2024 (per juli)
César, J. & Tateo, L. (2024). The use of branded clothing in identity development and social relations between adolescents. Culture & Psychology. pp. 1–18. https://doi.org/10.1177/1354067X241236721.
Dewilde, J. (2024). Multilingualism as a theme for the master’s thesis investigation. In I. K. R. Hatlevik, R. Jakhelln, & D. Jorde (Eds.), Transforming university-based teacher education through innovation: A Norwegian response to research literacy, integration and technology. Routledge. https://doi.org/10.4324/9781032693798
Ferreira, G., Getten, J., & Pesonen, H. (2024). Strength-based approaches in autism language and communications research: Where are we? Review Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s40489-024-00455-0
Honkasilta, J., Pihlaja, P. & Pesonen, H. (2024). The state of inclusion in the state of inclusion? Inclusion as principled practice in Finnish basic education. In H. Katsui & M. Laitinen (Eds.). Disability in the happiest country in the world. London: Routledge publishing. https://www.taylorfrancis.com/chapters/oa-edit/10.4324/9781032685519-6/state-inclusion-state-inclusion-juho-honkasilta-p%C3%A4ivi-pihlaja-henri-pesonen
Isaksen, M., Ødegaard, M., & Utsi, T. A. (2024). Science Textbooks: Aids or Obstacles to Inquiry Teaching? Science Teachers’ Experiences in Norwegian Secondary Schools. Science & Education, 1-27.
Mohamad, D., Trine Kjørholt, A., Pesonen, H.V., & Tateo, L. (2024). Inclusion of Syrian Students in Need of Special Support in Norwegian Schools – A Qualitative Study with Students and Parents. European Journal of Special Needs Education. https://doi.org/10.1080/08856257.2024.2354606
Pesonen, H., & Äikäs, A. (in press). Opintojen esteettömyys ja pedagoginen tuki korkeakoulussa [Accessibility and pedagogical support in higher education]. In Kärnä, E., Kämäräinen, A., & Pihlainen, K. Autismikirjo elämänvaiheissa - kasvatus, koulutus, työelämä ja palvelut [Autism across life – education, working life and services]. Helsinki: Gaudeamus publishing.
Pesonen, H., Kärnä, E., Pirttimaa, R., & Kontu, E. (2024). Vaativa monilainen tuki ja erityishuolto [Significant interprofessional support and special care]. In Jahnukainen, M. et al. Lasten erityishuolto ja opetus Suomessa [Children’s special care and teaching in Finland]. Helsinki: Finnish educational research association.
Prentice, C. M., Vergunst, F., Minor, K., & Berry, H. L. (2024). Education outcomes in the era of global climate change. Nature Climate Change, 14(3), 214-224. https://doi.org/10.1038/s41558-024-01945-z
Rytivaara, A., Ahtiainen, R., Palmu, I., Pesonen, H., & Malinen, O-P. (2024). Learning to co-teach: a systematic review. Education Sciences, 14, 113. https://doi.org/10.3390/educsci14010113
Silseth, K. & Furberg, A. (2024). Bridging group work and whole-class activities through responsive teaching in science education. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-023-00770-w.
