Per-Olof Wickman

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Using organizing purposes to support learning progressions : a study of talk in primary science classrooms

Annie-Maj Johansson, Per-Olof Wickman, 2012 .

Language Use in a Multilingual Class: a Study of the Relation Between Bilingual Students’ Languages and Their Meaning-Making in Science

Per-Olof Wickman, Zeynep Ünsal, Britt Jakobson, 2018 .

Reasoning about electrochemical cells in a concept mapping activity and in the school laboratory

Per-Olof Wickman, Karim Hamza, 2008 .

NTA – a Swedish school programme for science and technology

Per-Olof Wickman, 2007 .

Advanced Distributed Learning

Martin V. Butz, Christian Balkenius, Birger Johansson, 2012 .

Quality Development Projects in Science Education

Per-Olof Wickman, Manfred Prenzel, Russell Tytler, 2003 .

Adaptation to Weightlessnes

Martin V. Butz, Christian Balkenius, Birger Johansson, 2012 .

Syften som stöd för minne och lärande i undervisningen

Annie-Maj Johansson, Per-Olof Wickman, 2011 .

University Students During Practical Work: Can We Make the Learning Process Intelligible?

Leif Östman, Per-Olof Wickman, P. Wickman, 2001 .

Enacting the purposes of epistemic practices to promote learning in Secondary Science

Per-Olof Wickman, Jesús Piqueras, Karim M. Hamza, 2013 .

Promoting Scientific Literacy: Science Education Research in Transaction

Per-Olof Wickman, Cedric Linder, Leif Östman, 2007 .

An evalutation of how NTA is helping schools to attain the Science Studies syllabus goals at the grade 5 level

Per-Olof Wickman, Per Anderhag, 2007 .

Didactics and didactic models in science education

Per-Olof Wickman, Karim Hamza, Iann Lundegård, 2018 .

Teaching Learning Progressions An International Perspective

Per-Olof Wickman, P. Wickman, 2014 .

Organizing purposes to support students' semiosis and science learning

Annie-Maj Johansson, Per-Olof Wickman, 2012 .

Students' interactions with curricular materials and scientific ideas in two different school science activities

Per-Olof Wickman, Karim Hamza, 2009 .

Conflicts of interest: an indispensable element of education for sustainable development

Per-Olof Wickman, Iann Lundegård, P. Wickman, 2007 .

Aesthetic Experience in Science Education: Learning and Meaning-Making as Situated Talk and Action

Per-Olof Wickman, P. Wickman, 2005 .

Learning as discourse change: A sociocultural mechanism

Leif Östman, Per-Olof Wickman, P. Wickman, 2002 .

The Uses of the Term Hypothesis and the Inquiry Emphasis Conflation in Science Teacher Education

Per-Olof Wickman, P. Wickman, J. Gyllenpalm, 2011 .

An international, systematic investigation of the relative effects of inquiry and direct instruction

Per-Olof Wickman, Norman G. Lederman, Judith S. Lederman, 2007 .

Student Engagement with Artefacts and Scientific Ideas in a Laboratory and a Concept-Mapping Activity

Per-Olof Wickman, Karim Hamza, P. Wickman, 2013 .

Secondary science teachers’ selective traditions and examples of inquiry-oriented approaches

Per-Olof Wickman, P. Wickman, J. Gyllenpalm, 2012 .

The Roles of Aesthetic Experience in Elementary School Science

Per-Olof Wickman, Britt Jakobson, P. Wickman, 2008 .

Induction as an empirical problem: How students generalize during practical work

Per-Olof Wickman, P. Wickman, 2002 .

Exploring the landscape of scientific literacy

Leif Östman, Per-Olof Wickman, Cedric Linder, 2011 .

Supporting students’ progression in science: Continuity between the particular, the contingent, and the general

Per-Olof Wickman, Karim M. Hamza, P. Wickman, 2013 .

Describing and Analyzing Learning in Action: An Empirical Study of the Importance of Misconceptions in Learning Science.

Per-Olof Wickman, Karim Hamza, P. Wickman, 2008 .