Publikationer NV-didaktik. MND

Publikationer NV-didaktik. MND 2009-11-11 Almqvist, J., Brickhouse, N.W., Lederman, J., Lederman, N.G., Ligozat, F., Östman, L., Sadler, T.D., Wickman, P.-O., Zeidler, D.L. (2009) Exploring themes of scientific literacy. At the symposium Exploring the landscape of scientific literacy: visions for research and practice. Chair Jim Ryder. European Science Education Research Association, Istanbul. Anderhag, P. & Wickman, P.-O. (2006) NTA som kompetensutveckling för lärare. Utvärdering av hur lärares deltagande i NTA utvecklar deras kompetens att stödja elevernas begrepps- och språkutveckling. Rapporter i didaktik, no 2, dec 2006. Anderhag, P. & Wickman, P.-O. (2007) An evalutation of how NTA is helping schools to attain the Science Studies syllabus goals at the grade 5 level. Rapporter i didaktik, no 4, okt 2007. Andrée, M (2001). Kunskapskulturer i grundskolans NO-undervisning. Paper presenterat vid NERA/NFPF:s kongress 15-18 mars 2001 i Stockholm. Andrée, M (2002). The Construction of Educational Content in Science Classrooms. Developing an Anthropological Perspective. Paper presented at the Conference on Classroom Research, University of Oslo, May 22nd 24th. Andrée, M (2002). Konstruktionen av innehåll i grundskolans naturorienterande undervisning. Paper presenterat vid NERA/NFPF:s kongress 7 9 mars 2002 i Tallin. Andrée, M (2003). Everyday-life in the Science Classroom. Paper presented at the ESERA Conference in Noordwijkerhout, the Netherlands, 19-23 August 2003. Andrée, M (2004). Utbildningsinnehåll som konstituerat i klassrumspraktiken - exempel från grundskolans NO-undervisning. Paper presenterat vid NERA/NFPF:s kongress 10-13 mars i Reykjavik, Island. Andrée, M. (2005). Ways of using 'everyday-life' in the science classroom. In K. Boersma, M. Goedhart, O. De Jong & H. Eijkelhof (Eds.) Research and the Quality of Science Education. (pp. 107-116). Dordrecht: Springer. Andrée, M (2005). Making Salts in the School Science Laboratory: an Analysis of Educational Content Constituted in Classroom Practice. Paper presented at NERA/NFPF March 10-12, Oslo, Norge. Andrée, M (2007). Bodily formation of students in the school science laboratory. Presented at the ESERA Conference in Malmö, Sweden, 21-25 August 2007. Andrée, M. (2007). Motsträviga medverkande och orädda genier. Om elevers deltagande och delaktighet i grundskolans NO-undervisning. LOCUS 3/07. Andrée, M (2007). Den levda läroplanen. En studie av naturorienterande undervisningspraktiker i grundskolan. (Doktorsavhandling.) Stockholm: HLS Förlag. Andrée, M., Borgström, L. & Hammarström-Lewenhagen, B. (Red). (2007). En klass för sig om forskning och forskarutbildning vid Lärarhögskolan i Stockholm. Stockholm: HLS Förlag. Andrée, M (i tryck). Levda läroplaner i individorganiserad NO-undervisning. Ingår i I. Eriksson, V. Lindberg & E. Österlind (Red.). Uppdrag: elevers arbete och lärande. Studentlitteratur. Andrée, M. (under utgivning). Vardagsanknytning som pedagogiskt redskap i naturorienterande undervisning. Ingår i H. Strömdahl & L. Tibell (Red.) Forskning i naturvetenskapens och teknikens didaktik. (prel. titel). Axelsson, M., & Jakobson, B. (2009). Kunskap och språk meningsskapande i naturvetenskap. Paper presenterat vid Den 9. nordiske andetsprogskonference. Helsingör, 11-13 juni. 1