Reffhaug, M. B. A., Andersson-Bakken, E. & Jegstad, K. M. (2024). Supporting primary students’ critical thinking in whole-class conversations about sustainability issues. Environmental Education Research. 1-16. https://doi.org/10.1080/13504622.2024.2309584
Reffhaug, M. B. A & Lysgaard, J. A. (in press). Conceptualisations of ‘critical thinking’ in Environmental and Sustainable Education. Environmental Education Research https://doi.org/10.1080/13504622.2024.2363848
Sæther, E., Kjørven, O. K., Dewilde, J., & Skrefsrud, T.-A. (2024). Listening to young people’s voices: Attempts at developing context- and participant-sensitive approaches. Childhood. https://doi.org/10.1177/09075682241246394
Tateo, L. (2024). Doping existential despair: Mindful of the exotic lure. Integrative Psychological and Behavioural Science. https://doi.org/10.1007/s12124-024-09839-7
2023
Beiler, I. R., & Dewilde, J. (2023). Pedagogical translanguaging in adult education. LESLLA proceedings, 17(1), 5–21. https://zenodo.org/records/8075594
Beiler, I. R., & Dewilde, J. (2024). “When we use that kind of language… someone is going to jail”: Relationality and aesthetic interpretation in initial research encounters. Applied Linguistics Review, 0(0). https://doi.org/10.1515/applirev-2024-0085
2022
Äikäs, A., Pesonen, H., Heiskanen, N., Syrjämäki, M., Aavikko, L., & Viljamaa, E. (2022). Approaches to collaboration and support in early childhood education and care in Finland: Professionals’ narratives. European Journal of Special Needs Education. https://doi.org/10.1080/08856257.2022.2127081
Äikäs, A., & Pesonen, H. (2022). Perusopetuksen vaativa erityinen tuki: käsitteen tarkastelua kasvatustieteellisen design-tutkimuksen avulla [Demanding special support in Finnish basic education: Using educational design research to examine the concept]. NMI-bulletin, 2/2022.
Äikäs, A., Syrjämäki, M., & Pesonen, H. (2022). Lapsen tukeen liittyvä yhteistyö ja vaativa monialainen tuki [collaboration concerning child’s support and significant interprofessional support as a work practice]. In Noora Heiskanen & Marja Syrjämäki (Eds.). Pienet tuetut askeleet [Small supported steps]. Jyväskylä: PS-kustannus.
César, J., & Tateo, L. (2022). The sign of dialogue between psychoanalysis and cultural psychology. International Journal of Psychoanalysis and Education: Subject, Action & Society, 2(1), 1–14. https://doi.org/10.32111/SAS.2022.2.1.1
Cudina, J. N., Ossa, J. C., Millán, J. D., López-López, W., & Tateo, L. (2022). Historical development of political-critical thinking in Colombian psychology. Revista Colombiana de Psicología, 32(1), 29-47. https://doi.org/10.15446/rcp.v32n1.98961
Dario, N. & Tateo, L. (Eds) (2022). New perspectives on mind-wandering. Cham: Springer. DOI: https://doi.org/10.1007/978-3-031-06955-0
Dario, N., & Tateo, L. (2022). Introduction: The lines, circles and zigzag on mind-wandering. In New Perspectives on Mind-Wandering. (pp. 1-21). Cham: Springer.
Dario, N., Tateo, L. (2022). Relegated at the margin: Visible thinking, visual marginalia in schooling. In: Fossa, P. (eds) Inner Speech, Culture & Education (pp. 51-70). Springer, Cham. doi: https://doi.org/10.1007/978-3-031-14212-3_4
De Luca Picione, R., Marsico, G., Tateo, L., & Valsiner, J. (2022). Generalized semiotic functions of Borders’ model: Contributions from cultural psychology, semiotics and psychoanalysis to-wards the understanding of borders in human experience. International Journal of Psychoanalysis and Education: Subject, Action, & Society, 2(2), pp. 81-111. https://doi.org/10.32111/SAS.2022.2.2.7
Dewilde, J. (2022). Negotiating minority language resources, practices and experiences in Norwegian writing instruction for migrant students. I A. Norlund-Shaswar & J. Rosén (Red.), Literacies in the age of mobility – Literacy practices of adult and adolescent migrants (s. 239-262). Palgrave Macmillian.
Furberg, A. & Silseth, K. (2022). Invoking student resources in whole-class conversations in science education: A sociocultural perspective. Journal of the Learning Sciences, 31, 278-316, doi: 10.1080/10508406.2021.1954521
Gilje, Ø. (2022a). Læringsidentitet – Elevmedvirkning i den digitale skolen. Universitetsforlaget.
