Erik Knain

• Leifsen, Silje; Knain, Erik & Aanesland, Torunn Strømme (2026). Creating Space for Boundary-Crossing Conversations in Science Teacher Education: A Deep Dive into Conversations Between School-Based and University-Based Teacher Educators. Journal of Science Teacher Education. ISSN 1046-560X. doi: 10.1080/1046560x.2026.2662828. Fulltekst i vitenarkiv Vis sammendrag

  The complexity of the proficiencies that future science teachers must acquire during their teacher education program often leads to a fragmented experience. Establishing informal collaborations between teacher educators is one of several interventions that can enhance coherence in science teacher education. This article explores how such informal collaborations among teacher educators can support interaction that leads to boundary crossing between teacher educators from school and university. Using video data from a teacher educator workshop, we analyze interactions through the lens of framing to identify, categorize and provide examples of five types of boundary crossings that can appear in such conversations: (1) firm boundaries that cannot be crossed, (2) persisting boundaries that are crossed from one side, (3) persisting boundaries that are approached from all sides, (4) firm boundaries that are not approached, and (5) boundaries that dissolve or are irrelevant. These findings offer insights into the variety of boundary crossing as an interactional phenomenon and opens for improved boundary-crossing conversations in science teacher education, suggesting measures to strengthen such interactions and enhance coherence.

• Knain, Erik; Tasquier, Giulia; Jornet, Alfredo; Røkenes, Hanna Pauliina & Mueller, Martin Lee (2025). School boundaries coming alive: Transforming education towards sustainability through open schooling initiatives. Acta Psychologica. ISSN 0001-6918. 258. doi: 10.1016/j.actpsy.2025.105192. Fulltekst i vitenarkiv Vis sammendrag

  Open schooling initiatives challenge traditional boundaries of how, where, involving whom, and for what purpose education takes place. Here, we map some core challenges and potentials of open schooling as a means to expand schools' traditional institutional boundaries. Specifically, we critically reflect on three interrelated dimensions of boundary expansion in the context of open schooling: 1) Expanding the notion of discipline, knowledge and knowing (The Disciplinary Dimension); 2) Expanding collaboration and collective agency (The Social-Relational Dimension); and 3) Regenerating the schooling (eco)system (the inter-institutional dimension). We argue that navigating such boundary expansions judiciously is crucial as researchers in education ask how to realign education with the larger, ongoing societal transformation that is required to move towards more socially just and sustainable societies. We lean into the ‘three spheres of transformation’ model to analyse how to keep boundaries alive in their dual contradictory but crucial meaning and role to separate and connect, at the same time, across the various dimensions of transformation.

• Tasquier, Giulia; Knain, Erik; Røkenes, Hanna Pauliina & Jornet, Alfredo (2025). Exploring Narratives of Change for Imagining the Future and Fostering Agency Toward Sustainability, Connecting Science Education with Cultural Heritage. Springer. ISSN 9783031909436. doi: 10.1007/978-3-031-90944-3_22. Fulltekst i vitenarkiv
• Røkenes, Hanna Pauliina; Jornet, Alfredo & Knain, Erik (2025). Young people envisioning desired futures through narratives of change in science education. Futures: The journal of policy, planning and futures studies. ISSN 0016-3287. 169. doi: 10.1016/j.futures.2025.103591. Fulltekst i vitenarkiv Vis sammendrag

  Fostering hope in the context of the sustainability crisis requires cultivating awareness of the socio-scientific issues at stake and how the current social, technological, political, and economic systems involved in the crisis can be transformed. The ability to imagine and narrate more sustainable futures has only recently begun to receive attention in environmental and science education research. Drawing from literature discussing quality criteria for future visions, the current study advances this emerging area of research by investigating how 273 upper secondary and high school students from Norway, Italy, Germany, and Austria in science education describe their desired futures and pathways toward them. In the analysis, we explore how the narratives construe the desired futures, agency, and responsibility. The results of the study show an acknowledgment of the need to take drastic action for sustainability. In the pathways toward the future, the narratives describe cause-and-effect relationships between actors and sociopolitical structures in unidirectional and unspecified ways. We suggest that education can contribute to supporting students’ development of narratives of change by consciously enhancing students’ relational understanding of agency including its dependency on political structures and personal positioning.

• Jensen, Fredrik; Kjærnsli, Marit; Knain, Erik; Løvgren, Maria & Pettersen, Andreas (2024). Sammenhengen mellom utforskende undervisning i naturfag og elevers prestasjoner og interesse for og trivsel med naturvitenskap. Norske resultater fra PISA 2015. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 20(1), s. 103–118. doi: 10.5617/nordina.9335. Fulltekst i vitenarkiv Vis sammendrag

  This article presents the results of an analysis of the Norwegian data from PISA 2015. The aim was to investigate the relationship between different types of inquiry-based teaching activities and student achievement and interest and enjoyment. For student interest and enjoyment, the results show a positive relationship with higher exposure to most of the different inquiry-based activities. When it comes to student achievement, our results draw a more complex picture. For instance, the highest mean performance is found for students who reported that they can explain their own thoughts and ideas in most lessons, compared to students who reported that they could do this in either all lessons or less frequently. For other activities, such as planning, carrying out and discussing experiments and investigations, these activities are related to highest performance when they are used less frequently. These results add nuance to our understanding of the relationship between how students perceive inquiry-based teaching activities, student achievement and interest and enjoyment in science in PISA data.

