| Taking 21st century skills from vision to classroom: What teachers highlight as supportive professional development in the light of new demands from educational reforms BS Haug, SM Mork Teaching and teacher education 100, 103286, 2021 | 245 | 2021 |
| Challenges and support when teaching science through an integrated inquiry and literacy approach M Ødegaard, B Haug, SM Mork, GO Sørvik International Journal of Science Education 36 (18), 2997-3020, 2014 | 110 | 2014 |
| Språk og digitale verktøy i naturfag SM Mork, W Erlien Universitetsforlaget, 2010 | 100 | 2010 |
| Argumentation in science lessons: Focusing on the teacher’s role SM Mork Nordic Studies in Science Education 1 (1), 17-30, 2005 | 91 | 2005 |
| Språk, tekst og kommunikasjon i naturfag SM Mork, W Erlien Universitetsforl., 2017 | 60 | 2017 |
| Budding science and literacy. A classroom video study of the challenges and support in an integrated inquiry and literacy teaching model M Odegaard, B Haug, S Mork, GO Sorvik Procedia-Social and Behavioral Sciences 167, 274-278, 2015 | 58 | 2015 |
| Scientific literacy as social practice: Implications for reading and writing in science classrooms GO Sørvik, SM Mork Nordic Studies in Science Education 11 (3), 268-281, 2015 | 54 | 2015 |
| På forskerføtter i naturfag M Ødegaard, BS Haug, SM Mork, GO Sørvik Universitetsforlaget, 2016 | 33 | 2016 |
| Researching science learning from students’ view–the potential of headcam M Frøyland, KB Remmen, SM Mork, M Ødegaard, T Christiansen Nordic Studies in Science Education 11 (3), 249-267, 2015 | 33 | 2015 |
| An interactive learning environment designed to increase the possibilities for learning and communicating about radioactivity SM Mork Interactive learning environments 19 (2), 163-177, 2011 | 32 | 2011 |
| Naturvitenskapelige praksiser og tenkemåter–på vei mot et tolkningsfellesskap: Scientific practices–towards a common understanding BS Haug, Ø Sørborg, SM Mork, M Frøyland Nordic Studies in Science Education 17 (3), 293-310, 2021 | 29 | 2021 |
| Humanising the nature of science: an analysis of the science curriculum in Norway SM Mork, BS Haug, Ø Sørborg, S Parameswaran Ruben, S Erduran International Journal of Science Education 44 (10), 1601-1618, 2022 | 27 | 2022 |
| Students’ conceptual sense-making of animations and static visualizations of protein synthesis: a sociocultural hypothesis explaining why animations may be beneficial for … TA Strømme, SM Mork Research in Science Education 51 (4), 1013-1038, 2021 | 27 | 2021 |
| 13. THE CONTRIBUTION OF INFORMATION TECHNOLOGY FOR INCLUSION OF SOCIO-SCIENTIFIC ISSUES IN SCIENCE D Jorde, S Mork The re-emergence of values in science education, 179, 2007 | 25 | 2007 |
| Nøkkelbegreper i utforskende arbeid BS Haug, SM Mork Universitetsforlaget, 2021 | 23 | 2021 |
| We know they love computers, but do they learn science? Using information technology for teaching about a socio-scientific controversy SM Mork, D Jorde Themes in Education 5 (1), 69-100, 2004 | 21 | 2004 |
| Defining knowledge domains for science teacher educators SM Mork, EK Henriksen, BS Haug, D Jorde, M Frøyland International Journal of Science Education 43 (18), 3018-3034, 2021 | 20 | 2021 |
| Revidert læreplan i naturfag–Økt fokus på grunnleggende ferdigheter og forskerspiren Revised Norwegian science curriculum–Increased focus on literacy and inquiry skills SM Mork Nordic Studies in Science Education 9 (2), 206-210, 2013 | 19 | 2013 |
| ICT in science education. Exploring the digital learning materials at viten. no SM Mork Nordic Studies in Science Education 2 (1), 89, 2006 | 19 | 2006 |
| Argumentasjon som læringsstrategi: Hvordan kan læreren tilrettelegge for elevenes faglige argumentasjon? I E. Elstad & A. Turmo (Red.) SM Mork Læringsstrategier. Søkelys på lærernes praksis, 127-144, 2006 | 16 | 2006 |
Doris JordeEmeritus Professor, University of Oslo在 ils.uio.no 的电子邮件经过验证
