practice-oriented professionalization of TE programs led by universities and university colleges. In the past decade, national reforms have emphasized the development of research competence for student teachers, enabling them to continually develop their own and the school’s collective practices. Center for Professional Learning in Teacher Education, called ProTed, the first National Centre of Excellence in Higher Education in Norway, was established in 2012 as a consortium between the University of Oslo and UiT The Arctic University of Norway. ProTed worked as a catalyst for research and development through systematic interventions, evaluation, and dissemination within integrated five-year TE programs. This chapter gives an introduction to this anthology, which presents a selection of ProTed’s innovations. The chapter outlines five thematic sections to help the reader navigate through different types of innovations: 1) development of integrated TE, 2) research literacy in TE, 3) bridging the gap between the university campus and schools (theory and practice), 4) development of professional identity, and 5) video as a means of connecting coursework to teaching practice.

• Hatlevik, Ida Katrine Riksaasen; Jakhelln, Rachel Elise & Jorde, Doris (2024). Five-year integrated research-based teacher education for primary and secondary school, Transforming University-based Teacher Education through Innovation A Norwegian Response to Research Literacy, Integration and Technology. Routledge. ISSN 9781032693798. s. 50–60. doi: 10.4324/9781032693798-4. Fulltekst i vitenarkiv Vis sammendrag

  Teacher education (TE) in Norway is nationally mandated and subject to much political attention because education is an important social and cultural phenomenon with a significant place in policy and everyday life. A main purpose of the latest TE reform implemented in 2017 is to raise the status and professionalism of teachers. The ambition of the Norwegian government is to permanently strengthen the teaching profession, thereby strengthening the quality of schooling overall by introducing a five-year master's degree as a requirement for all newly qualified teachers in primary and secondary school. This chapter describes the Norwegian TE context of today and the national requirements for the five-year integrated master programs for primary and secondary schools. To give the reader a background understanding of the various innovations in our TE programs presented in Chapters 4–16, we exemplify how the various programs are organized and structured at UiT and UiO.

• Trent, Pernille Kristina Bjerre; Falk, Ragnhild Sørum; Staff, Anne Cathrine; Jorde, Doris & Eriksson, Ane Gerda Zahl (2023). Translation and cross-cultural adaptation of the Gynecologic Cancer Lymphedema Questionnaire and the Lower Extremity Lymphedema Screening Questionnaire. International Journal of Gynecological Cancer. ISSN 1048-891X. 33(2), s. 231–235. doi: 10.1136/ijgc-2022-003979. Fulltekst i vitenarkiv Vis sammendrag

  Objective There is a paucity of international data regarding self-reported lower extremity lymphedema and quality of life after surgery for gynecological cancer. Validated questionnaires are emerging, but translated versions are lacking. Cross-cultural adaptation is important to reduce the risk of introducing bias into a study. Objective To translate and culturally adapt the Gynecologic Cancer Lymphedema Questionnaire and the Lower Extremity Lymphedema Screening Questionnaire for a Norwegian population. Methods Permission to use the original English versions of the Gynecologic Cancer Lymphedema Questionnaire and the Lower Extremity Lymphedema Screening Questionnaire for translation was obtained. The questionnaires were translated using a procedure based on standard guidelines, including forward translation by native speakers of the target language, synthesis, back translation, and review. Seventeen patients from the Norwegian Radium Hospital gynecological cancer outpatient clinic, all expected to have stable disease, were invited for questionnaire test–retest by completing the same questionnaires twice at 3–4-week intervals. Internal consistency was assessed by calculating Cronbach’s alpha. Test–retest reliability was assessed using an intra-class correlation coefficient. Results Twelve patients completed the questionnaires twice. Cronbach’s alpha was 0.75 for the Gynecologic Cancer Lymphedema Questionnaire and 0.89 for the Lower Extremity Lymphedema Screening Questionnaire. The intra-class correlation coefficient was 0.86 for the Gynecologic Cancer Lymphedema Questionnaire and 0.91 for the Lower Extremity Lymphedema Screening Questionnaire. Conclusions Translation and cross-cultural adaptation of these internationally validated patient-reported outcomes questionnaires for survivors of lower extremity lymphedema in gynecological cancer was feasible. The Norwegian translation of the Gynecologic Cancer Lymphedema Questionnaire and the Lower Extremity Lymphedema Screening Questionnaire showed acceptable internal consistency and the test–retest reliability was excellent.

