Senja Celius (2026): Seeing collaboration across three layers: framing, enacting, and experiencing group work på JURE 2026– Abstract
Senja Celius (2026): Nurturing teachers professional learning through stimulated reflections in a Norwegian context» for conference. JURE 2026– Abstract
Senja Celius (2026): Nurturing teachers professional learning through stimulated reflections in a Norwegian context på VIVA Dydaktyka: University og Gdansk– Abstract
Julie Lysberg og Wenche Rønning (2026): Stimulating teachers’ reflections through a Lesson Study video-based approach VIVA Dydaktyka: University og Gdansk– Abstract
Leonie Johann (2026): A Case Study on How Spatial Affordances Shape First-Grade Students’ Participation in Biology Inquiry Phases within Innovative Learning Environments på ERIDOB–Abstract
Wenche Rønning og Julie Lysberg (2026): Stimulating teachers’ reflections through a Lesson Study video-based approach på NERA– Abstact
Julie Lysberg og Wenche Rønning (2025): Strategies and Practice as a Means for Professional Development of Teachers – Reflective Teaching Practice på 14th Days of Primary Schools – A Circle from Science to the Classroom– Abstact
Leonie Johann (2025): Classroom Interaction, Student Responses and Insects: A Study of Teacher Questioning in Lower Elementary Science Learning Spaces på ESERA– Abstract
Leonie Johann (2025): A Study of Teacher Questioning in Lower Elementary Out-of-SchoolScience Learning Spaces på Unfinished Business 2025– Poster
Leonie Johann (2024): Exploring the relationship between teachers ́ type of questions and the quality of primary students ́ responses in dialogues about STEM topics på CEDIR Annual Review Day– Abstract
Leonie Johann (2024): What characterises good dialogues in STEM classrooms? On the dynamics between teacher´s questions and students´responses innlegg til InDsigt- seminarrekka i naturfagdidaktikk ved universitetet i København– Abstract
Senja Celius (2024): Teachers ́ Professional Learning: A Focus on Reflective Practice and Collaboration in Authentic Environments på EARLI SIG 10, 21 & 25 Conference 2024: University of Bari– Abstract
Senja Celius (2023): Students´ interactions and decision-making process when playing
educational card game på QUINT Conference 2023: University of Helsinki– Abstract
Fredrik Rusk(2023): Students’ decision-making during playing educational games på EARLI 2023– Abstract
Leonie Johann (2023): Using metaphors as lenses to understand lower secondary students’ conceptualisation of fraction sub-constructs på CERME13– Abstract
Wenche Rønning (2022): Stimulating teachers’ reflections through Lesson Study video-based approach, NERA, Reykjavik Island– Abstract