• Ingulfsen, Line; Furberg, Anniken & Knain, Erik (2023). The role of teacher support in students’ engagement with representational construction. Cultural Studies of Science Education. ISSN 1871-1502. 18(4), s. 1311–1341. doi: 10.1007/s11422-023-10193-0. Fulltekst i vitenarkiv Vis sammendrag

  In this article, we study the role of teacher support in a collaborative learning setting that involves students’ constructions of visual representations in the environmental education context. Despite the consensus in the field of science education research that engagement with visual representations—such as diagrams, animations, and graphs—can support students’ conceptual understanding, studies reveal that learning from engagement with visual representations can be challenging for students. Adopting a sociocultural approach, this study contributes to extant research by analytically scrutinizing the role of teacher support in learning activities that revolve around students’ construction of visual representations. The empirical basis is a science project in which lower secondary school students drew and refined depictions of the effects of anthropogenic climate change. The analytical focus is on student–teacher interactions during group-based drawing activities in which students created representations of the carbon cycle and interacted with authorized representations. The analyses revealed how students found it challenging to compare, contrast, and integrate authorized representations and, additionally, to constructively use authorized representations in the process of designing their own representations. To support students in their efforts to construct scientific meaning, the teacher oriented the students’ attention towards the salient features of representations, supported students in making sense of ‘semiotic signs’, and enabled them to link scientific concepts with detailed depictions. In addition to the different forms of support provided by the teacher, the analyses of the student–teacher interactions also reveal the teacher’s use of specific ‘talk moves’ of elaboration and eliciting. The key implications include that teachers should select representations that are sufficiently different in terms of how concepts and phenomena are depicted, and that teachers should be prepared to support students in how to compare and contrast multiple representations. Further, strategies for supporting students’ exploration of their own ideas and suggestions are essential in the dynamics between students’ self-made representations and authorized representations.

• Kristensen, Heidi & Knain, Erik (2023). Which side are you on? The role of attitudes in reasoning practices in student-group interactions regarding a socio-scientific issue related to climate change. International Journal of Science Education. ISSN 0950-0693. doi: 10.1080/09500693.2023.2253367. Fulltekst i vitenarkiv Vis sammendrag

  While researchers have stressed the importance of engaging students in activities that enhance their reasoning practices, few have scrutinised the factors that impact the reasoning involved in such activities. We explored the role of attitudes in student-group interactions concerning a climate change-related socio-scientific issue and how those attitudes emerged from the reasoning process. We applied Martin and White’s [(2005). The language of evaluation: Appraisal in English. Palgrave Macmillan] appraisal framework for studying attitudes in oral language to analyse two student groups involved in a discourse as they constructed arguments supporting further petroleum exploration. The two groups displayed unique patterns of attitudes towards additional exploration: one group displayed strong, positive attitudes, while the other displayed varied attitudes, including doubt and insecurity. These more complex attitudes in the second group were important to how these students reasoned about the issue, enabling them to appreciate the complexity of the issue, as the expression of multiple perspectives and doubt opened a richer inquiry into the socio-scientific issue, enhancing the quality of their reasoning. Our findings point to the significance of considering students’ attitudes when organising activities were students’ reason about a socio-scientific issue.

• Sjøberg, Mari Heum; Furberg, Anniken & Knain, Erik (2022). Undergraduate biology students' model-based reasoning in the laboratory: Exploring the role of drawings, talk, and gestures. Science Education. ISSN 0036-8326. n/a(n/a). doi: 10.1002/sce.21765. Fulltekst i vitenarkiv Vis sammendrag

  This paper reports on a case study of undergraduate biology students' drawing-based modeling and how this process plays out in naturalistic dialogues. Recent research has revealed the importance of drawings, talk, and gestures in students' model-based reasoning. This study provides further insight into the complementary role of these multimodal representations in student' model-based reasoning. The empirical basis constitutes sequences of students' interactive modeling during a laboratory exercise targeted toward the molecular mechanism behind diagnostic tests. The analytical procedure involves a social-semiotic analysis of students' drawings and microanalyses of the sequences of student interaction while engaging with this modeling activity. Our findings reveal a pattern in the use of these representations and provide insights into their roles in students' model-based reasoning. During three critical episodes in the students' modeling process, we show how drawings, deictic gestures, talk, and iconic gestures in a recurring pattern contributed to bringing students' meaning-making forward: drawings contributed to opening a creative space for their reasoning, while explorative talk together with iconic gestures became an important resource in exploring the aspects that were not shown in the drawing. We also show how the different representations took on different semiotic loads depending on where in the modeling cycle they were. We show how certain semiotic choices in the first drawing seem to support the students' model-based reasoning. Representing gestures became particularly important when the students revised and extended their models. These findings are discussed in relation to the different affordances of the various modes of representation.