Gilje, Ø. (2022b). Læreres vurderingskompetanse i møte med multimodale tekster. I: Letnes, M-A. & Røkenes, F. M. (Red.), Digital teknologi for læring og undervisning i skolen. Universitetsforlaget. s. 103–117.
Jegstad, K.M., Höper, J. & Remmen, K.B. (2022). Using the schoolyard as a setting for learning chemistry: A socio-cultural analysis of preservice teachers’ talk about redox chemistry. Journal of Chemical Education, 99(2), 629–638. doi: https://doi.org/10.1021/acs.jchemed.1c00581
Kaikkonen, M., Pesonen, H., Mäkipää, P., & Kontu, E. (2022). Vaativa tuki taidekasvatuksessa [significant support in art education]. In Inkeri Ruokonen (Ed). Ilmaisun ilo [The Joy of Expression]. Jyväskylä: PS-kustannus.
Kvamme, Ole Andreas (2022). Curriculum and the United Nations’ sustainable development goals. I R. Tierney, F. Rizvi & K. Ercikan (Red.), International Encyclopedia of Education (s. 406–413). Elsevier. doi: https://doi.org/10.1016/B978-0-12-818630-5.03071-2
Kvamme, O. (2022). Ethical Grounding of Critical Place-Based Education in the Anthropocene. I Paulsen, M., Jagodzinski, J. og Hawke, S. M. (red). Pedagogy in the Anthropocene. Re-Wilding Education for a New Earth (s. 277–294). Palgrave Macmillan. doi: https://doi.org/10.1007/978-3-030-90980-2_14
Kvamme, O. (2022). Facets of justice in education: a petroleum nation addressing United Nations sustainable development agenda. Ethics and Education, 1–20. doi: https://doi.org/10.1080/17449642.2022.2054540
Munthe, E., Erstad, O., Njå, M.B., Forsström, S., Gilje, Ø., Amdam, S., Moltudal, S., Hagen, S.B. (2022). Digitalisering i grunnopplæring; kunnskap, trender og framtidig forskningsbehov. Kunnskapssenter for utdanning: Universitetet i Stavanger.
Marti, K. T., & Knain, E. (2022). Bærekraftig utvikling i naturfaglige og samfunnsfaglige skriveoppgaver fra grunnskolen. Acta Didactica Norden (ADNO), 16(2), 25. doi: https://doi.org/10.1016/B978-0-12-818630-5.03071-2
Nieminen, J. H., & Pesonen, H. V. (2022). Anti-ableist pedagogies in higher education: A systems approach. Journal of University Teaching & Learning Practice, 19(4). https://ro.uow.edu.au/jutlp/vol19/iss4/08
Pascarella, F., Vicigrado, A., Tateo, L., & Marsico, G. (2022). La drammatizzazione come spazio dialogico e liminale: riflessioni teoriche per il superamento tensionale e lo sviluppo socio-culturale dell’alunno nel contesto scolastico. Ricerche Di Psicologia. doi: https://doi.org/10.3280/rip2022oa13952
Peltomäki, S., Rautiainen, V., Pesonen, H., Kajamaa, A., & Kontu, E. (2023). Käännekohtia koulussa: Opetushenkilökunnan yhteenkuuluvuuden tunteen rakentuminen. [Turning points in school: formation of teaching staff’s sense of belonging]. NMI-bulletin, 1/2023.
Pesonen, H., Tuononen, T., Lahdelma, M., & Fabri, M. (2022). Autistic students’ graduate capital whilst entering the job market. Journal of Education and Work. https://doi.org/10.1080/13639080.2022.2059455
Ruse, J.N., Rhodes, P., Tateo, L. et al. (2022). Remaking time: Cultural semiotic transformations of temporality during the early days of the COVID-19 pandemic and lockdown. Integr. psych. behav. doi: https://doi.org/10.1007/s12124-022-09711-6
Remmen, K.B. & Iversen, E. (2022). A scoping review of research on school-based outdoor education in the Nordic countries. Journal of Adventure Education and Outdoor Learning, doi: https://doi.org/10.1080/14729679.2022.2027796
Saha, M., & Pesonen, H. (2022). ’Too little attention is paid to children who require specialised support.’: In-service and pre-service teachers’ views on policy and practice in early childhood teacher education in Finland. In Finnish Early Childhood Education and Care – From research to policy and practice. London: Springer.