Beeth, M., Duit, R., Prenzel, M., Ostermeier, C., Tytler, R. & Wickman, P.-O. (2003). Quality development projects in science education. I: D. Psillos, Kariotoglou, P., Tselfes, V., Hatzikraniotis, E., Fassoulopoulos, G. & Kallery, M. (Eds.) Science Education Research in the knowledge based society, pp. 447-458. Dordrecht, The Netherlands: Kluwer. Eriksson, I., Arvola Orlander, A., & Jedemark, M. (2004). Att arbeta för godkänt : timplanens roll i ett förändrat uppdrag. Stockholm: HLS förlag. Eriksson, I., Arvola Orlander, A., & Jedemark, M. (2005) Timplanelösa skolors miljöer för lärande. I: Utan timplan forskning och utvärdering. Statliga offentliga utredningar SOU 2005:102. Antologi från Timplanedelegationen. Erlanders Gotab AB Stockholm 2005. Eriksson, I., Jedemark, M., & Arvola Orlander, A. (2005). Varierande undervisningspraktiker i timplanelösa skolor - likvärdiga förutsättningar för elevers lärande? : slutrapport inom projektet Timplanelösa skolors miljöer för lärande. Stockholm: HLS förlag. Gyllenpalm, J., S.-O. Holmgren & Wickman, P.-O. (2007). Är ett experiment en laboration eller tvärt om? Språkets roll i undervisning om naturvetenskap. Resultatdialog 2007: Forskning inom utbildningsvetenskap, vol. 10,pp. 59-67. Stockholm, Vetenskapsrådet. Gyllenpalm, J., Wickman, P.-O. & Holmgren, S.-O. (In press) Secondary science teachers selective traditions and examples of inquiry-oriented approaches. NorDiNa. Gyllenpalm, J., Wickman, P.-O. & Holmgren, S.-O. (In Press) Teachers language on scientific inquiry: methods of teaching or methods of inquiry? International Journal of Science Education. Hamza, K. M., & Wickman, P-O. Students interactions with curricular materials and scientific ideas in two different school science activities. Submitted manuscript. Hamza, K. M., & Wickman, P-O. Moving beyond a focus on conceptual difficulties to support students learning in science Submitted manuscript. Hamza, K.M. & Wickman, P.-O. (2008) Reasoning about Electrochemical Cells in a Concept Mapping Activity and in the School Laboratory. Concept Map Conference, Helsinki. Hamza, K. & Wickman, P.-O. (2007) How do misconceptions of electrochemistry enter into students reasoning during a practical task? European Science Education Research Association, Conference, Malmö. Hamza, K. & Wickman, P.-O. (2008) Describing and analyzing learning in action: an empirical study of the importance of misconceptions in learning science. Science Education 92, 141-164. Hamza, K.M. & Wickman, P.-O. (2008) Hur lär sig elever naturvetenskap? In: Resultatdialog 2008: Forskning inom utbildningsvetenskap, vol. 12, pp. 119-124. Stockholm, Vetenskapsrådet. Hamza, K.M. & Wickman, P.-O. Reasoning about Electrochemical Cells in a Concept Mapping Activity and in the School Laboratory. Concept Map Conference, Helsinki. Hamza, K.M., & Wickman, P.-O. (2008) How do misconceptions of electrochemistry identified in interviews enter into students reasoning in a more authentic setting? Conference of the National Association for Research in Science Teaching, Baltimore. Hamza, K. M., & Wickman, P.-O. (2009) Beyond Explanations: What Else Do Students Need to Understand Science? Science Education 93: 1026-1049. Holmgren, S.-O., Lindahl, U., Lindberg, U., Wickman, P.-O. & Öquist, G. (2009) Fortsatt nedåtgående trend för NO-undervisningen. Debattsidan. Götborgs-Posten 20 feb, p. 43. [In Swedish: Continuous decline for science education. Op-ed article in the Swedish newspaper Göteborgs-Posten] 2

Jakobson, B. & Wickman, P.-O. (2006) Aesthetic distinction in elementary school science. Conference of the National Association for Research in Science Teaching, San Francisco. Jakobson, B. & Wickman, P.-O. (2007) Transformation through language use: children s spontaneous metaphors in elementary school science. Science & Education 16, 267-289. Jakobson, B. & Wickman, P.-O. (2008) The roles of aesthetic experience in elementary school science. Research in Science Education 38, 45-65. Jakobson, B. & Wickman, P.-O. (2008) Art in science class vs. science in art class: A study in elementary school. Education & Didactique 2(3), 141-157. Karlsson, K.