• Nilsen, Trude; Frøyland, Merethe; Henriksen, Ellen Karoline; Kolstø, Stein Dankert; Jorde, Doris & Korsager, Majken [Vis alle 14 forfattere av denne artikkelen] (2021). Et kritisk og konstruktivt blikk på naturfaget i norsk skole. I Nilsen, Trude & Kaarstein, Hege (Red.), Med blikket mot naturfag. Nye analyser av TIMSS-data og trender 2015-2021. Universitetsforlaget. ISSN 9788215045092. s. 207–260. doi: 10.18261/9788215045108-2021-09. Fulltekst i vitenarkiv Vis sammendrag

  Dette kapitlet retter et kritisk, men konstruktivt blikk på naturfag, og foretar en gjennomgang av naturfag og naturfagdidaktikk innen forskning og i praksis. Kapitlet starter med å beskrive og diskutere naturfagets kjennetegn, verdi og relevans. Her kastes det lys på hva som er fagets og naturvitenskapens egenart, og hvorfor og hvordan naturfag er verdifullt og relevant. Videre beskrives og diskuteres naturfag på tre nivåer eller fra tre perspektiver: 1) på system- og politikknivå (antall timer til naturfag, realfagssatsing og læreplan), 2) på lærernivå (læreres kompetanse, etterutdanning og undervisning) og 3) på elevnivå (elevers kompetanse og motivasjon). Innen hvert av disse nivåene beskrives først tilstanden og hvordan gunstige betingelser ville ha vært (f.eks. hva kjennetegner god undervisning), og deretter diskuteres utfordringer og muligheter. Kapitlet avsluttes med en oppsummering og diskusjon av veien videre.

• Mork, Sonja Merethe; Henriksen, Ellen Karoline; Haug, Berit; Jorde, Doris & Frøyland, Merethe (2021). Defining knowledge domains for science teacher educators. International Journal of Science Education. ISSN 0950-0693. doi: 10.1080/09500693.2021.2006819. Fulltekst i vitenarkiv
• Hatlevik, Ida Katrine R; Engelien, Kirsti Lyngvær & Jorde, Doris (2020). Universitetsskolers bidrag til utvikling av lærerutdanningen ved Universitetet i Oslo. Acta Didactica Norden (ADNO). 14(2). doi: 10.5617/adno.7913. Fulltekst i vitenarkiv Vis sammendrag

  For å styrke kvaliteten på praksisopplæringen i lærerutdanningen og fremme FoU-kompetansen i skolene, har Kunnskapsdepartementet (2017) løftet frem etablering av utvidede partnerskap mellom lærerutdanningsinstitusjoner, skoler/barnehager og skole-eiere, som et sentralt strategisk grep. Artikkelen bidrar med ny kunnskap om hvordan utvidede partnerskap kan fremme kvalitetsutvikling av mer enn bare studentenes praksisopplæring. Universitetet i Oslo har ti års erfaring med utvidet partnerskap i form av universitetsskolesamarbeid med utvalgte ungdoms- og videregående skoler. Sam-arbeidet tar utgangspunkt i at universitet og skoler har ulike tilnærminger til læreres profesjonskunnskap. Begge tilnærmingene er essensielle, og til sammen gir de et godt utgangspunkt for å utforme og gjennomføre en god lærerutdanning. Artikkelen gir eksempler fra UiOs universitetsskolesamarbeid. Den analyserer disse i lys av indika-torer på velfungerende partnerskapssamarbeid mellom lærerutdanningsinstitusjon og praksisfelt, kvalitetsarbeid relatert til utvikling og vedlikehold av utdanningstilbud, og god lærerutdanning. Analysen av eksemplene viser for det første at i et velfungerende partnerskap kan universitetsskoler medvirke i kvalitetsarbeid i lærerutdanningen ved å være sentrale bidragsytere i forvaltning av lærerutdanningen, utvikling av studie-program, emner, undervisnings-, vurderings- og praksisformer, og gjennomføring av undervisning på campus så vel som i praksis. For det andre viser eksemplene at tett samarbeid med universitetsskoler om studentenes læring på campus og i skolen kan gjøre utdanningens kunnskapsgrunnlag, undervisning og vurderingsformer mer profesjonsrelevante, og gi studentene gode rollemodeller for profesjonsutøvelse, også på campus. Videre bidrar artikkelen med et teoretisk rammeverk av kvalitetsindikatorer som kan brukes i utforming av nye utvidede partnerskap og til analyse av eksisterende.
 Nøkkelord: utvidede partnerskap, universitetsskoler, kvalitetsarbeid, relevans, utdanningskvalitet

