Main group 1

• Ligozat, F.; Buyck, Y., Comparative didactics: Toward a generic model for analyzing content-specific dimensions of teaching quality, Part of: European educational research journal, 23(6) (2024) 810-838Compulsory*
• Wieman, C.E., The similarities between research in education and research in the hard sciences, Part of: Educational researcher, 43(1) (2014) 12–1Compulsory*
• Östman, L. et al., Theory-practice bridging through lesson design workshops, Part of: Scandinavian journal of educational research, 2025-06, 1-16Compulsory*
• Chi, M.T.; Wylie, R., The ICAP framework: Linking cognitive engagement to active learning outcomesCompulsory*
• Thurn, C.M.; Edelsbrunner, P.A.; Berkowitz, M., Questioning central assumptions of the ICAP framework, Part of: NPJ science of learning, 8(49) (2023)Compulsory*
• Petscher, Y. et al., How the science of reading informs 21st‐century education, Part of: Reading research quarterly, 55 (2020) 267-282Compulsory*
• Reisman, A., Reading like a historian: A document-based history curriculum intervention in urban high schools, Part of: Cognition and instruction, 30(1) (2012) 86-112Compulsory*
• Creswell, Research design: qualitative, quantitative, and mixed methods approaches, Sage Publications, 2023Compulsory*
• Le, V.-N. et al., Advanced Content Coverage at Kindergarten: Are There Trade-Offs Between Academic Achievement and Social-Emotional Skills?, Part of: American educational research journal, August 2019, 56 (4), 1254–1280 Compulsory*
• Lo, J.C.; Adams, C.I., Civic literacy through literacy instruction: Using Structured Academic Controversy in a government classroom, Part of: Citizenship teaching and learning, 13(1) (2018) 83-104Compulsory*
• Yildiz, C. et al., Development of enacted pedagogical content knowledge (ePCK) among pre-service chemistry teachers: the role of peer coaching enriched with content representation (CoRe) and teaching practice, Part of: Chemistry Education Research and Practice, (2025)Compulsory*
• Deslauriers, L.; Schelew, E.; Wieman, C., Improved learning in a large- enrollment physics class, Part of: Science, 332(6031) (2011) 862-864Compulsory*
• Johnson, R.B.; Onwuegbuzie, A.J., Mixed methods research: A research paradigm whose time has come, Part of: Educational researcher, 33(7) (2004)14–26Compulsory*
• Karpicke, J.D.; Blunt, J.R., Retrieval practice produces more learning than elaborative studying with concept mapping, Part of: Science, 331(6018) (2011) 772–775Compulsory*
• Mellberg, S.; Friberg, A.; Nygren, T., Science education against misinformation: An educational intervention in upper-secondary schools, Part of: International journal of science education, (2025)Compulsory*
• Nygren, T. et al., Critical thinking in national tests across four subjects in Swedish compulsory school, Part of: Education inquiry, 9(1) (2018) 1–20Compulsory*
• Nygren, T.; Efimova, E., Investigating the long-term impact of misinformation interventions in upper secondary education, Part of: PloS one, 20(7) (2025)Compulsory*
• Sandoval, W.A., Design-based research methods for studying learning in context, Part of: Educational psychologist, 39(4) (2014) 199–201Compulsory*
• Schwartz, D.L. et al., Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer, Part of: Journal of educational psychology, 103(4) (2011) 759Compulsory*
• Wineburg, S.; McGrew, S., Lateral Reading and the Nature of Expertise: Reading Less and Learning More When Evaluating Digital Information, Part of: Teachers College record, 121(11) (2019) 1-40Compulsory*

* Compulsory