-G. & Molander B.-O. (2004) Läsande och naturvetenskap några resultat från den svenska PISA-undersökningen, i Henriksen, E.K & Ødegaard, M (Red) Naturfagenes didaktikk en disciplin i forandring? 15 19th June, Kristiansand, Norway, p. 51-62. Kelly, G.J., McDonald, S. & Wickman, P.-O. (in press) Science learning and epistemology. In: Fraser, B., Tobin K. and McRobbie, C. (Eds.) Second International Handbook of Science Education. New York: Springer. Kjærnsli, M. & Molander, B.-O. (2003) Scientific literacy: content knowledge and process skills, i Lie, S; Linnakylä, P & Roe A (Eds.) Northern Lights on PISA. Unity and Diversity in the Nordic Countires in PISA 2000 (s. 63-70). Dept. of Teacher Education and School Development, University of Oslo, Norway. Lager-Nyqvist. L. (2003) Att göra det man kan. En longitudinell studie av hur sju lärarstudenter utvecklar sin undervisning och formar sin lärarroll i naturvetenskap. Doktorsavhandling. Göteborg Studies in Educational Sciences 195. Göteborg: Acta Universitatis Gothoburgensis. Lederman, N.G., Lederman, J.S., Wickman, P.-O. & Lager-Nyqvist, L. (2009). An international, systematic investigation of the Relative effects of inquiry and direct instruction. Annual Meeting of the Southern African Association for Research in Mathematics, Science, and Technology Education, Grahamstown, South Africa. Lederman, N.G., Lederman, J. S., Wickman, P.-O. & Lager-Nyqvist, L. (in press). Comparaison des effets de l enseignement fondé sur la démarche d enquête et de l enseignement direct : une étude internationale. In: Sensevy, G. (Ed.) Efficacité et Equité de l Education. Presses Universitaires de Rennes. [In French] Lederman, J., Lederman, N.G., Wickman, P.-O., & Lager-Nyqvist, L. (2007) An international, systematic investigation of the relative effects of inquiry and direct instruction. European Science Education Research Association, Conference, Malmö. Lederman, N.G., Lederman, J., Wickman, P.-O, & Lager-Nyqvist, L. (2008) An international, systematic investigation of the relative effects of inquiry and direct instruction: a replication study. Conference of the National Association for Research in Science Teaching, Baltimore. Lederman, N.G., Lederman, J., Wickman, P.-O, & Lager-Nyqvist, L. (2007) An international, systematic investigation of the relative effects of inquiry and direct instruction. Conference of the National Association for Research in Science Teaching, New Orleans. Linder, C., Östman, L. & Wickman, P.-O. (Eds.) (2007) Proceedings of the Linnaeus Tercentenary Symposium: Promoting Scientific Literacy: Science Education Research in Transaction. Uppsala University, Sweden. 151 pp. Lindström, L., Falkevall, B., Julin-Tegelman, Å. & Wickman, P.-O. (2000). Examensarbetet. [In Swedish: Diploma work.] FoU-rapport 99/00. Department of Curriculum Studies and Communication, Stockholm Institute of Education. 3

Lundegård, I. & Wickman, P.-O. (2007) Conflicts of interest: an indispensable element of education for sustainable development. Environmental Education Research 13, 1-15. Lundegård, I. (2004) Att tända en eld. I Lundegård, I., Wohlin, A. & Wickman, P.-O. (Red.) Utomhusdidaktik. Studentlitteratur, Lund. (s. 81-96.). Lundegård, I. (2004) Naturstråk. Didaktikens forum. Vol. 2. s. 71-97. Lundegård, I. (2007) På väg mot pluralism. Elever i situerade samtal kring hållbar utveckling. HLS förlag. Lundegård, I. (2007) Self, values, world young people in a dialogue on sustainable development. In Johan Öhman (Ed.) Values and Democracy in Education for Sustainable Development. Contributions from Swedish Research. Malmö, Liber. pp. 123-144. Lundegård, I. & Wickman, P.