| Dramatic science. A critical review of drama in science education M Ødegaard Studies in Science Education 39 (1), 75-101, 2003 | 320 | 2003 |
| From words to concepts: Focusing on word knowledge when teaching for conceptual understanding within an inquiry-based science setting BS Haug, M Ødegaard Research in Science Education 44, 777-800, 2014 | 128 | 2014 |
| 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 | 115 | 2014 |
| Hva skjer i naturfagklasserommet?–resultater fra en videobasert klasseromsstudie; PISA+ M Ødegaard, N Arnesen Nordic Studies in Science Education 6 (1), 16-32, 2010 | 80 | 2010 |
| Formative assessment and teachers' sensitivity to student responses BS Haug, M Ødegaard International Journal of Science Education 37 (4), 629-654, 2015 | 78 | 2015 |
| Characterizing CLIL teaching: New insights from a lower secondary classroom KR Mahan, LM Brevik, M Ødegaard International Journal of Bilingual Education and Bilingualism, 2021 | 70 | 2021 |
| The drama of science education: How public understanding of biotechnology and drama as a learning activity may enhance a critical and inclusive science education M Ødegaard | 65 | 2001 |
| The Role Played by Contextual Challenges in Practising Inquiry-based Science Teaching in Tanzania Secondary Schools ST Mkimbili, D Tiplic, M Ødegaard African Journal of Research in Mathematics, Science and Technology Education …, 2017 | 47 | 2017 |
| Videnskaben, verden og vi K Paludan, KH Henriksen, M Ødegaard Ikke angivet, 229-245, 2004 | 42 | 2004 |
| “Do Books Like These Have Authors?” New Roles for Text and New Demands on Students in Integrated Science‐Literacy Instruction GO Sørvik, M BLIKSTAD‐BALAS, M Ødegaard Science Education 99 (1), 39-69, 2015 | 41 | 2015 |
| Pandora's genes—images of genes and nature W Wagner, N Kronberger, N Allum, S De Cheveigné, C Diego, G Gaskell, ... Cambridge University Press, 2002 | 41 | 2002 |
| Teaching activities and language use in science classrooms: Categories and levels of analysis as tools for interpretation M Ødegaard, K Klette Science education research and practice in Europe, 181-202, 2012 | 38 | 2012 |
| 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 | 37 | 2015 |
| På forskerføtter i naturfag M Ødegaard, BS Haug, SM Mork, GO Sørvik Universitetsforlaget, 2016 | 36 | 2016 |
| PISA+: Lærings-og undervisningsstrategier i skolen K Klette, S Lie, M Ødegaard, Ø Anmarkrud, N Arnesen, OK Bergem, ... Oslo: Norges forskningsråd, 2008 | 35 | 2008 |
| Tettere på naturfag i klasserommet M Ødegaard, M Kjærnsli, M Kersting Resultater fra videostudien LISSI, 2021 | 29 | 2021 |
| Representing to learn in science education: Theoretical framework and analytical approaches E Knain, T Fredlund, AL Furberg, K Mathiassen, KB Remmen, ... Acta Didactica Norge-tidsskrift for fagdidaktisk forsknings-og …, 2017 | 27 | 2017 |
| Variation in the amphi-Atlantic plant Vahlodea atropurpurea (Poaceae) KB Haraldsen, M Ødegaard, I Nordal Journal of Biogeography, 311-320, 1991 | 27 | 1991 |
| Rapport om forskningsprosjektet PISA+ K Klette, S Lie, M Ødegaard, Ø Anmarkrud, N Arnesen, OK Bergem, ... Oslo: Norges forskningsråd, 2008 | 24 | 2008 |
| Categories for video analysis of classroom activities with a focus on the teacher K Klette, S Lie, Ø Anmarkrud, N Arnesen, OK Bergem, M Ødegaard, ... Universitetet i Oslo, Oslo, 2005 | 23 | 2005 |
