Doris Jorde

• 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.
• 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.
• Hatlevik, Ida Katrine R; Engelien, Kirsti Lyngvær & Jorde, Doris (2020). Universitetsskolers bidrag til utvikling av lærerutdanningen ved Universitetet i Oslo. Acta Didactica Norden (ADNO). ISSN 2535-8219. 14(2). doi: 10.5617/adno.7913. Fulltekst i vitenarkiv
• 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 978-3-319-63247-6. doi: 10.1007/978-3-319-63248-3_10.
• Korsager, Majken; Jorde, Doris & Slotta, Jim (2014). Global Climate Exchange: Peer collaboration in a “Global classroom”. Nordic Studies in Science Education. 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.
• 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 978-94-6091-898-8. s. 375–393. doi: 10.1007/978-94-6091-900-8_15.
• 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 978-94-6091-898-8. s. 1–11. doi: 10.1007/978-94-6091-900-8_1.
• 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.
• 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.
• Jorde, Doris; van Marion, Peter & Strømme, Alex (2008). Biologi - et fag for framtide. I van Marion, Peter & Strømme, Alex (Red.), Biologididaktikk. Cappelen Damm Høyskoleforlaget. ISSN 978-82-7634-595-7. s. 215–224.
• 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.
• 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 90-77874-33-X. s. 207–218.
• 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 978-91-633-1892-4. s. 148–151.
• 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 978-1-4020-5031-2. s. 451–465.
• 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.
• 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.
• 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.
• 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.
• 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.
• Jorde, Doris (2003). The Role of Information Technology in Teaching and Learning Science, Naturfagdidaktikk. Perspektiver Forskning Utvikling. Gyldendal Akademisk. ISSN 82-05-31477-2. s. 310–330.
• 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. 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. 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. ad Notam, Gyldendal. ISSN 82-417-0878-5. s. 134–153.

Se alle arbeider i Cristin

• Jorde, Doris & Dillon, Justin (2012). Science Education Research and Practice in Europe. Retrospective and Prospective. Brill|Sense. ISBN 978-94-6091-898-8. 393 s.
• Jorde, Doris & Bungum, Berit (2003). Naturfagdidaktikk. Perspektiver Forskning Utvikling. Gyldendal Akademisk. ISBN 82-05-31477-2. 479 s.

Se alle arbeider i Cristin

• Mork, Sonja Merethe; Henriksen, Ellen Karoline; Haug, Berit; Jorde, Doris & Frøyland, Merethe (2021). Knowledge domains for science teacher educators.
• Mork, Sonja Merethe; Henriksen, Ellen Karoline; Haug, Berit S; Jorde, Doris & Frøyland, Merethe (2021). Knowledge domain for science teacher educators.
• Hermansen, Hege & Jorde, Doris (2020). Reforming the knowledge base of Norwegian teacher education: Integrating research-based education and professional relevance.
• 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.
• Jorde, Doris & Tellefsen, Cathrine Wahlstrøm (2017). BUILDING SCIENCE TEACHER IDENTITY THROUGH AN INTEGRATED PROGRAM OF STUDY.
• Tellefsen, Cathrine Wahlstrøm & Jorde, Doris (2017). Building science teacher identity through an integrated program of study.
• Stadler, Matthias Gregor; Jorde, Doris & Rönnebeck, Silke (2013). Common challenges in improving science education in different educational systems across Europe.
• Korsager, Majken & Jorde, Doris (2013). What is this thing called inquiry, and why is it so important for teaching and learning science?
• Nyberg, Jørn; Staberg, Ragnhild Lyngved; Jorde, Doris & Marion, Peter van (2013). Lærerutdanningene som partnere i EU-prosjekter.
• Carver, Rebecca Bruu; Jorde, Doris; Breivik, Jarle & Klavenes, Eileen Holm (2010). Media Analysis in Biology Class.
• Hennum, Ragnhild Helene; Ottersen, Ole Petter; Jorde, Doris & Bostad, Inga (2009). Et engasjert Universitet. Aftenposten (morgenutg. : trykt utg.). ISSN 0804-3116.
• Hennum, Ragnhild Helene; Ottersen, Ole Petter; Bostad, Inga & Jorde, Doris (2009). Et livslangt universitet. Aftenposten (morgenutg. : trykt utg.). ISSN 0804-3116.
• Mork, Sonja M; Jorde, Doris & Strømme Aanesland, Torunn (2009). A new approach to analysing student argumentation in classroom debates.
• Jorde, Doris (2008). Findings and recommendation. I Osborne, Jonathan & Dillon, Justin (Red.), Science Education in Europe. Critical Reflections. The Nuffield Foundation.
• Jorde, Doris (2008). The Changing Role of School Science.
• Jorde, Doris (2008). The Changing Role of School Science.
• Jorde, Doris (2008). Presentation of "Science Education NOW: A renewed Pedagogy for the future of Europe.
• Jorde, Doris (2008). Promoting Science Inquiry - a changing landscape for teachers.
• Jorde, Doris (2007). Science Education Now: A renewed pedagogy for the future of Europe.
• Jorde, Doris (2007). Science Education Now: A renewed pedagogy for the future of Europe.
• Jorde, Doris (2007). Naturfag - en udfordring i hele Europa.
• Jorde, Doris (2006). Strengthening potential, broadening horizons: Science, Gender and Youth.
• Jorde, Doris (2006). Norge trenger realfag.
• Jorde, Doris (2005). OECD Global Science Forum - Status for science teacher education.
• Jorde, Doris & Mork, Sonja M (2005). Hva må til for at lærere skal bruke digitale læremidler? Erfaringer fra Vitenprosjektet.
• 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.
• Mork, Sonja M & Jorde, Doris (2004). A new way of teaching about and old phenomenon. Using information technology to promote the understanding of radioactivity.
• Mork, Sonja M & Jorde, Doris (2003). Using ICT and controversy to encourage discourse in science lessons.
• Jorde, Doris (2000). Knowledge Integration Environment: reactions and comments. International Journal of Science Education. ISSN 0950-0693. s. 1–3. 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 (2000). Using Information Technology in the Science Classrooom. 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 (1999). California adopts new Science Standards. Naturfag : tidsskrift for Nasjonalt nettverk for naturfag. ISSN 1501-8601. 1, s. 24–25. 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.
• Jorde, Doris; Strømme, Alex; Sørborg, Øystein; Erlien, Wenche & Mork, Sonja M (2003). Virtual environments in science. Viten.no. Unipubskriftserier. ISSN 82-7947-021-2.
• 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. 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. 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. Vis sammendrag

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

Se alle arbeider i Cristin