-O (2009) Identity transformation in education for sustainable development: A question of location. Scandinavian Journal of Educational Research 53(5), 461-479 Lundegård, I. & Wickman, P.-O. (2006) Biodiversity Education and/or Education for Sustainable Development. electronic conference. Invited keynote contribution to Actions for the 2010 biodiversity target in Europe how does research contribute to halting biodiversity loss? (25th September - 13th October 2006). Lundegård, I. & Wickman, P.-O. (2006) Conflicts of Interest, an Indispensable Element of Environmental Education. Conference of the National Association for Research in Science Teaching, San Francisco. Lundegård, I., & Krigsman, T. (2004) Stegen mot en hållbar utveckling. In Öhman, J., Östman, L. (Eds.) Hållbar utveckling i praktiken. Så gjorde vi på vår skola. Myndigheten för skolutveckling Lundegård, I., Wollin, A. & Wickman, P.-O. (Eds.) (2004) Utomhusdidaktik. Studentlitteratur, Lund. 209 pp. Maivorsdotter, N. & Wickman, P.-O. (In Press) Skating in a life context: Examining the significance of aesthetic experience in sports using practical epistemology analysis. Sport, Education and Society. Molander, B.-O. & Pedersen, S. (2002) Döva elevers möte med skolans naturvetenskap inom ramen för ett temaarbete. En fråga om kommunikation och sammanhang. Paper presented at the conference Naturfagenses didaktikk en disciplin i forandring? 15 19th June, Kristiansand, Norway. Molander, B.-O. (1997) Joint discourses or disjointed courses- A study on learning in upper secondary school. HLS Förlag. Studies in Educational Sciences 8. Molander, B.-O. m. fl. Skolverket (2001). PISA 2000. Svenska femtonåringars läsförmåga och kunnande i matematik och naturvetenskap i ett internationellt perspektiv. Report 209. Molander, B.-O., Halldén, O. & Lindahl, C. (2004) Differences between hearing and deaf students reasoning on energy. Paper presented at 11 th EARLI-conference Integrating Multiple Perspectives on Effective Learning Environments, August 23 27. Molander, B.-O., Halldén, O. & Lindahl, C. (2007) Ambiguity as a motor for communication - differences between hearing and deaf students ways of reasoning about energy. International Journal of Educational Research 46: 327 340. Molander, B.-O., Halldén, O. & Lindahl, C. Ambiguity a tool or obstacle for joint productive dialogue activity in deaf and hearing students reasoning about ecology (Submitted) Molander, B.-O.; Halldén, O. &: Pedersen, S. (2001) Understanding a Phenomenon in Two Domains as a Result of Contextualization. Scandinavian Journal of Educational Research, vol. 45, no. 2, s. 115-123. 4

Molander, B.-O.; Pedersen, S. & Norell, N. (2001) Deaf pupils reasoning about scientific phenomena. School science as a framework for understanding or school science as fragments of factual knowledge. Journal of Deaf Studies and Deaf Education, vol. 6, number 3, s. 200-211 Molander, B.-O.; Pedersen, S. & Norell, N. (2001) Döva elevers resonemang om naturvetenskapliga fenomen. En fråga om sammanhang och språk. Paper presented at NFPF:s 29th congress 15 18th March, Stockholm. Orlander Arvola A. (2007). Values in Encounters between Teacher and Students in Science Education. Contribution to the FontD Conference 14-16 May 2007 in Halmstad, Sweden Orlander Arvola, A. (2006). Learning in relation to self-governed working methods. In Tibell, L & Strömdahl H [red] Records of Proceedings FontD. Scientific meeting held in Vadstena April 19-21, 2006. Studies of Science and Tehnology Education No 10. Linköping University Orlander Arvola, A. (2007). Learning biology in self-governed practices. Contribution to the NFPF (Nordic Educational Research Association) conference 15-17 March in Turku, Finland. Orlander Arvola, A. (2009). Självreglerad undervisning i No på grundskolans årskurs 9 Contribution to the Swedish Science Education Research Association (FND) Conference 20-21 October in Stockholm, Sweden Pedersen, S & Molander, B.