Silva Filho, W. J., Dazzani, M. V. M., Tateo, L., Gottschalk Sukerman Barreto, R., & Marsico, G. (2022). He knows, she doesn’t? Epistemic inequality in a developmental perspective. Review of General Psychology. https://doi.org/10.1177/10892680221143079
Sæther, E. (2022). Hva betyr det å være medborger når kloden koker? I Samnøy, Å., Børhaug, K., & Hunnes, O. R. (red.) Nye spadestikk i samfunnsfagdidaktikken. Fagbokforlaget.
Tasquier, G., Knain, E., & Jornet, A. (2022). Scientific literacies for change making: Equipping the young to tackle current societal challenges. Frontiers in Education.
Tateo, L., Marsico, G. (2022). A quest for global psychology. cultura & psyché. https://doi.org/10.1007/s43638-022-00044-0
Tateo, L. (2022). Cultural mediation of grief: The role of aesthetic experience. Culture & Psychology, Online first. https://doi.org/10.1177/1354067X221145901
Tateo, L., Marsico, G., Min, H. et al. (2022). University without borders. Integr. psych. behav, 56(4), pp. 893-901. https://doi.org/10.1007/s12124-022-09714-3
Tateo, L., Marsico, G., & Valsiner, J., (2022). The pandemic atmos-fear. International Perspectives in Psychology, 11(2), pp. 125-133. https://doi.org/10.1027/2157-3891/a000041
Tateo, L. (2022). The voice of hungry minds: The relevance of Danilo Dolci for the Cultural Psychology of Education. Estudos de Psicologia (Campinas), 39, e200182. doi: https://doi.org/10.1590/1982-0275202239e200182
Tateo, L. & Marsico, G. (2022). Sensing the city: Affective semiosis and urban border-zones. In S. Petrilli, M. Ji (eds), Intersemiotic Perspectives on Emotions. Translating across Signs, Bodies and Values. London: Routledge. doi: 10.4324/9781003056652-15
Tateo, L., Dario, N. (2022). Conclusion: Toward a generative-systemic perspective: A critical view on the mind wandering arena. In: Dario, N., Tateo, L. (eds) New Perspectives on Mind-Wandering. Springer, Cham. doi: https://doi.org/10.1007/978-3-031-06955-0_14
Tateo, L., Marsico G., Valsiner J. (2022). Cultural psychology. In: Zumbach J., Bernstein D., Narciss S., Marsico G. (eds) International Handbook of Psychology Learning and Teaching. Springer International Handbooks of Education. Springer, Cham. doi: https://doi.org/10.1007/978-3-030-26248-8_28-1
Vainio, I., Hilppö, J., Pesonen, H., & Kontu, E. (2022). Oppilaan, jolla autismikirjon oireyhtymä, vuorovaikutus opettajan ja kasvatuskoiran kanssa [Autistic Pupil’s interaction with teacher and classroom pedagogical dog]. Puhe ja kieli [Speech and Language].
Vergunst, F., Berry, H. L., Minor, K., & Chadi, N. (2022). Climate Change and Substance-Use Behaviors: A Risk-Pathways Framework. Perspectives on Psychological Science, 17456916221132739. doi: https://journals.sagepub.com/doi/full/10.1177/17456916221132739
Xu, S., & Tateo, L. (2022). Drama-in-education for understanding: An investigation from the perspective of cultural psychology of semiotic mediation. Human Arenas, 5(3), 389 - 406. doi: https://doi-org.ezproxy.uio.no/10.1007/s42087-020-00157-z
2021
Bakken, J. & Andersson-Bakken, E. (2021). The textbook task as a genre. Journal of Curriculum Studies. https://doi.org/10.1080/00220272.2021.1929499
Bakken, J. & Andersson-Bakken, E. (2021). Innholdsanalyse. I E. A.Andersson-Bakken & C. Dalland (red.), Metoder i klasseromsforskning: Forskningsdesign, datainnsamling og analyse (s. 305–326). Universitetsforlaget.