• Tasquier, Giulia; Knain, Erik & Jornet, Alfredo (2022). Scientific Literacies for Change Making: Equipping the Young to Tackle Current Societal Challenges. Frontiers in Education. 7, s. 1–20. doi: 10.3389/feduc.2022.689329. Fulltekst i vitenarkiv Vis sammendrag

  Dealing with the threatening challenges and profound changes that characterise our era requires the development of knowledge and skills to navigate the uncertainty and complexity of science as part of society and everyday life. How can we support school students in transforming the base of knowledge and experiences to face the ongoing crises and contribute as individuals, citizens, and active participants in a democratic society to enable the transformation that is called for? We address this broader question through a study framed within the Horizon 2020 project titled Science Education for Action and Engagement toward Sustainability (SEAS), aimed at promoting new forms of scientific literacy and skills to empower students to become agents of change. Most centrally, SEAS aims at incorporating a transformative dimension that is often lacking in current conceptions of scientific literacy. In SEAS, school and school science are conceived as involving learning and transformation across three spheres—the practical, the political, and the personal—where both individuals and their institutional contexts are subject to change as participants gain agency over their learning processes. In this study, we illustrate this approach and present the analysis of a first pilot iteration within the project’s Italian Local Network, which shows the kind of individual/collective dynamic that the project’s transformative activities afford.

• Marti, Kristin Torjesen & Knain, Erik (2022). Bærekraftig utvikling i naturfaglige og samfunnsfaglige skriveoppgaver fra grunnskolen. Acta Didactica Norden (ADNO). 16(2). doi: 10.5617/adno.8979. Fulltekst i vitenarkiv Vis sammendrag

  Gjennom læreplanverket Kunnskapsløftet 2020 er bærekraftig utvikling innført som ett av tre tverrfaglige temaer i norsk grunnskole og videregående opplæring. Temaet er krevende for skolen, blant annet fordi bærekraftspørsmål er komplekse, tverrfaglige utfordringer preget av interessekonflikter og uten enkle løsninger. De knyttes til en rekke sammenvevde dimensjoner og omfatter fagkunnskap, normer, verdier, følelser og sosiale strukturer. Det er ikke gitt hvilken rolle literacy skal spille i bærekraftutdanning, og det er forsket lite på hvordan temaene uttrykkes i skoletekster. I artikkelen undersøker vi hvordan bærekraft som fenomen framstilles i 58 skriveoppgaver fra grunnskolens samfunnsfag og naturfag og hvorvidt de tilrettelegger for kritisk og utforskende skriving. Med utgangspunkt i teorier om klimadiskurser (Leichenko & O’Brien, 2019), tradisjoner for miljøundervisning (Öhman, 2009) og retorisk toposanalyse (Bakken, 2006) identifiserer vi ulike diskurser om bærekraft i materialet. Analysene viser at bærekraft konstrueres som faktabaserte kunnskapsproblemer og som normative verdispørsmål, men at kompleksitet underspilles. Det finnes tegn i materialet til en pluralistisk diskurs hvor ulike hensyn, perspektiver og interesser gjøres eksplisitte, men diskursen realiseres ikke fullt ut. Studien danner grunnlag for en bred diskusjon om hvordan å legge til rette for kritisk utforsking og skriving i grunnskolens samfunnsfag og naturfag. Denne diskusjonen har blant annet implikasjoner for lærerutdanning.

• Fredlund, Tobias; Remmen, Kari Beate & Knain, Erik (2021). The epistemological commitments of modes: opportunities and challenges for science learning. Visual Communication. ISSN 1470-3572. doi: 10.1177/14703572211038991. Fulltekst i vitenarkiv Vis sammendrag

  Meaning making in science is supported by different modes, such as spoken and written language, images and gestures, all of which have different affordances. The epistemological commitments of modes are affordances that cannot be avoided. This article investigates how the epistemological commitments of modes affect possibilities for learning. Video data was collected from a learning activity where upper secondary students drew and explained an experiment representing the greenhouse effect. The analysis uses the variation theory of learning, which assumes that students learn when they notice new aspects of objects of learning by experiencing variation against an invariant background. Such variation can be created through the representations used. Findings show that, in the learning activity, variation was created in a range of modes. Some of the variation, particularly with regards to radiation, was due to the epistemological commitments of drawing. However, these aspects of radiation went unnoticed by the students, possibly because several aspects varied simultaneously. The teacher then helped the students to become aware of certain variation. Implications for the teaching and learning of science when taking the epistemological commitment of different modes into consideration include both challenges, such as when unintended variation is created, and opportunities, such as when spontaneously occurring variation can be taken up for discussion.