-O. (2004) Att lära till lärare i naturvetenskap för undervisning i teckenspråklig miljö, i Henriksen, E.K & Ødegaard, M (Eds) Naturfagenes didaktikk en disciplin i forandring? 15 19th June, Kristiansand, Norway, p. 635-650. Pedersen, S. & Lager-Nyqvist, L. (1997). Making sense of science teacher education - an encounter with different cultures and curriculum emphases. European Science Education Research Association, Conference, Rome Pedersen, S., Molander, B.-O. & Lager-Nyqvist, L. (2004) I brist på beprövad erfarenhet på spaning efter en vetenskaplig grund. Om att utveckla en lärarutbildning för undervisning av döva elever i naturvetenskap: Didaktikens Forum. Persson, H. (2009). Creativity in practise, Education in Science 234, 12-13. Piqueras, J. (2003). How can we use an aquarium as a pedagogic resource in Storyline? The International Storyline Conference 2 (3-5 november 2003, Helsingör, Danmark). Piqueras, J. (2004). Research projects with plants in secondary schools: anything for botanic gardens? Connecting with Plants: Lessons for Life. Papers from the 5 th International Congress on Education in Botanic Gardens (ed. Hobson, C.), pp. 135-138. Botanic Gardens Conservation International. Piqueras, J. (2007). Informal learning in teacher education (in Swedish). Didaktikens Forum. Vol. 1. LHS. Stockholm.pp. 56-74. Piqueras, J. (2008). Nature centre- a Storyline in Science teacher Education. Storyline - lärande för hållbar utveckling, nordisk konferens (Göteborg, 11-12 april 2008). Piqueras, J. (2009). Informal Science Institutions and Learning Sciences: Intersections of Theories, Methods, and Implications to Practice. Proceedings of the NARST 2009 Annual International Conference. April 17-21, 2009, Garden Grove, CA. Piqueras, J. (2009). Interacción en elgrupo y el encuentro con la exhibición: Un estudio de aprendizaje en el museo de historia natural mediante el análisis de las epistemologías prácticas. Proceedings of the 8th International Congress on Research in Science Education. September, 7 10, Barcelona, Spain. Piqueras, J., Hamza, K. M., & Edvall, S. (2008).The practical epistemologies in the museum. A study of students learning in encounters with dioramas. Journal of Museum Education, 33: 153-164 5

Piqueras, J., Seneby, N. & Hamza, K. (2008). Learning from young experts. A study of the interplay between students and young experts in a biology lab. Proceedings of the NARST 2008 Annual International Conference. March 30-April 2, 2008, Baltimore. Piqueras, J., Seneby, N. & Hamza, K. (2008). Learning from young experts. A study of the interplay between students and young experts in a biology lab. I rikskonferens NV- Renström, L. (2005) Utveckling av NTA år 7-9 läsåret 2003/2004: Delrapport 1: Sammanställning av 7-9-lärares erfarenheter av mötet med temat Ämnens egenskaper. Rapport NTA: Kungliga Vetenskapsakademien; Kungliga Ingenjörsakademien Renström, L. (2006) Lärarutbildares och lärarstudenters uppfattningar av undervisning och lärande. Lärarhögskolan i Stockholm: Rapport i didaktik. Nummer 1/November 2006. Renström, L. (2006) The report of Development of NTA in grades 7-9, Compulsory School Summary of 7 th -9 th grade teachers experiences of working with the unit Properties of Matter. Rapport NTA: Kungliga Vetenskapsakademien; Kungliga Ingenjörsakademien. Renström, L. (2008) Teacher Educators and Student Teachers conceptions of Teaching and Learning. Paper presenterat vid konferenserna: ECER 2006 Geneva 13-16 september 2006. Transforming knowledge. Sund, P. & Wickman, P.