Bakken, J. (2020). Retorikk i skolen. 3. utgave. Universitetsforlaget.
Beiler, I. R., De Korne, H., & Dewilde, J. (2021). Etnografiske tilnærminger til andrespråksforskning. NOA - Norsk som andrespråk.
Damsa, C., & Jornet, A. (2021). The unit of analysis in learning research: Approaches for imagining a transformative agenda. Learning, Culture, and Social Interaction, 31. https://doi.org/10.1016/j.lcsi.2019.100329
Dewilde, J., Kjørven, O. K., Skrefsrud, T.-A., & Sæther, E. (2021). Young people’s experiences and meaning-making at a multicultural festival in Norway. Peace Education, 18(2), 163–181. https://doi.org/10.1080/17400201.2021.1911792
Dewilde, J., Kjørven, O. K., & Skrefsrud, T.-A. (2021). Multicultural school festival as a creative space for identity construction – from a minority parent perspective. Intercultural Education, 32(1), 1–19. https://doi.org/10.1080/14675986.2020.1851173
Dewilde, J., & Skrefsrud, T.-A. (2021). Revisiting studies of multicultural school events from the perspective of strategic essentialism. Nordisk tidsskrift for pedagogikk og kritikk, 7. https://doi.org/10.23865/ntpk.v7.2145
Fredlund, T., Remmen, K.B., & Knain, E. (2021). The epistemological commitments of modes: Opportunities and challenges for science learning. Visual Communication, https://doi.org/10.1177/14703572211038991
Hogarth, C., Matthiesen, C. & Bakken, J. (2021). Advancing citizenship through language arts education: Conceptions of rhetoric in Scandinavian national curricula. Journal of Curriculum studies. https://doi.org/10.1080/00220272.2021.1989050
Höper, J., Jegstad, K.M. & Remmen, K.B. (2021). Student teachers’ problem-based investigations of chemical phenomena in the nearby outdoor environment. Chemistry Education Research and Practice (CERP). https://doi.org/10.1039/D1RP00127B
Jornet, A., & Damsa, C. (2021). Unit of analysis from an ecological perspective: Beyond the individual/social dichotomy. Learning, Culture, and Social Interaction, 31. https://doi.org/10.1016/j.lcsi.2019.100329
Kostøl, K.B., Remmen, K.B., Stromholt, S. & Braathen, A. (2021). Co-designing cross-setting activities in a nationwide STEM partnership program – teachers and students’ experiences. LUMAT International Journal on Math, Science, and Technology Education, 9(1), 426–456. https://doi.org/10.31129/LUMAT.9.1.1414
Knain, E., Fredlund, T. & Furberg, A. (2021). Exploring student reasoning and representation construction in school science through the lenses of social semiotics and interaction analysis. Research in science education. https://doi.org/10.1007/s11165-020-09975-1
Kvamme, O. (2021). Reworking the social order: Skam as an instance of public moral education. Studies in Philosophy and Education, 40, 507–521. https://doi.org/10.1007/s11217-021-09780-x
Kvamme, O. (2021). Rethinking bildung in the anthropocene: The case of Wolfgang Klafki. HTS Theological Studies, 77(3), 1–9. https://doi.org/10.4102/hts.v77i3.6807
Kvamme, O. (2021). Stedspedagogikk i antropocen. I Inga Bostad (Red.), Å høre hjemme i verden. Introduksjon til en pedagogisk hjemstedsfilosofi (s. 61-79). Spartacus.