• Ødegaard, Marianne; Knain, Erik; Kvamme, Ole Andreas & Sæther, Elin (2021). Making sense of frustration and complexity when introducing sustainability in teacher education. Acta Didactica Norden (ADNO). 15(3), s. 1–23. doi: 10.5617/ADNO.8184. Fulltekst i vitenarkiv Vis sammendrag

  Barn og unge vokser i dag opp til et liv med klimakrise og miljøkrise. Dette må skolen forholde seg til, og lærerutdannere må reflektere over hvorvidt vi forbereder våre studenter godt nok til denne oppgaven. Denne artikkelen er en studie av innføringen av bærekraftdidaktikk i en større lærerutdanningsinstitusjon i Norge. Intervensjonen varte én uke og ble gjennomført innenfor rammene av eksisterende strukturer, prosesser og lokale ressurser. Vi utforsker hvilke muligheter, spenninger og hindringer som viser seg i intervensjonen med henblikk på å videreutvikle lærerutdanningen i møte med bære­kraftutfordringene. Analysene er særlig orientert mot å få fram studentstemmer, med et empirisk materiale som består av gruppeintervjuer, spørreundersøkelser og videopptak av gruppearbeid. Lærerstudentene som deltok måtte forholde seg til kompleksitet med hensyn til både tverrfaglighet og bærekraft. Autentisitet var også et anliggende som trådte fram. Noen av studentene stilte spørsmål ved hvorvidt det tverrfaglige arbeidet i intervensjonen reflekterte bærekraftundervisningen i dagens skole. Studien indikerer at i lærerutdanningsprogrammer som vil romme både tverrfaglighet og bærekraft, er det nødvendig med strukturelle endringer. Hvis lærerstudentene er blitt fortrolige med tverrfaglige tilnærminger, vil de også bedre være i stand til å møte kompleksiteten forbundet med bærekraft som et ontologisk, normativt og politiske anliggende. Vårt forsøk på å innføre bærekraftdidaktikk i våre lærerutdanningsprogrammer har ikke ført til betydelige endringer, og bærekraftdidaktikk er fortsatt et begrenset perspektiv i disse programmene. Men gitt utfordringene som global oppvarming og tap av biologisk mangfold representerer, er det behov for raskt å få på plass større endringer.

• 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.

• Knain, Erik; Fredlund, Tobias & Furberg, Anniken Larsen (2021). Exploring Student Reasoning and Representation Construction in School Science Through the Lenses of Social Semiotics and Interaction Analysis. Research in Science Education. ISSN 0157-244X. 51(1), s. 93–111. doi: 10.1007/s11165-020-09975-1. Fulltekst i vitenarkiv Vis sammendrag

  The meaning-making practices of science are multimodal and include representational forms such as spoken and written language, diagrams, graphs, equations, and images. Science learning proceeds through an ever-increasing grasp of such resources. This study aims at providing insight into how a combination of Interaction Analysis (IA) and social semiotic analysis can provide a deeper understanding of students’ engagement and learning with science representations. Social semiotics offers an analytical lens and categories for interpreting nuances of meaning in the visual domain. IA places a strong methodological emphasis on grounding analysis in unfolding interactions among peers, teachers, and artefacts. Investigating a teaching design where students iteratively produce multimodal drawings of the greenhouse effect, we used a multimodal analysis of the students’ drawings and an IA of transcribed video recordings of students’ interactions with each other and their teacher. The analyses show a progression towards more scientific student drawings over the course of a lesson. This progression was made possible by sustained attention to critical details in the drawings, and the drawings and interactions were instrumental in developing a more sophisticated understanding of the mechanisms behind the greenhouse effect. IA provides important analytical insights into students’ interest in the situation, which is at the heart of social semiotics. Social semiotics offers insight into the nuances of students’ interpretations of the world and how they relate to the practices of disciplinary science.

