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Science Education
Subject-based teaching in the natural sciences is a research area that conducts research in conjunction with teacher training at Linköping University, in particular the part which is carried out in Norrköping.
Language, tools and representations
This research area focusses on these tools and representations and what opportunities for learning science they present. We also examine how new types of tools change learning in the natural sciences in and of itself.
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System and individual perspective in assessment
In this research area we throw light on issues such as what educators do when they conduct assessments and on what basis they make their assessments.
Technology and Science Education Research - TESER
Technology and Science Education Research – TESER – is a research unit in science and technology education research that was initiated in 2011.
Technology Education
The research conducted at TESER includes technology education from pre-school up to high school and teacher education, both as a research area and as area of teaching in our various teacher education programs.
Research Network for Interspecies Relations in Children’s Cultures
A Nordic Research Network where researchers with an interest in narrative representations of human-animal relations aimed at children can meet for knowledge exchange and collaboration.
Research environment Pedagogical work with focus on language and literary didactics
The research aims to problematize the school as an institution from a historical, contemporary and future perspective.
The flipped NO classroom
This project studies the “flipped classroom” as a method of working and
as a pedagogical current. The focus is on understanding this movement in
a Swedish school context.
Experience-based learning in natural sciences instruction
This research is based on embodied cognition and – more specifically – on the theory of conceptual metaphors.
The significance of affective factors in learning in the natural sciences and mathematics
This project studies the impact of affective factors in students’ learning in the natural sciences and mathematics.