• Jorde, Doris; Dolin, Jens; Bruun, Jesper; Constantinou, Costas M.; Dillon, Justin & Labudde, Peter (2018). Policy Aspects: How to change practice and in what direction. I Dolin, Jens & Evans, Robert (Red.), Transforming Assessment. Through an Interplay Between Practice, Research and Policy. Springer. ISSN 9783319632476. doi: 10.1007/978-3-319-63248-3_10. Fulltekst i vitenarkiv
• Korsager, Majken; Jorde, Doris & Slotta, Jim (2014). Global Climate Exchange: Peer collaboration in a “Global classroom”. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 1(1), s. 105–120. doi: 10.5617/nordina.538. Fulltekst i vitenarkiv Vis sammendrag

  This paper reports on student peer collaboration in an online environment in an international shared curriculum, the Global Climate Exchange. Four cohorts of students (age 16 -19) from Canada, China, Norway and Sweden (n=157) were engaged in four wiki-based activities where they collaborated with peers locally and internationally. Previously, impact from Global Climate Exchange on students’ conceptual understanding was analysed, indicating a positive impact which might be explained by the amount of interactions with peers and international peer collaboration. This paper looks further into the details of the students’ peer interactions in terms of how they communicate in the online Global Climate Exchange learning environment. The study revealed that communication between international peers might be more constructive than when communication is limited to national peers. This might be a possible explanation for our previously findings indicating that international peer collaboration may well be an approach to enhance students’ conceptual understanding of climate change.