• Knain, Erik & Ødegaard, Marianne (2019). Naturfagets rolle i bærekraftdidaktikk. I Kvamme, Ole Andreas & Sæther, Elin (Red.), Bærekraftdidaktikk. Fagbokforlaget. ISSN 9788245024272. s. 135–151. Fulltekst i vitenarkiv
• Kolstø, Stein Dankert & Knain, Erik (2019). Hvordan lykkes med utforskende arbeidsmåter. I Knain, Erik & Kolstø, Stein Dankert (Red.), Elever som forskere i naturfag. Universitetsforlaget. ISSN 9788215031446. Fulltekst i vitenarkiv
• Knain, Erik & Kolstø, Stein Dankert (2019). Utforskende arbeidsmåter - en oversikt. I Knain, Erik & Kolstø, Stein Dankert (Red.), Elever som forskere i naturfag. Universitetsforlaget. ISSN 9788215031446. Fulltekst i vitenarkiv
• Knain, Erik; Bjønness, Birgitte & Kolstø, Stein Dankert (2019). Rammer og støttestrukturer i utforskende arbeidsmåter. I Knain, Erik & Kolstø, Stein Dankert (Red.), Elever som forskere i naturfag. Universitetsforlaget. ISSN 9788215031446. Fulltekst i vitenarkiv
• Mestad, Idar; Knain, Erik & Kolstø, Stein Dankert (2019). Utvikle faglig innsikt gjennom snakk, skriving og visuelle uttrykk. I Knain, Erik & Kolstø, Stein Dankert (Red.), Elever som forskere i naturfag. Universitetsforlaget. ISSN 9788215031446. Fulltekst i vitenarkiv
• Bjønness, Birgitte & Knain, Erik (2018). A science teacher's complex beliefs about nature of scientific inquiry. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 14(1). doi: 10.5617/nordina.2676. Fulltekst i vitenarkiv Vis sammendrag

  One major concern relating to teaching scientific inquiry is that many teachers show epistemologically naive beliefs about nature of science (NOS). In this study, we use in-depth interviews to identify an upper secondary science teacher’s beliefs about NOS and scientific inquiry in school. We found that what seemed to be a teacher’s positivist position was embedded in broader concerns regarding pedagogical considerations and personal engagement relating to the students. This broader ecology of a teacher’s beliefs enabled us to understand why positivist epistemology and related myths concerning NOS are seemingly robust in school versions of scientific inquiry. We suggest that implications for science teacher education and professional development are that teacher (students) need opportunities for guided reflections on personal experiences and commitments towards scientific inquiry to increase conscience with respect to how they might affect their situated practice.

• Knain, Erik & Ødegaard, Marianne (2018). The Implementation of Scientific Literacy as Basic Skills in Norway After the School Reform of 2006. I Tang, Kok-Sing & Danielsson, Kristina (Red.), Global Developments in Literacy Research for Science Education. Springer Nature. ISSN 9783319691961. s. 15–28. doi: 10.1007/978-3-319-69197-8_2. Fulltekst i vitenarkiv
• Knain, Erik; Fredlund, Tobias; Furberg, Anniken Larsen; Mathiassen, Ketil; Remmen, Kari Beate & Ødegaard, Marianne (2017). Representing to learn in science education: Theoretical framework and analytical approaches. Acta Didactica Norge. 11(3), s. 22–22. doi: 10.5617/adno.4722. Fulltekst i vitenarkiv Vis sammendrag

  Being able to engage with science representations, such as graphs, drawings, animations, gestures and written and verbal texts lies at the heart of scientific literacy. This article introduces the design-based research project Representations and Participation in School Science (REDE), which aims to investigate new aspects of how representations create learning and teaching opportunities in school science in lower and secondary school. It does so by scrutinising the role of representations in three areas of science education: the learning of science content, socio-scientific issues (SSI) and the nature of science. Central to the REDE project is the development of teaching designs whereby students’ and teachers’ engagement with various forms of representations are at the core of learning activities. The teaching designs are developed by teachers together with the researchers in REDE and are tested by the teachers and their students at three partner schools. In this article, we outline the theoretical framework of the project, which is based on scientific literacy and the notion of a ‘third space’. We also introduce the design principles that inform the development of the teaching designs, as well as the two main analytical approaches that we use to analyse students’ and teachers’ engagement with science representations: multimodal analysis and interaction analysis. Finally, we illustrate the potential of the theoretical framework, the design principles and the multimodal analysis in contributing to the investigations in REDE. We do so by presenting and discussing analyses of three empirical cases from classrooms where students worked with teaching designs that focus on representations.

• Nordby, Mette; Knain, Erik & Jonsdottir, Gudrun (2017). Vocational students' meaning-making in school science - negotiating authenticity through multimodal mobile learning :. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 13(1), s. 52–65. doi: 10.5617/nordina.2976. Fulltekst i vitenarkiv Vis sammendrag

  This article presents a qualitative study focusing school science in two vocational classes, upper secondary school, Norway. The fact that many vocational students find little meaning in school science forms the backdrop. The students were introduced to teaching combining an excursion to a district heating plant and classroom lessons, with the use of mobile phones for documentation. Thematic analysis is used to explore the students’ experiences by analysing their behaviour and utterances. A multimodal semiotic analysis is used to examine the students' digital stories. By offering the students teaching in a real life vocational facility, we found that the students engaged in the related school science subject matter. They do perceive the use of phones for documentation as personal authentic and relevant working method. The learning potential arising when the mobile learning bridged the two learning venues overshadowed the possible pitfalls of using smartphones.

