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• 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.  ISSN 1504-9922.  11(3), s 22 . doi: 10.5617/adno.4722 Fulltekst i vitenarkiv.

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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.

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