• Gericke, N.; Hagberg, M. & Jorde, Doris (2013). Upper Secondary Students' Understanding of the Use of Multiple Models in Biology Textbooks-The Importance of Conceptual Variation and Incommensurability. Research in Science Education. ISSN 0157-244X. 43(2), s. 755–780. doi: 10.1007/s11165-012-9288-z. Fulltekst i vitenarkiv
• Stadler, Matthias Gregor & Jorde, Doris (2012). Improving Science Education through European Models of Sustainable Teacher Professional development. I Jorde, Doris & Dillon, Justin (Red.), Science Education Research and Practice in Europe. Retrospective and Prospective. Brill | Sense. ISSN 9789460918988. s. 375–393. doi: 10.1007/978-94-6091-900-8_15. Fulltekst i vitenarkiv
• Jorde, Doris & Dillon, Justin (2012). Science Education Research and Practice in Europe: Retrospective. I Jorde, Doris & Dillon, Justin (Red.), Science Education Research and Practice in Europe. Retrospective and Prospective. Brill | Sense. ISSN 9789460918988. s. 1–11. doi: 10.1007/978-94-6091-900-8_1. Fulltekst i vitenarkiv
• Lipowski, Katrin; Jorde, Doris; Prenzel, Manfred & Seidel, Tina (2011). Expert views on the implementation of teacher professional development in European countries. Professional Development in Education. ISSN 1941-5257. doi: 10.1080/19415257.2011.621968. Fulltekst i vitenarkiv
• Jorde, Doris & Slotta, James D. (2010). Toward a design framework for international peer discussions: taking advantage of disparate perspectives on socio-scientific issues. Research and Practice in Technology Enhanced Learning (RPTL). ISSN 1793-2068. 5(3), s. 161–184. doi: 10.1142/S179320681000089X. Fulltekst i vitenarkiv
• Jorde, Doris; Marion, Peter van & Strømme, Alex (2008). Biologi - et fag for framtide. I Marion, Peter van & Strømme, Alex (Red.), Biologididaktikk. Cappelen Damm Høyskoleforlaget. ISSN 9788276345957. s. 215–224. Fulltekst i vitenarkiv
• Jorde, Doris (2007). Promoting Scientific Inquiry - new possibilities using ICT. I Linder, Cedric; Ôstman, Leif & Wickman, Per-Olof (Red.), Promoting Scientific Literacy: Science Education Research in Transaction. Uppsala universitet. ISSN 9789163318924. s. 148–151. Fulltekst i vitenarkiv
• Jorde, Doris & Mork, Sonja M (2007). The contribution of information technology for inclusion of socio-scientific issues in science: The case of wolves in Norway. I Corrigan, Deborah; Dillon, Justin & Gunstone, Richard (Red.), The Re-Emergence of Values in Science Education. Brill | Sense. ISSN 9789087900359. s. 179–196. Fulltekst i vitenarkiv
• Jorde, Doris; Bell, Thorsten; Schanze, Sascha; Gräber, Wolfgang; Berg, H. B. & Neumann, Anja [Vis alle 9 forfattere av denne artikkelen] (2007). Technology-enchanced Collaborative Inquiry Learning: Four Approaches under Common Aspects. I Pintó, Roser & Couso, Digna (Red.), Contributions from Science Education Research. Springer Science+Business Media B.V.. ISSN 9781402050312. s. 451–465. Fulltekst i vitenarkiv
• Jorde, Doris (2007). A box of chocolates. On making choices to become a Science Educator. I Tobin, Kenneth & Roth, Wolff-Michael (Red.), The Culture of Science Education. Its History in Person. Brill | Sense. ISSN 9789077874332. s. 207–218. Fulltekst i vitenarkiv
• Mork, Sonja M & Jorde, Doris (2005). Hva må til for at lærere skal bruke digitale læremidler? Erfaringer fra Vitenprosjektet. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 89(1), s. 45–55. Fulltekst i vitenarkiv
• Mork, Sonja M & Jorde, Doris (2004). We know they love computers, but do they learn science? Using information technology for teaching about a socio-scientific controversy. Themes in education. ISSN 0563-4172. 5(1), s. 69–100. Fulltekst i vitenarkiv
• Jorde, Doris (2004). Helping students revisse disruptive experimentally supported ideas about thermodynamics. Journal of Research in Science Teaching. ISSN 0022-4308. 41(1), s. 1–23. Fulltekst i vitenarkiv
• Jorde, Doris & Frøyland, Merethe (2004). Searching for Silver: A model for teaching geology at primary level. Primary Science and Technology Today. ISSN 1357-6704. 24, s. 21–27. Fulltekst i vitenarkiv
• Clark, D & Jorde, Doris (2004). Helping students revise disruptive experientially supported ideas about thermodynamics: Computer visualizations and tactile models. Journal of Research in Science Teaching. ISSN 0022-4308. 41(1), s. 1–23. Fulltekst i vitenarkiv
• Jorde, Doris (2003). The Role of Information Technology in Teaching and Learning Science, Naturfagdidaktikk. Perspektiver Forskning Utvikling. Gyldendal Akademisk. ISSN 9788205314771. s. 310–330. Fulltekst i vitenarkiv
• Henriksen, Ellen Karoline & Jorde, Doris (2001). High School Students' Understanding of Radiation and the Environment: Can Museums Play a Role? Science Education. ISSN 0036-8326. 85, s. 189–206. Fulltekst i vitenarkiv Vis sammendrag