• Knain, Erik (2016). En språkfundert kompetansemodell for planlegging av undervisning. Acta Didactica Norge. 10(1). doi: 10.5617/adno.2380. Fulltekst i vitenarkiv
• Byhring, Anne Kristine & Knain, Erik (2015). Intertextuality for Handling Complex Environmental Issues. Research in Science Education. ISSN 0157-244X. 46(1), s. 1–19. doi: 10.1007/s11165-014-9454-6. Fulltekst i vitenarkiv
• Nordby, Mette Synøve & Knain, Erik (2014). Elevers møte med komplekse utfordringer i digitalt [i.e. digitale] spill i naturfag :. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 10(2), s. 195–211. doi: 10.5617/nordina.779. Fulltekst i vitenarkiv
• Byhring, Anne Kristine & Knain, Erik (2014). Framing student dialogue and argumentation: Content knowledge development and procedural knowing in SSI inquiry group work. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 10(2), s. 146–161. doi: 10.5617/nordina.661. Fulltekst i vitenarkiv
• Albe, Virginie; Barrué, Catherine; Bencze, Larry; Byhring, Anne Kristine; Carter, Lyn & Grace, Marcus [Vis alle 10 forfattere av denne artikkelen] (2014). Teachers’ beliefs, classroom practices and professional development towards socio-scientific issues. I Bruguière, Catherine; Tiberghien, Andree & Clément, Pierre (Red.), Topics and Trends in Current Science Education. 9th ESERA Conference Selected Contributions. Springer. ISSN 9789400772809. s. 55–69. doi: 10.1007/978-94-007-7281-6_4. Fulltekst i vitenarkiv
• Knain, Erik & Klevenberg, Bente (2012). Bevegelse mellom praksis og teori i det tredje rom. I Melby, Guri & Matre, Synnøve (Red.), Å skrive seg inn i læreryrket. Akademika forlag. ISSN 9788251928960. s. 113–129. Fulltekst i vitenarkiv
• Knain, Erik (2011). Hvordan åpne for vitenskapshistorie i naturfagundervisning? :. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 7(1), s. 32–42. doi: 10.5617/nordina.247. Fulltekst i vitenarkiv
• Mestad, Idar; Knain, Erik & Kolstø, Stein Dankert (2011). Begrepslæring gjennom snakk og skriving, Elever som forskere i naturfag. Universitetsforlaget. ISSN 9788215017334. s. 164–208. Fulltekst i vitenarkiv
• Knain, Erik; Bjønness, Birgitte & Kolstø, Stein Dankert (2011). Rammer og støttestrukturer i utforskende arbeidsmåter, Elever som forskere i naturfag. Universitetsforlaget. ISSN 9788215017334. s. 85–126. Fulltekst i vitenarkiv
• Knain, Erik & Kolstø, Stein Dankert (2011). Utforskende arbeidsmåter - en oversikt, Elever som forskere i naturfag. Universitetsforlaget. ISSN 9788215017334. s. 13–55. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Knain, Erik & Kolstø, Stein Dankert (2019). Elever som forskere i naturfag. Universitetsforlaget. ISBN 9788215031446. 255 s. Fulltekst i vitenarkiv
• Knain, Erik (2015). Scientific literacy for participation. A systemic functional approach to School science discourses. Brill | Sense. ISBN 9789462098947. 180 s. Fulltekst i vitenarkiv
• Knain, Erik & Kolstø, Stein Dankert (2011). Elever som forskere i naturfag. Universitetsforlaget. ISBN 9788215017334. 288 s. Fulltekst i vitenarkiv