-O. (2008) Teachers objects of responsibility Something to care about in education for sustainable development? Environmental Education Research 14(2), 145-163. Svensson-Huldt, C. (2009). Challenging education: Feminist and anti-oppressive strategies in teaching and learning. The first Nordic conference on feminist pedagogies, Uppsala, Sweden, 14th - 16th of June 2009 Wickman, L. & Östman, L. (2005) Practical Epistemology Analysis. European Science Education Research Association, Conference, Barcelona. Wickman, P.-O & Östman, L. (2001) Students practical epistemologies during laboratory work. Conference of the American Educational Research Association, Seattle. Wickman, P.-O (2007) Respondent at the symposium Aesthetic Experience in Science Education: Learning and Meaning-Making as Situated Talk and Action. Chair: Michael Matthews, Discussants Daniel Meyer and Wendy Sherman. International History Philosophy and Science Teaching Conference, Calgary, Canada. Wickman, P.-O. & Jakobson, B. (2003) Aesthetic experience in science education. Conference of the European Association for Research on Learning and Instruction, Padova. Wickman, P.-O. & Jakobson, B. (2005) Den naturvetenskapliga undervisningens estetik en studie av praktiska epistemologier. Utbildning och demokrati 14, 81-100. Wickman, P.-O. & Jakobson, B. (2009) Estetiska lärprocesser i naturvetenskap: att behandla en förgiftning. In: Selander, S. & Lindstrand, F. (Red.) Estetiska lärprocesser. [In Swedish: Aesthetic learning processes in science: treating a poisoning. In: Aesthetic Learning Processes.], pp. 127-152. Lund: Studentlitteratur. Wickman, P.-O. & Lundegård, I. (2005) Naturvetenskap i nya sammanhang. In: Utbildningsvetenskap 2005, pp. 183-188. Vetenskapsrådet, Stockholm. Wickman, P.-O. & Östman, L. (1999) University students during practical work: can we make the learning process intelligible. ESERA, Kiel. Wickman, P.-O. & Östman, L. (2000) Induction as an empirical problem: how students generalize during practical work. Conference of the National Association for Research in Science Teaching, New Orleans. Wickman, P.-O. & Östman, L. (2001). University students during practical work: can we make the learning process intelligible? In: Berendt, H., Dahncke, H., Duit, R., Gräber, M., Komorek, M., Kross, A. & Reiska, P. (Eds.) Research in Science Education Past, present and future, pp. 319-324. Kluwer Academic publ, Dordrecht. 6

Wickman, P.-O. & Östman, L. (2002). Induction as an empirical problem: how students generalize during practical work. International Journal of Science Education 24, 465-486. Wickman, P.-O. & Östman, L. (2002). Learning as discourse change: a sociocultural mechanism. Science Education 86, 601-623. Wickman, P.-O. & Östman, L. (2008) Practical Epistemology Analysis: Introducing the approach. At the symposium Pragmatic Epistemology Analysis and Joint Action Theory in Didactics. Chair Gérard Sensevy, IUFM de Bretagne, European Conference on Educational Research, Göteborg. Wickman, P.-O. & Persson, H. (2008) Naturvetenskap och naturorienterande ämnen i grundskolan: En ämnesdidaktisk vägledning. 280 pp. Stockholm: Liber. Wickman, P.-O. (1997) The map as a metaphor for science. ESERA, Rome. Wickman, P.-O. (1997). Grundskollärarlinjens framväxt LUT 74. Häften för didaktiska studier 61. HLS förlag, Stockholm. Wickman, P.-O. (1997). Naturvetenskapen som forskningsfält och skolämne. Didactica minima 43: 28-38. Wickman, P.-O. (2001) NTA A Swedish school project for science and technology. European Science Education Research Association, Conference, Thessaloniki. Wickman, P.-O. (2001) NTA år 7-9: rapport för NTA-projektet. Science and Technology for All, Royal Academy of Sciences and Royal Academy of Engineering Sciences, Stockholm. Wickman, P.