  In connection with an exhibition on radiation-related environmental issues at the Norwegian Museum of Science and Technology, teaching units including pre- and post-visit activities were developed for visiting students. The units were centered on "real-life" stories concerning radiation issues that were used by the students as starting points for reflections around these issues. Using the teaching units as an evaluation instrument, students' written responses were analysed with a dual purpose: 1) to gain insight into the understanding of and attitudes on radiation issues held by students in their final year of compulsory science instruction; 2) to explore whether the exhibition medium may successfully convey scientific information that students find relevant and helpful in making personal judgments in environmental issues. In the present work, some prominent features of Norwegian 16-year-olds' understanding of radiation were identified, and it was noted that these were in many aspects similar to those described for other age groups and nationalities. Furthermore, it was found that a visit to the exhibition clearly provided science learning outcome for the majority of students; however, for students who had strong alternative conceptions about the exhibition's issues, their perceptions tended to inhibit their correct interpretation of new concepts introduced at the exhibition. We found few examples of students using scientific information from the exhibition in making personal judgements in matters concerning radiation and the environment, and we hypothesize that this may be due to a lack of practice in employing scientific understanding in this way. We believe that the use of museum exhibitions as part of a science education for scientific literacy is worth further exploration and might have increased success if new ways were found of improving the cooperation between museums and schools.

• Harbo, Torstein & Jorde, Doris (2000). Comparative Education in Current Educational Studies: A Case Study of four Nordic Universities. Comparative Education. ISSN 0305-0068. 36. Fulltekst i vitenarkiv Vis sammendrag

  The paper describes the historical development of comparative education after the second world war in four universities: Norway, Sweden, Denmark and Finland. The paper is part of a special issue of Comparative Education honoring professor Nigel Grant.

• Jorde, Doris (1998). Klasseromsforskning og naturfagundervisning. I Klette, Kirsti (Red.), Klasseromsforskning på norsk. Gyldendal Akademisk. ISSN 9788241708787. s. 134–153. Fulltekst i vitenarkiv Vis sammendrag

  The chapter describes (in Norwegian)a number of classroom research based projects conducted in Norway as a part of larger international comparative studies. How do teachers teach science in Norway? What are the problems and concerns with teaching science? The chapter looks at the need to combine quantitative and qualitative research results for school based projects.

Se alle arbeider i NVA

• Hatlevik, Ida Katrine Riksaasen; Jakhelln, Rachel Elise & Jorde, Doris (2024). Transforming University-based Teacher Education through Innovation A Norwegian Response to Research Literacy, Integration and Technology. Routledge. ISBN 9781032693798. 262 s. doi: 10.4324/9781032693798. Fulltekst i vitenarkiv Vis sammendrag

  This Norwegian-led, internationally relevant edited collection provides new insights into the transformation of teacher education programmes of the future by collating novel and cutting-edge innovations gleaned from ProTed, the Centre for Professional Learning in Teacher Education in Norway. Presenting research findings from a 10-year funded period of innovation and practice, the book discusses the implementation and dissemination of successful innovations to other teacher education institutions, both national and international. Led by direct experiences combined with empirical results, chapters explore a variety of methods that promote best practice within universities and higher education programmes. These include the progression and coherence in programme design, the relationship and partnerships between university campus and schools, teachers’ professional identities and communities, integrated teacher education, and the advantages of using video technology in teaching practice for a digital future. Ultimately serving as a useful tool for research-based knowledge to inform policy development, this book will be of interest to researchers, scholars, and postgraduate students in teacher education, higher education, and teacher reform more broadly. Those interested in research design will also find the book useful.

