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dc.date.accessioned2015-03-19T08:24:59Z
dc.date.available2015-03-19T08:24:59Z
dc.date.created2015-02-22T23:36:32Z
dc.date.issued2015
dc.identifier.urihttp://hdl.handle.net/10852/43305
dc.description.abstractList of papers. The papers are removed from the thesis due to publisher restrictions. Paper I: Jornet, A., Roth, W.-M., & Krange, I. (submitted). A transactional approach to transfer episodes. Journal of the Learning Sciences. Paper II: Jornet, A., & Roth, W.-M. (2015). The joint work of connecting multiple (re)presentations in science classrooms. Science Education Science Education Volume 99, Issue 2, pages 378–403, March 2015 Paper III: Jornet, A. (submitted). Bodily performances of coherence facilitation: The role of the body during teacher questioning in science classrooms. Journal of Research in Science Teaching.en_US
dc.languageEN
dc.language.isoenen_US
dc.publisherAkademika Forslag
dc.titleThe bodily and contextual foundations of conceptual coherence and continuity: Case studies from the teaching and learning of science inquiryen_US
dc.typeDoctoral thesisen_US
dc.creator.authorJornet, Alfredo
cristin.unitcode185,18,0,0
cristin.unitnameDet utdanningsvitenskapelige fakultet
cristin.ispublishedtrue
cristin.fulltextoriginal
dc.identifier.cristin1225327
dc.identifier.pagecount195
dc.identifier.urnURN:NBN:no-47672
dc.type.documentDoktoravhandlingen_US
dc.identifier.fulltextFulltext https://www.duo.uio.no/bitstream/handle/10852/43305/4/PhD-Jornet-DUO.pdf


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