Litteratur

Brennan, B. (2011). The five powers of exhibit design. Hentet fra: http://www.taylorstudios.com/blog/the-five-powers-of-exhibit-design/

Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2(2), 141–178.

Collins, A. (1990). Toward a design science of education. New York: Center for Technology in Education. Hentet fra: http://cct2.edc.org/ccthome/reports/tr1.html

Danielsen, O. (2000). Fremtidsværksted og scenarieværksted: Metoder til involvering. Kommunikatøren, 3.

Davidsson, E. (2012). Investigating visitors’ learning related to science centre exhibits – a progress report of recent research literature and possible future research foci. Utbildning & Lärande 2012, 6(2), 28–47.

Driver, R., Squires, A., Rushworth, P. & Wood-Robinson, V. (1994). Making sense of secondary science: Research into children’s ideas. London: Routledge.

Elliott, J. (2006). Educational research as a form of democratic rationality. Journal of Philosophy of Education, 40(2), 169–185.

Frøyland, M. (2010). Mange erfaringer i mange rom: Variert undervisning i klasserom, museum og naturen. Oslo: Abstrakt forlag.

Frøyland, M., Remmen, K. B., Mork, S. M., Ødegaard, M. & Christiansen, T. (2015). Researching science learning from students’ view – the potential of headcam. NorDiNa, 11(3), 249–267.

Gjøtterud, S., Hiim, H., Husebø, D., Jensen, L. H., Steen-Olsen, T. H. & Stjernestrøm, E. (2017). Aksjonsforskning i Norge: Teoretisk og empirisk mangfold. Oslo: Cappelen Damm.

Hattie, J. & Yates, G. (2016). Synlig læring – hvordan vi lærer. Oslo: Cappelen Damm Akademisk.

Humphrey, T. & Gutwill, J. P. (red.) (2005). Fostering active prolonged engagement: The art of creating APE exhibits. Walnut Creek: Left Coast Press.

Imsen, G. (2014). Elevens verden: Innføring i pedagogisk psykologi (5. utg.). Oslo: Universitetsforlaget.

Janik, T. & Seidel, T. (red.) (2009). The power of video studies in investigating teaching and learning in the classroom. Münster: Waxmann.

Jungk, R. & Müller, N. (1996). Future workshops: How to create desirable futures. Institute for Social Inventions.

Kahneman, D. (2013). Tenke fort og langsomt (overs. Eivind Lilleskjæret og Gunnar Nyquist). Oslo: Pax Forlag.

Karlsen, L. (2017). Tenk det! Utforskning, forståelse og samarbeid – elever som tenker sjæl i matematikk. Oslo: Cappelen Damm Akademisk.

Knain, E. & Kolstø, S. D. (red.) (2011). Elever som forskere i naturfag. Oslo: Universitetsforlaget.

Macdonald, S. (2007). Interconnecting: Museum visiting and exhibition design. CoDesign. International Journal of CoCreation in Design and the Arts, 3(S1).

Norges forskningsråd (2016). Strategi for vitensentrene 2016–2019. Hentet fra: https://www.forskningsradet.no/prognett-viten/Sentrale_dokumenter/1254014150607

Ohnstad, F. O. & Munthe, E. (2010). Veiledet praksisopplæring og lærerstudenters kvalifisering. I P. Haug (red.), Kvalifisering til læraryrket. Oslo: Abstrakt Forlag.

Osborne, A. (1953). Applied imagination, principles and procedures of creative problem solving. New York: Scribner’s.

Osborne, J. & Kind, P. M. (2017). Styles of scientific reasoning: A cultural rationale for science education? Science Education, 101(1), 8–31.

Pedretti, E. G. (2004). Perspectives on learning through research on critical issues-based science center exhibitions. Science Education, 88(1), S34–S47.

Quistgaard, N. & Kahr-Højland, A. (2010). New and innovative exhibition concepts at science centres using communication technologies. Museum Management and Curatorship, 25(4), 423–436.

Richhart, R., Church, M. & Morrison, K. (2011). Making thinking visible: How to promote engagement, understanding, and independence for all learners. San Francisco: Jossey-Bass.

Rossing, N. K. (2016). Tegn på læring ved bruk av interaktive matematikkutstillinger ved vitensenter. Nordisk tidsskrift for pedagogikk og kritikk, 2(1), 88–107. http://dx.doi.org/10.17585/ntpk.v2.133

Stuedahl, D. (2017). Aksjonsforskning i norske vitensentre. I S. Gjøtterud, H. Hiim, D. Husebø, L. H. Jensen, T. H. Steen-Olsen & E. Stjernestrøm (red.), Aksjonsforskning i Norge: Teoretisk og empirisk mangfold (s. 379–397). Oslo: Cappelen Damm Akademisk.

Vidal, R. V. V. (2006). The future workshop. Hentet fra http://www.imm.dtu.dk/~rvvv/CPPS/6Chapter6Thefutureworkshop.pdf

Ødegaard, M., Haug, B. S., Mork, S. M. & Sørvik, G. O. (2016). På forskerføtter i naturfag. Oslo: Universitetsforlaget.

Ødegaard, M., Møller Andersen, H., Schoultz, J., Hultman, G., Nielsen, B. L., Löfgren, R. & Mork, S. M. (2011). Kimen 2/11: Explora. Koding av elevers og læreres samtaler ved praktisk arbeid i skandinaviske klasserom. Oslo: Naturfagssenteret. Hentet fra: https://www.naturfagsenteret.no/c1405589/tidsskrift_nummer/vis.html?tid=1703797

Forslag til videre lesning

Visitor Studies

Visitor Studies Association: www.visitorstudies.org eller forskningstidsskriftet Visitor Studies. Theory, Research and Practice (http://www.tandfonline.com/toc/uvst20/15/1).



Aksjonsforskning

Carr, W. & Kemmis, S. (1986). Becoming critical. London: Falmer Press.

Elliott, J. (1991). Action research for educational change. Buckingham: Open University Press.

Hiim, H. (2010). Pedagogisk aksjonsforskning. Oslo: Universitetsforlaget.

Hiim, H. (2015). Educational action research and the development of professional teacher knowledge. I E. Gunnarsson, H. P. Hansen & B. Steen Nielsen (red.), Action research for democracy. London: Routledge.

McNiff, J. (2013). Action research: Principles and practice (3. utg.). Abingdon: Routledge.

McNiff, J. (2014). Writing and doing action research. London: Sage.

McNiff, J. (2016). Writing up your action research project. Abingdon: Routledge.



Design-based Research

Design-Based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1). http://www.designbasedresearch.org/reppubs/DBRC2003.pdf