• Hatlevik, Ida Katrine Riksaasen; Jakhelln, Rachel Elise & Jorde, Doris (2024). Transforming University-based Teacher Education through Innovation: A Norwegian Response to Research Literacy, Integration and Technology. Routledge. ISBN 9781032667898. 250 s. doi: 10.4324/9781032693798. Fulltekst i vitenarkiv Vis sammendrag

  This Norwegian-led, internationally relevant edited collection provides new insights into the transformation of teacher education programmes of the future by collating novel and cutting-edge innovations gleaned from ProTed, the Centre for Professional Learning in Teacher Education in Norway. Presenting research findings from a 10-year funded period of innovation and practice, the book discusses the implementation and dissemination of successful innovations to other teacher education institutions, both national and international. Led by direct experiences combined with empirical results, chapters explore a variety of methods that promote best practice within universities and higher education programmes. These include the progression and coherence in programme design, the relationship and partnerships between university campus and schools, teachers' professional identities and communities, integrated teacher education, and the advantages of using video technology in teaching practice for a digital future. Ultimately serving as a useful tool for research-based knowledge to inform policy development, this book will be of interest to researchers, scholars, and postgraduate students in teacher education, higher education, and teacher reform more broadly. Those interested in research design will also find the book useful.

• Jorde, Doris (2021). Engaging with Contemporary Challenges through Science Education Research. Contributions from Science Education through Research. Springer Nature. ISBN 9783030744892. Fulltekst i vitenarkiv
• Jorde, Doris & Dillon, Justin (2012). Science Education Research and Practice in Europe. Retrospective and Prospective. Brill | Sense. ISBN 9789460918988. 393 s. Fulltekst i vitenarkiv
• Jorde, Doris & Bungum, Berit (2003). Naturfagdidaktikk. Perspektiver Forskning Utvikling. Gyldendal Akademisk. ISBN 9788205314771. 479 s. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Bakke, Jostein; Langford, Malcolm; Børrud, Elin; Cotner, Sehoya Harris; Engebretsen, Eivind & Graver, Fredrik (Georg Fredrik) [Vis alle 14 forfattere av denne artikkelen] (2023). Fremtidens høyere utdanning trenger en oppgradering - ikke budsjettkutt! Fulltekst i vitenarkiv
• Mork, Sonja Merethe; Henriksen, Ellen Karoline; Haug, Berit S; Jorde, Doris & Frøyland, Merethe (2021). Knowledge domain for science teacher educators. Fulltekst i vitenarkiv
• Mork, Sonja Merethe; Henriksen, Ellen Karoline; Haug, Berit; Jorde, Doris & Frøyland, Merethe (2021). Knowledge domains for science teacher educators. Fulltekst i vitenarkiv
• Hermansen, Hege & Jorde, Doris (2020). Reforming the knowledge base of Norwegian teacher education: Integrating research-based education and professional relevance. Fulltekst i vitenarkiv
• Mork, Sonja Merethe; Haug, Berit S; Henriksen, Ellen Karoline; Jorde, Doris & Frøyland, Merethe (2019). Educating the educators. Creating a knowledge domain for science teacher educators through professional development. Fulltekst i vitenarkiv