-O. (2002) Rapport angående NTA 7-9 under åren 2002 och 2003. Science and Technology for All, Royal Academy of Sciences and Royal Academy of Engineering Sciences, Stockholm. Wickman, P.-O. (2002). Vad kan man lära sig av laborationer. In Strömdahl, H. (Ed.) Kommunicera naturvetenskap i skolan några forskningsresultat. Sid. 97-114. Studentlitteratur, Lund. Wickman, P.-O. (2003) Det svenske prosjektet Naturvetenskap och Teknik för Alla (NTA). Norges tekniske vitenskapsakademie. In: Ungdom, realfag og teknologi. NTVA-rapport 1, pp. 29-34. Norges Tekniske Vitenskapsakademi, Trondheim. Wickman, P.-O. (2004) Aesthetic experience in learning science. Conference of the National Association for Research in Science Teaching, Vancouver. Wickman, P.-O. (2004) Margareta Svennbecks Omsorg om naturen. Om NO-utbildningens selektiva traditioner med fokus på miljöfostran och genus. [In Swedish: A review of a dissertation on science and environmental education.] Pedagogisk forskning i Sverige, 9, 147-149. Wickman, P.-O. (2004). The practical epistemologies of the classroom: a study of laboratory work. Science Education, 88, 325-344. Wickman, P.-O. (2005) Utvecklingen av NTA 6-9. Science and Technology for All, Royal Academy of Sciences and Royal Academy of Engineering Sciences, Stockholm. Wickman, P.-O. (2006) The Swedish NTA program for primary science: its relation to inquiry. The Second European Conference on Primary Science and Technology Education: Science is Primary II. October 15 17, 2006, Stockholm, Sweden. Wickman, P.-O. (2006). Aesthetic Experience in Science Education: Learning and Meaning- Making as Situated Talk and Action. Mahwah, New Jersey: Lawrence Erlbaum Associates. 200 pp. Wickman, P.-O. (2007) NTA a Swedish school programme for science and technology. In.: J. Gedrovics, G.Praulite, A.Voitkans (Eds), Didactics of Science Today and Tomorrow (Proceedings of International Scientific Conference, 15-16 March, 2007). Riga: RPIVA, sid. 206-210. 7

Wickman, P.-O. (2008) Kursplanen för grundskolans naturorienterande ämnen: syften, mål, innehåll och progression. Rapport till Skolverket. Wickman, P.-O. (2008) Review of Falling for Science: Objects in Mind by Sherry Turkle. Teachers College Record, Sep 03, 2008, http://www.tcrecord.org, ID number 15360. Wickman, P.-O., Almqvist, J., Hamza, K., Lidar, M., Lundqvist, E. & Östman, L. (2008) Practical Epistemology Analysis: Cognitive learning. At the symposium Pragmatic Epistemology Analysis and Joint Action Theory in Didactics. Chair Gérard Sensevy, IUFM de Bretagne, European Conference on Educational Research, Göteborg. Wickman, P.-O., Flodin, V., Lundegård, I., Carlgren, I. & Sjöberg, B.-M. (2002). Naturvetenskaperna i skolan och på universitetet. In: Falkevall, B. & Selander, S. (Eds.) Skolämne i kris. Stockholm Library of Curriculum Studies 10, pp. 21-36. Wickman, P.-O., Jakobson, B., Lundegård, I., Öhman, J. & Östman, L. (2008) Practical Epistemology Analysis: Aesthetic and moral learning. At the symposium Pragmatic Epistemology Analysis and Joint Action Theory in Didactics. Chair Gérard Sensevy, IUFM de Bretagne, European Conference on Educational Research, Göteborg. Östman, L., Wickman, P.-O., Almqvist, J. & Ligozat, F. (2009) A pragmatist approach to scientific literacy. European Conference on Educational Research, Vienna Östman, L. & Wickman, P.-O. (2005) Practical Epistemology Analysis: Learning and the Interplay between Experience and Situated Action. European Science Education Research Association, Conference, Barcelona Östman, L. & Wickman, P.-O (2001) Practical epistemology, learning and socialisation. Conference of the American Educational Research Association, Seattle. 8