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dc.contributor.authorIsaksen, Marianne
dc.contributor.authorThorvaldsen, Steinar
dc.date.accessioned2023-01-16T12:18:51Z
dc.date.available2023-01-16T12:18:51Z
dc.date.issued2022-11-30
dc.description.abstractInquiry-based science education is highly emphasized in recent curricula. Our paper aims to find out more about the connections between science teachers’ orientation toward the textbook and the enabling of inquiry-based teaching. It will be important to map this connection better in improving how to facilitate inquiry-based education. The textbook has a strong position in the Norwegian school system, and teaching based on the textbook is often seen as oppositional to inquiry-based teaching. On a national level, more research about the use of textbooks and its implications for science teaching is needed. A survey has been conducted among science teachers at 68 lower secondary schools in three (recently merged into two) counties in Norway. The survey data is used to measure the textbook’s importance for science teachers, and the extent to which the textbook contributes to inquiry in science teaching. Results show that the textbook has a central role for science teachers. The textbook is partly perceived as supportive for facilitating inquiry activities, especially for textbook-oriented teachers. At the same time, the study shows that those teachers who frequently facilitate inquiry are not closely tied to the textbook.en_US
dc.identifier.citationIsaksen, Thorvaldsen. Hva stimulerer utforskende undervisning i naturfag? Et studium av rollen for læreboken i noen norske ungdomsskoler.. Nordic Studies in Science Education. 2022en_US
dc.identifier.cristinIDFRIDAID 2105543
dc.identifier.doi10.5617/nordina.9350
dc.identifier.issn1504-4556
dc.identifier.issn1894-1257
dc.identifier.urihttps://hdl.handle.net/10037/28253
dc.language.isonoben_US
dc.publisherUniversitetet i Osloen_US
dc.relation.journalNordic Studies in Science Education
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2022 The Author(s)en_US
dc.rights.urihttps://creativecommons.org/licenses/by/4.0en_US
dc.rightsAttribution 4.0 International (CC BY 4.0)en_US
dc.titleHva stimulerer utforskende undervisning i naturfag? Et studium av rollen for læreboken i noen norske ungdomsskoler.en_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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Attribution 4.0 International (CC BY 4.0)
Except where otherwise noted, this item's license is described as Attribution 4.0 International (CC BY 4.0)