• Jorde, Doris & Tellefsen, Cathrine Wahlstrøm (2017). BUILDING SCIENCE TEACHER IDENTITY THROUGH AN INTEGRATED PROGRAM OF STUDY. Fulltekst i vitenarkiv
• Tellefsen, Cathrine Wahlstrøm & Jorde, Doris (2017). Building science teacher identity through an integrated program of study. Fulltekst i vitenarkiv
• Stadler, Matthias Gregor; Jorde, Doris & Rönnebeck, Silke (2013). Common challenges in improving science education in different educational systems across Europe. Fulltekst i vitenarkiv
• Nyberg, Jørn; Staberg, Ragnhild Lyngved; Jorde, Doris & Marion, Peter van (2013). Lærerutdanningene som partnere i EU-prosjekter. Fulltekst i vitenarkiv
• Korsager, Majken & Jorde, Doris (2013). What is this thing called inquiry, and why is it so important for teaching and learning science? Fulltekst i vitenarkiv
• Carver, Rebecca Bruu; Jorde, Doris; Breivik, Jarle & Klavenes, Eileen Holm (2010). Media Analysis in Biology Class. Fulltekst i vitenarkiv
• Mork, Sonja M; Jorde, Doris & Aanesland, Torunn Strømme (2009). A new approach to analysing student argumentation in classroom debates. Fulltekst i vitenarkiv
• Hennum, Ragnhild Helene; Ottersen, Ole Petter; Bostad, Inga & Jorde, Doris (2009). Et livslangt universitet. Fulltekst i vitenarkiv
• Hennum, Ragnhild Helene; Ottersen, Ole Petter; Jorde, Doris & Bostad, Inga (2009). Et engasjert Universitet. Fulltekst i vitenarkiv
• Jorde, Doris (2008). Promoting Science Inquiry - a changing landscape for teachers. Fulltekst i vitenarkiv
• Jorde, Doris (2008). Presentation of "Science Education NOW: A renewed Pedagogy for the future of Europe. Fulltekst i vitenarkiv
• Jorde, Doris (2008). The Changing Role of School Science. Fulltekst i vitenarkiv
• Jorde, Doris (2008). The Changing Role of School Science. Fulltekst i vitenarkiv
• Jorde, Doris (2007). Naturfag - en udfordring i hele Europa. Fulltekst i vitenarkiv
• Jorde, Doris (2007). Science Education Now: A renewed pedagogy for the future of Europe. Fulltekst i vitenarkiv
• Jorde, Doris (2007). Science Education Now: A renewed pedagogy for the future of Europe. Fulltekst i vitenarkiv
• Jorde, Doris (2006). Strengthening potential, broadening horizons: Science, Gender and Youth. Fulltekst i vitenarkiv
• Jorde, Doris (2006). Norge trenger realfag. Fulltekst i vitenarkiv
• Jorde, Doris (2005). OECD Global Science Forum - Status for science teacher education. Fulltekst i vitenarkiv
• Sjøberg, Svein; Schreiner, Camilla & Jorde, Doris (2005). ROSE: The Relevance of Science Education Ideas, rationale and results from a cross-cultural comparative project in 40 countries. Fulltekst i vitenarkiv
• Jorde, Doris & Mork, Sonja M (2005). Hva må til for at lærere skal bruke digitale læremidler? Erfaringer fra Vitenprosjektet. Fulltekst i vitenarkiv
• Mork, Sonja M & Jorde, Doris (2004). A new way of teaching about and old phenomenon. Using information technology to promote the understanding of radioactivity. Fulltekst i vitenarkiv
• Mork, Sonja M & Jorde, Doris (2003). Using ICT and controversy to encourage discourse in science lessons. Fulltekst i vitenarkiv
• Jorde, Doris (2000). Using Information Technology in the Science Classrooom. Fulltekst i vitenarkiv Vis sammendrag

