Marianne Ødegaard

发表

Inquiry-based science teaching in community secondary schools in Tanzania: role played by the language of instruction

Selina Thomas Mkimbili, Marianne Ødegaard, 2020, Cultural Studies of Science Education.

Instructional Activities and Discourse Features in Science Classrooms: Teachers Talking and Students Listening or … ?

Marianne Ødegaard, Kirsti Klette, 2016 .

Inquiry-Based Science and Literacy: Improving a Teaching Model Through Practice-Based Classroom Research

Marianne Ødegaard, 2018 .

"Do Books Like These Have Authors?" New Roles for Text and New Demands on Students in Integrated Science-Literacy Instruction.

Gard Ove Sørvik, Marianne Ødegaard, M. Blikstad-Balas, 2015 .

Student Motivation in Science Subjects in Tanzania, Including Students’ Voices

Selina Thomas Mkimbili, Marianne Ødegaard, S. Mkimbili, 2017, Research in Science Education.

From Words to Concepts: Focusing on Word Knowledge When Teaching for Conceptual Understanding Within an Inquiry-Based Science Setting

Berit S. Haug, Marianne Ødegaard, 2014, Research in Science Education.

Researching features of science learning from students’ view – the potential of headcam

Marianne Ødegaard, 2015 .

Kari Beate Remmen has a PhD in geoscience education. Her current work at the Norwegian Centre for Science Education, Norway, focuses on developing and researching school-industry collaboration in the Norwegian national Lector2-project. She also teaches in-service geoscience teachers.

Marianne Ødegaard, Kari Beate Remmen, Merethe Frøyland, 2015 .

The B Species ^ Concept as a Gateway to Nature of Science Species Concepts in Norwegian Textbooks

Marianne Ødegaard, J. Nyléhn, 2018 .

Dramatic Science. A Critical Review of Drama in Science Education

Marianne Ødegaard, 2003 .

Student Motivation in Science Subjects in Tanzania, Including Students’ Voices

Selina Thomas Mkimbili, Marianne Ødegaard, S. Mkimbili, 2019 .

The Role Played by Contextual Challenges in Practising Inquiry-based Science Teaching in Tanzania Secondary Schools

Dijana Tiplic, Selina Thomas Mkimbili, Marianne Ødegaard, 2017 .

Teaching Activities and Language use in Science Classrooms

Marianne Ødegaard, Kirsti Klette, 2012 .

Budding Science and Literacy. A Classroom Video Study of the Challenges and Support in an Integrated Inquiry and Literacy Teaching Model

Gard Ove Sørvik, Marianne Ødegaard, Berit S. Haug, 2015 .

From Words to Concepts: Focusing on Word Knowledge When Teaching for Conceptual Understanding Within an Inquiry-Based Science Setting

Marianne Ødegaard, Berit S. Haug, Marianne Ødegaard, 2014 .

Challenges and Support When Teaching Science Through an Integrated Inquiry and Literacy Approach

Gard Ove Sørvik, Berit S. Haug, Sonja M. Mork, 2014 .

Formative Assessment and Teachers' Sensitivity to Student Responses

Berit S. Haug, Marianne Ødegaard, 2015 .

The “Species” Concept as a Gateway to Nature of Science

Marianne Ødegaard, J. Nyléhn, 2018, Science & Education.

Making sense of frustration and complexity when introducing sustainability in teacher education

Marianne Ødegaard, O. Kvamme, 2021 .

PISA+: A research project to pursue problematic PISA ﬁndings in the Norwegian context

Marianne Ødegaard, 2012 .

The Implementation of Scientific Literacy as Basic Skills in Norway After the School Reform of 2006

Marianne Ødegaard, Erik Knain, 2018 .

Studying the quality of inquiry-based teaching in science classrooms. A systematic video study of inquiry-based science teaching in primary and lower-secondary schools

Marianne Ødegaard, M. Kersting, Marit Kjærnsli, 2023, International Journal of Science Education.