Lund, A., Furberg, A., & Gudmundsdottir, G. (2019). Expanding and embedding digital literacies: Transformative agency in education. Media and Communication, 7(2).
Remmen, K.B., Jegstad, K.M. & Höper, J. (2020). Student teachers’ Reflections on Outdoor Science Activities following an Outdoor Chemistry Unit. Journal of Science Teacher Education, 32(4), 425– 443. https://doi.org/10.1080/1046560X.2020.1847967
Remmen, K.B. (2020). Geografi i videregående skole i Fagfornyelsen: Forslag til et rammeverk for feltarbeid som fremmer dybdelæring, Norsk geografisk tidsskrift, 74(2), 105 – 110, https://doi.org/10.1080/00291951.2020.1749124
Snoder, S., Hedman, C., & Dewilde, J. (2021). Legitimerad flerspråkighet i utspädd dos – flerspråkiga grundskollärares perspektiv. Acta Didactica Norden, 15, 25. https://doi.org/10.5617/adno.8477
Ødegaard, M., Knain, E., Kvamme, O. A., & Sæther, E. (2021). Making sense of frustration and complexity when introducing sustainability in teacher education. Acta Didactica Norden (ADNO), 15.
Aashamar, P., Bakken, J. & Brevik, L. M. (2021). Fri fra lærebokas tøyler. Om bruk av læreboka og andre tekster i norsk, engelsk og samfunnsfag på 9. og 10. trinn. Norsk pedagogisk tidsskrift, 105(3), 296–311. https://doi.org/10.18261/issn.1504-2987-2021-03-04
2020
Andersson-Bakken, E., Jegstad, K. M. & Bakken, J. (2020). Textbook tasks in the Norwegian school subject natural sciences: what views of science do they mediate?. International Journal of Science Education. https://doi.org/10.1080/09500693.2020.1756516
Bakken, J. (2020). Lesing i norskfaget etter fagfornyelsen. Hva kan vi lære av PISA, og hva kan vi ikke lære?. I T. S. Frønes & F. Jensen (red.), Like muligheter til god leseforståelse? 20 år med lesing i PISA (s. 250–274). Universitetsforlaget.
Beiler, I. R., & Dewilde, J. (2020). Translation as translingual writing practice in English as an additional language. Modern Language Journal, 104(3), 533–549. https://doi.org/10.1111/modl.12660
Dewilde, J., Kjørven, O. K., Skrefsrud, T.-A., & Sæther, E. (2020). «Det er så koselig her at jeg tar av meg skoene»: Om betydningen av sted i en flerkulturell barne- og ungdomsfestival. I K.-W. Sæther & A. Aschim (Red.), Rom og sted: Religionfaglige og interdisiplinære bidrag (s. 93-110). Cappelen Damm Akademisk. https://doi.org/10.23865/noasp.110
Jahnsen, V. R. & Bakken, J. (2020). På vei mot selvstendig tekstrevisjon? En studie av elevers revisjon av tekstutkast i norskfaget i videregående skole. Acta Didactica Norden (ADNO). https://doi.org/10.5617/adno.7847
Jornet, A. (2020). Living the praxis of method, or how I learned letting worldly practices organize my professional gaze as scholar. I J. C. Richards & Roth, W-M. (Red.), Empowering students as self-directed learners of qualitative research methods: Transformational Practices for Instructors and Students. Brill Publishing.
Jornet, A., Arnseth, H. C., & Smørdal, O. (2020). Makerspaces in the making: Reconfiguring cultures of facilitation across the kindergarten and the science museum. In A. Blum-Ross, K. Kumpulainen, J. Marsh, & K. Thestrup (Red.), Makerspaces in the early years: Enhancing digital literacy and creativity. Routledge.
