Sommer i Oslomarka: “Sykkel-sefie”:
Nesten folketomt. Sykler timer uten å møte folk. Men i det lille badevannet som er laget ved bunnen av Midstubakkene (det er jo mange) er det noen som bader. Kanskje 10? Rent, fint, varmt vann. Men hvor er Folket — og Syklistene — og joggerne?

Jeg er mot målstyring i skolen, men ikke målinger på sykkelstyret!
Her instrumentpanelet på sykkelen min. Pulsklokke så klart, og GPS med kartvisning og alt som er målbart: Høyde over havet, fart, snittfart, distanse, total stigning etc. Og termometer (fra Claes Olsson, 10 kr. festet med hårstrikk).
For øvrig rimelig sykkel.
Noen synes jeg er barnslig. Det tar jeg som et kompliment. Og så er jeg jo gammel realist. I alle fall gammel.

This journal, NorDiNa, has its roots in a series of Nordic Conferences on science education, commencing in 1984, and this issue of the journal contains a selection of articles from the 10th in this series. I was one of those who initiated this tradition, and I use this article to reflect on some aspects of the development. Our field has in rather short time developed from a stumbling start in the mid 1970’s to become an institutionalized and professionalized academic field. The article provides a somewhat personal account of some trends in the early development of our field of research and development, and it raises some questions about our identity and challenges.
Sjoberg_Naturfagenes didaktikk_NorDiNa-8-2012

This article is written in memory of Professor Björn Andersson (1939-2013), the pioneer in the emerging field of science education research in Sweden. In 1976 he was the first to present a PhD in the field of science education in the Nordic countries, and later he became the first to hold a chair in this field in Sweden. The article lifts his PhD (Andersson, 1976) as an example for how a PhD should be written and argues that it should be re-read today.
Sjøberg_NorDiNa-Andersson-2013