To see the visually controlled: Seeing-drawing in formal and informal contexts: A qualitative comparative case study of teaching and learning drawing processes from Vega in Northern Norway

PhD i pedagogikk PhD in Education

Bibliographic Details
Main Author: Frisch, Nina Scott
Other Authors: Norges teknisk-naturvitenskapelige universitet, Fakultet for samfunnsvitenskap og teknologiledelse, Program for lærerutdanning
Format: Doctoral or Postdoctoral Thesis
Language:English
Published: Norges teknisk-naturvitenskapelige universitet, Fakultet for samfunnsvitenskap og teknologiledelse, Program for lærerutdanning 2010
Subjects:
Norway
Northern Norway
Online Access:http://hdl.handle.net/11250/270213
id ftntnutrondheimi:oai:ntnuopen.ntnu.no:11250/270213
record_format openpolar
spelling ftntnutrondheimi:oai:ntnuopen.ntnu.no:11250/270213 2023-05-15T17:43:17+02:00 To see the visually controlled: Seeing-drawing in formal and informal contexts: A qualitative comparative case study of teaching and learning drawing processes from Vega in Northern Norway Frisch, Nina Scott Norges teknisk-naturvitenskapelige universitet, Fakultet for samfunnsvitenskap og teknologiledelse, Program for lærerutdanning 2010 http://hdl.handle.net/11250/270213 eng eng Norges teknisk-naturvitenskapelige universitet, Fakultet for samfunnsvitenskap og teknologiledelse, Program for lærerutdanning Doktoravhandlinger ved NTNU, 1503-8181; 2010:79 318036 urn:isbn:978-82-471-2119-1 (printed ver.) urn:isbn:978-82-471-2120-7 (electronic ver.) http://hdl.handle.net/11250/270213 Doctoral thesis 2010 ftntnutrondheimi 2019-09-17T06:50:17Z PhD i pedagogikk PhD in Education Doctoral or Postdoctoral Thesis Northern Norway NTNU Open Archive (Norwegian University of Science and Technology) Norway
institution Open Polar
collection NTNU Open Archive (Norwegian University of Science and Technology)
op_collection_id ftntnutrondheimi
language English
description PhD i pedagogikk PhD in Education
author2 Norges teknisk-naturvitenskapelige universitet, Fakultet for samfunnsvitenskap og teknologiledelse, Program for lærerutdanning
format Doctoral or Postdoctoral Thesis
author Frisch, Nina Scott
spellingShingle Frisch, Nina Scott
To see the visually controlled: Seeing-drawing in formal and informal contexts: A qualitative comparative case study of teaching and learning drawing processes from Vega in Northern Norway
author_facet Frisch, Nina Scott
author_sort Frisch, Nina Scott
title To see the visually controlled: Seeing-drawing in formal and informal contexts: A qualitative comparative case study of teaching and learning drawing processes from Vega in Northern Norway
title_short To see the visually controlled: Seeing-drawing in formal and informal contexts: A qualitative comparative case study of teaching and learning drawing processes from Vega in Northern Norway
title_full To see the visually controlled: Seeing-drawing in formal and informal contexts: A qualitative comparative case study of teaching and learning drawing processes from Vega in Northern Norway
title_fullStr To see the visually controlled: Seeing-drawing in formal and informal contexts: A qualitative comparative case study of teaching and learning drawing processes from Vega in Northern Norway
title_full_unstemmed To see the visually controlled: Seeing-drawing in formal and informal contexts: A qualitative comparative case study of teaching and learning drawing processes from Vega in Northern Norway
title_sort to see the visually controlled: seeing-drawing in formal and informal contexts: a qualitative comparative case study of teaching and learning drawing processes from vega in northern norway
publisher Norges teknisk-naturvitenskapelige universitet, Fakultet for samfunnsvitenskap og teknologiledelse, Program for lærerutdanning
publishDate 2010
url http://hdl.handle.net/11250/270213
geographic Norway
geographic_facet Norway
genre Northern Norway
genre_facet Northern Norway
op_relation Doktoravhandlinger ved NTNU, 1503-8181; 2010:79
318036
urn:isbn:978-82-471-2119-1 (printed ver.)
urn:isbn:978-82-471-2120-7 (electronic ver.)
http://hdl.handle.net/11250/270213
_version_ 1766145315106193408

Similar Items