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• Knain, Erik; Skauge, Tom Roger & Larssæther, Stig (2024). UH-sektorens ansvar for bærekraft: Handling eller grønnvasking? Fulltekst i vitenarkiv
• Knain, Erik (2023). Nye steder å lære - utenfor skolen. Elever øver seg på å endre verden. Apollon : Forskningsmagasin for Universitetet i Oslo. ISSN 0803-6926. s. 26–27. Fulltekst i vitenarkiv
• Jenset, Inga Staal & Knain, Erik (2023). Identifying and supporting teachers’ professional development needs through assessment and self-reflection. Presentation for the Education and Innovation Practice Community (EIPC). Fulltekst i vitenarkiv
• Knain, Erik; Gil, Alfredo Jornet; Smørdal, Ole & Sæther, Elin (2022). Nøkkelen FNs klimapanel ikke snakker om. Fulltekst i vitenarkiv
• Sjøberg, Mari; Knain, Erik & Furberg, Anniken Larsen (2021). Students’ Model-based Reasoning in Immunology: The Role of Drawings, Gestures and Material Artefacts. Fulltekst i vitenarkiv
• Kristensen, Heidi & Knain, Erik (2021). Holdningers rolle i elevinteraksjon om sosiovitenskaplige kontroverser relatert til Klimaforandringer. Fulltekst i vitenarkiv
• Kvamme, Ole Andreas; Ødegaard, Marianne; Knain, Erik & Sæther, Elin (2021). Bærekraft i lærerutdanningen - gi mening til frustrasjon og kompleksitet. Fulltekst i vitenarkiv
• Ingulfsen, Line; Furberg, Anniken Larsen & Knain, Erik (2019). Sensemaking at the intersection of authorized and student-generated representations. Nordic Research Symposium on Dialogical Perspectives in Science Education. Fulltekst i vitenarkiv
• Fredlund, Tobias & Knain, Erik (2019). Science students' noticing of appropriate frames. Fulltekst i vitenarkiv
• Sinnes, Astrid Tonette; Knain, Erik; Kolstø, Stein Dankert & Ødegaard, Marianne (2019). Må forstå sammenhengene. Fulltekst i vitenarkiv
• Knain, Erik (2019). Nå er det alvor. Fulltekst i vitenarkiv
• Knain, Erik (2019). Representasjoner og bærekraft. Fulltekst i vitenarkiv
• Knain, Erik (2019). Utforskende arbeidsmåter og representasjoner. Fulltekst i vitenarkiv
• Knain, Erik (2019). Vår tids månelanding. s. 39–39. Fulltekst i vitenarkiv
• Knain, Erik & Furberg, Anniken Larsen (2018). Læring gjennom visuelle kunnskapsrepresentasjoner i naturfag. Fulltekst i vitenarkiv
• Fredlund, Tobias & Knain, Erik (2018). Analysing school science group work in terms of multimodal text development and its interplay with context of situation. Fulltekst i vitenarkiv
• Fredlund, Tobias; Knain, Erik & Furberg, Anniken Larsen (2018). Using representations to learn about the greenhouse effect. Fulltekst i vitenarkiv
• Aanesland, Torunn Strømme; Furberg, Anniken Larsen; Knain, Erik & Ingulfsen, Line (2018). Engaging with representations in school science. Fulltekst i vitenarkiv
• Aanesland, Torunn Strømme; Furberg, Anniken Larsen; Knain, Erik & Ingulfsen, Line (2018). Students' engagement with representations in Science. Fulltekst i vitenarkiv
• Lunde, Mai Lill Suhr; Mathiassen, Ketil; Fredlund, Tobias & Knain, Erik (2018). Student teachers’ perspective of representations in science teaching and learning. Fulltekst i vitenarkiv
• Lunde, Mai Lill Suhr; Mathiassen, Ketil; Fredlund, Tobias & Knain, Erik (2018). Representations and Students Teachers’ Experiences from Teacher Practice. Fulltekst i vitenarkiv
• Knain, Erik; Remmen, Kari Beate & Fredlund, Tobias (2018). Representations in students’ argumentation on SSI. Fulltekst i vitenarkiv
• Knain, Erik (2017). Dybdelæring med representasjoner i naturfagene. Fulltekst i vitenarkiv
• Knain, Erik (2017). Dybdelæring i naturfag. Fulltekst i vitenarkiv
• Fredlund, Tobias; Knain, Erik & Furberg, Anniken Larsen (2017). Teaching science using underdetermined representations: Illustration and implications. Fulltekst i vitenarkiv
• Fredlund, Tobias; Knain, Erik & Furberg, Anniken Larsen (2017). The transition from naturalistic to theoretical representations of the greenhouse effect. Fulltekst i vitenarkiv
• Fredlund, Tobias; Knain, Erik & Remmen, Kari Beate (2017). Two central aspects of sign-making for the learning of science: differentiation and integration. Fulltekst i vitenarkiv
• Lunde, Mai Lill Suhr; Mathiassen, Ketil; Fredlund, Tobias & Knain, Erik (2017). Lærerstudenters erfaringer med bruk av representasjoner i praksis. Fulltekst i vitenarkiv
• Knain, Erik; Fredlund, Tobias & Furberg, Anniken Larsen (2017). Making the invisible visible across modes and representations. Fulltekst i vitenarkiv
• Knain, Erik; Remmen, Kari Beate & Fredlund, Tobias (2017). The role of representations in students' argumentation on SSI. Fulltekst i vitenarkiv
• Knain, Erik & Ødegaard, Marianne (2017). The implementation of scientific literacy as basic skills in Norway. Fulltekst i vitenarkiv
