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dc.contributor.authorHenriksen, Espen O.
dc.identifier.citationHenriksen, E. O. (2006). Rollespill og Teaching Thinking som redskaper for aktiv læring i naturfag – erfaringer fra allmennlærerutdanninga. NorDiNa : Nordic Studies in Science Education, 2(1), 5-18. Retrieved from
dc.description.abstractTeaching Thinking (teaching strategies developed by Thinking Skills Research Group, University of Newcastle) and role play were used in a science course at a teacher's college and evaluated by the students. The experiences are discussed with reference to democratic participation as the most important aim for compulsory science education. It is argued that role play and Teaching Thinking-strategies give students and pupils in science classes motivation and opportunities to communicate on science issues at their own skill level. This kind of communication has several merits: i) It reveals some of the students' alternative conceptions; ii) it enforces content learning; and iii) it supports the development of skills needed for democratic participation.nb_NO
dc.publisherUniversity of Oslonb_NO
dc.rightsNavngivelse 3.0 Norge*
dc.titleRollespill og Teaching Thinking som redskaper for aktiv læring i naturfag – erfaringer fra allmennlærerutdanninganb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.rights.holder© 2006, The Author(s)
dc.subject.nsiVDP::Social science: 200::Education: 280nb_NO
dc.source.journalNorDiNa : Nordic Studies in Science Educationnb_NO

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Navngivelse 3.0 Norge
Except where otherwise noted, this item's license is described as Navngivelse 3.0 Norge