  The talk demonstrated the uses of ICT in science teaching using the WISE project as an example. Pedagogical principles for good science teaching using ICT were presented and discussed

• Jorde, Doris (2000). Knowledge Integration Environment: reactions and comments. International Journal of Science Education. ISSN 0950-0693. s. 1–3. Fulltekst i vitenarkiv Vis sammendrag

  The commentary is made on a special issue of the journal for the Knowledge Integration Environment (KIE)research project under the leadership of Dr. Marcia Linn.

• Jorde, Doris (1999). California adopts new Science Standards. Naturfag : tidsskrift for Nasjonalt nettverk for naturfag. ISSN 1501-8601. 1, s. 24–25. Fulltekst i vitenarkiv Vis sammendrag

  The article describes the new California Science Standards adopted in 1999.

• Jorde, Doris; Rocard, Michel; Csermely, Peter; Walberg-Henriksson, Harriet; Lenzen, Dieter & Hemmo, Vlaerie (2007). Science Education Now: A renewed pedagogy for the future of Europe. European Commissiion, Directorate-general for Research. Fulltekst i vitenarkiv
• Jorde, Doris; Strømme, Alex; Sørborg, Øystein; Erlien, Wenche & Mork, Sonja M (2003). Virtual environments in science. Viten.no. Unipub forlag. ISSN 9788279470212. Fulltekst i vitenarkiv
• Tveitereid, Morten; Lorentzen, Lisa; Reikerås, Elin Kristi Lie & Jorde, Doris (1997). Tiltak for å styrke matematikk, naturvitenskap og teknologi i norsk utdanning. Sluttrapport fra arbeidsgruppe nedsatt av Kirke-, utdannings-og forskningsdepartementet. Kirke-, utdannings- og forskningsdepartementet. Fulltekst i vitenarkiv Vis sammendrag

  Rapporten er en oppsummering av en utredning gjort av en arbeidsgruppe nedsatt av KUF våren 1997. Arbeidsgruppens mandat var å foreslå tiltak for å styrke matematikk,naturfag og teknologi i norsk utdanning. Arbeidsgruppen bestod av 17 deltagere fra næringsliv, utdanningsinstutisjoner,lærerorganisasjonene,student og elev org.,forskningsrådet, ingeniørorg.I tillegg ble gruppen bistått av representanter fra dept. (Alle i arb.gr. deltok i utformingen av rapporten, men bare de som er reg. på forskdok er tatt med som forfattere i denne registreringen i forskdok. Se publikasjonen for fullstendig liste over arbeidsgruppens deltagere.)

• Henriksen, Ellen Karoline & Jorde, Doris (1997). Formidling av forskning og vitenskap til barn og unge - en oversikt over stimulerings- og rekrutteringstiltak og forslag til samarbeid og videreutvikling. Norges forskningsråd. Fulltekst i vitenarkiv Vis sammendrag

  Ellen K. Henriksen og Doris Jorde fikk i oktober 1997 i oppdrag av Norges forskningsråd å komme med en rapport om stimuleringstiltak for å øke barn og unges interesse for og rekruttering til forskning og vitenskap. Mandatet for oppdraget er å utarbeide en rapport med tre deler: a) en beskrivende oversikt over aktiviteter som er rettet mot barn og unge, som har som mål å øke interessen og kunnskapen omkring forskning, vitenskapelig basert kunnskap og motivasjon for å velge teoretiske fag. Oversikten skal også inkludere aktiviteter hvor Forskningsrådet allerede er engasjert. Oversikten bør inneholde kostnader for tiltakene. Hvis mulig bør den også omfatte en kort beskrivelse av beslektede aktiviteter som har samarbeidspotensialer. b) Gjennom intervjuer med utvalgte, sentrale personer skal det innhentes synspunkter på de ulike aktivitetene. Dette kan omfatte begrunnelse for hvorfor de er startet, hvordan man vurderer betydningen, og hvordan man ønsker at de skal utvikles videre. c) Rapporten skal munne ut i beskrivelser av ulike mulige samarbeids- og organisasjonsformer for framtida, formulert som alternative scenarier. Arbeidet med denne rapporten har pågått fra begynnelsen av oktober til midten av desember 1997. Arbeidet har bestått i å intervjue sentrale personer og gjennomgå skriftlig materiell angående de ulike tiltakene og angående Forskningsrådets formidlingsstrategi. I arbeidets første periode ble fakta om de ulike tiltakene innhentet; i den siste fasen har forfatterne, gjennom diskusjoner, tankearbeid og konsultasjoner av forskningslitteraturen angående formidling, kommet fram til anbefalingene som er presentert i rapportens siste del.

• Jorde, Doris; Haug, Peder; Nyrnes, Aslaug & Nyrnes, Aslaug (1992). Dette med FOU. Om forsking i lærarutdanninga. Fulltekst i vitenarkiv Vis sammendrag

  Heftet tar opp desse spørsmåla: Kva er dette med FOU for noko? Kva slags forsking treng lærarutdanninga? handlingsperspektiv. Er forsking så vanskeleg?

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