• Knain, Erik (2016). Hvordan kan SFL bidra til innsikt i kompetansebegrepet i naturfag. Fulltekst i vitenarkiv
• Knain, Erik (2016). Visuelle uttrykk i naturfag: veien til god læring. Fulltekst i vitenarkiv
• Knain, Erik (2015). Lysforurensning. Å se stjernehimmelen over oss. Naturfag. ISSN 1504-4564. 2, s. 52–52. Fulltekst i vitenarkiv
• Knain, Erik (2015). Scientific literacy for participation in diverse arenas: An analytical model guiding design of teacning and research. Fulltekst i vitenarkiv
• Knain, Erik (2015). Bokpresentasjon: Scientific Literacy for Participation A Systemic Functional Approach to School Science Discourses. Fulltekst i vitenarkiv
• Knain, Erik (2015). Scientific literacy for participation: A language based model for design of teaching and analysis of learning. Fulltekst i vitenarkiv
• Knain, Erik (2015). Utforskende arbeidsmåter i naturfag: Hva, hvorfor og hvordan. Fulltekst i vitenarkiv
• Knain, Erik & Nordby, Mette (2014). Authenticity in Environmental Education: Possibilities and challenges in school science practices. Fulltekst i vitenarkiv
• Knain, Erik (2013). Råd og strategier i forskningsarbeid. Fulltekst i vitenarkiv
• Knain, Erik & Byhring, Anne Kristine (2013). Complexity in students handling of socio-scientific issues. Why does it matter, and what does it look like? Fulltekst i vitenarkiv
• Knain, Erik; Bjønness, Birgitte & Byhring, Anne Kristine (2013). Forskermøter som støttestruktur i utforskende arbeidsmåter. Naturfag. ISSN 1504-4564. s. 58–60. Fulltekst i vitenarkiv
• Knain, Erik (2013). Utvikling av språkbasert modell for læring av naturfag. Fulltekst i vitenarkiv
• Knain, Erik; Bjønness, Birgitte & Byhring, Anne Kristine (2013). Forskermøter. Naturfag. ISSN 1504-4564. Fulltekst i vitenarkiv
• Knain, Erik (2012). Skriving i naturfag. Fulltekst i vitenarkiv
• Knain, Erik (2012). Realfagdidaktikk. Fulltekst i vitenarkiv
• Knain, Erik (2012). Elevforsk - implikasjoner for lærerutdanning. Fulltekst i vitenarkiv
• Knain, Erik (2012). Nyttige tips og råd ved utforskende arbeidsmåter. Fulltekst i vitenarkiv
• Knain, Erik & Byhring, Anne Kristine (2012). Flerstemmighet som ressurs i elevers håndtering av SSI. Fulltekst i vitenarkiv
• Knain, Erik (2012). Utforskende arbeidsmåter i skolen. Fulltekst i vitenarkiv
• Nordby, Mette Synøve & Knain, Erik (2012). Digital games and possible learning outcomes signs. Fulltekst i vitenarkiv
• Klevenberg, Bente & Knain, Erik (2011). Vurdering i utforskende arbeidsmåter. Fulltekst i vitenarkiv
• Kolstø, Stein Dankert & Knain, Erik (2011). Competencies to deal with the complexity of SSI: Inquiry based method as the way and as the goal. Fulltekst i vitenarkiv
• Knain, Erik & Byhring, Anne Kristine (2011). Coping with complex environmental issues by inquiry-based teaching. Fulltekst i vitenarkiv
• Byhring, Anne Kristine & Knain, Erik (2011). Wiki - ressurs om interessekonflikter. Naturfag. ISSN 1504-4564. 2, s. 48–49. Fulltekst i vitenarkiv
• Knain, Erik & Kolstø, Stein Dankert (2011). Utforskende arbeidsmåter i naturfag - uenighet og tvil som grunnlag for læring. Bedre Skole. ISSN 0802-183X. s. 33–37. Fulltekst i vitenarkiv
• Knain, Erik (2011). Texts and contexts for handling complex environmental issues. Fulltekst i vitenarkiv
• Byhring, Anne Kristine & Knain, Erik (2011). Tverrfaglig prosjekt med wiki. Fulltekst i vitenarkiv
• Knain, Erik (2011). Grunnleggende ferdigheter med web 2.0 i naturfag og lærerutdanning. Fulltekst i vitenarkiv
• Knain, Erik (2011). Elever som forskere i naturfag - innledningsforedrag. Fulltekst i vitenarkiv
• Mestad, Idar; Kolstø, Stein Dankert & Knain, Erik (2016). The bouncing ball bounced highest because it had larger bouncability. Practical work and explorative discourse activities in school science. Universitetet i Bergen. ISSN 9788230832097. Fulltekst i vitenarkiv
• Gilje, Øystein; Ingulfsen, Line; Dolonen, Jan A.; Furberg, Anniken Larsen; Rasmussen, Ingvill & Kluge, Anders [Vis alle 10 forfattere av denne artikkelen] (2016). Med ARK&APP. Bruk av læremidler og ressurser for læring på tvers av arbeidsformer. Universitetet i Oslo. Fulltekst i vitenarkiv
• Knain, Erik; Byhring, Anne Kristine & Nordby, Mette Synøve (2013). Bruk av læremidler i komplekse miljøspørsmål. En casestudie i prosjektet ARK&APP, naturfag, yrkesfaglig studieprogram Vg1. Norges miljø- og biovitenskapelige universitetet. ISSN 9788256970025. Fulltekst i vitenarkiv
• Klevenberg, Bente; Knain, Erik & Nordby, Mette Synøve (2013). Tid og rom for aksjonslæring. UMB. Fulltekst i vitenarkiv

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