Jornet, A., Guarrasi, I., & Rajala, A. (2020). LCHC’s expanding bio-geographies: A glimpse to the future(s) through the case of the Re-generating CHAT project. Mind, Culture, and Activity, 185-200. https://doi.org/10.1080/10749039.2020.1768271
Kvamme, O. (2020). ‘Recontextualizing environmental ethical values in a globalized world: Studies in moral education’, PhD-avhandling. Det utdanningsvitenskapelige fakultetet, Universitetet i Oslo. http://hdl.handle.net/10852/75162
Kvamme, O. (2020) Situating moral education in a globalized world. Sustainability values and student experiences. I Strand, T. (Red.) Rethinking Ethical-Political Education. Dordrecht: Springer,. 45–65. https://link.springer.com/chapter/10.1007/978-3-030-49524-4_4
Remmen, K.B., Jegstad, K.M. & Höper, J. (2020). Student teachers’ Reflections on Outdoor Science Activities following an Outdoor Chemistry Unit. Journal of Science Teacher Education, 32(4), 425–443. https://doi.org/10.1080/1046560X.2020.1847967
Remmen, K.B. (2020). Geografi i videregående skole i Fagfornyelsen: Forslag til et rammeverk for feltarbeid som fremmer dybdelæring, Norsk geografisk tidsskrift, 74(2), 105–110, https://doi.org/10.1080/00291951.2020.1749124
2019
Bakken, J. (2019). Monologiske miljødialoger – Ole Mathismoen og Jenny Jordahls tegneserie Grønne greier. Sakprosa, 11(3). https://doi.org/10.5617/sakprosa.6536
Bakken, J. (2019). The integration of rhetoric into existing school subjects. Utbildning och Demokrati, 8(2), 93–108.
Campbell, C., Roth, W-M., Jornet, A. (2019). Collaborative design decision-making as social process. European Journal of Engineering Education, 44(3), 294-311, https://doi.org/10.1080/03043797.2018.1465028
Dewilde, J. (2019). How Islamic are young Muslim people’s poems? Apples - Journal of Applied Language Studies, 13(4), 71–87.
Dewilde, J. (2019). Translation and translingual remixing: A young person developing as a writer. International Journal of Bilingualism, 23(5), 942–953. https://doi.org/10.1177/1367006917740975
Dionne, P., & Jornet, A. (2019). Conceiving work as (an) activity: Epistemological underpinnings from a cultural-historical perspective. I P. F. Bendassolli (Red.), Culture, work and psychology: Invitations to dialogue. Information Age Publishing.
Frøyland, M. & Remmen, K.B. (2019). Utvidet klasserom i naturfag. Universitetsforlaget.
Jornet, A. (2019). Experience as emerging concept in contemporary learning sciences. In M. A. Peters (Red.), Encyclopedia of Educational Philosophy and Theory. Springer Singapore.
Knain, E., Bjønness, B., & Kolstø, S. D. (2019). Rammer og støttestrukturerer i utforskende arbeidsmåter. I E. Knain & S. D. Kolstø (Red.), Elever som forskere i naturfag (2. utg.), s. 70-102. Universitetsforlaget.
Knain, E., & Kolstø, S. D. (2019). Utforskende arbeidsmåter - en oversikt. I E. Knain & S. D. Kolstø (Red.), Elever som forskere i naturfag (2. utg.), s. 15-43. Oslo: Universitetsforlaget.
Knain, E., & Ødegaard, M. (2019). Naturfagets rolle i bærekraftdidaktikk. I O. A. Kvamme & E. Sæther (Red.), Bærekraftdidaktikk (s. 135-151). Universitetsforlaget.
Kolstø, S. D., & Knain, E. (2019). Hvordan lykkes med utforskende arbeidsmåter. I E. Knain & S. D. Kolstø (Red.), Elever som forskere i naturfag (2. utg.), s. 212-237. Oslo: Universitetsforlaget.
Kvamme, O. (2019). School strikes, environmental ethical values, and democracy. Studier i Pædagogisk Filosofi, 8(1), 6-27. https://doi.org/10.7146/spf.v8i1.117967.
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