Eldri Scheie

• Scheie, Eldri (2026). Collaboration Across Subjects as a Way to Engage Students in Wicked Sustainability Issues. In Skarstein, Frode & Wolff, Lili-Ann (Ed.), Sustainability and Science Education. Springer Nature. ISSN 9783032244086. p. 189–209. doi: 10.1007/978-3-032-24408-6_9. Full text in Research Archive Show summary

  Education for sustainable development provides crucial opportunities for young people to get involved in addressing authentic socio-ecological challenges in their local and global communities. Issues of sustainable development are often wicked problems that require new didactic approaches. Teaching science from a wicked sustainability perspective may prove challenging for science teachers because such a perspective draws on knowledge structures and teaching traditions that lie outside the realm of science. A possible way to overcome these challenges is to apply a cross-curricular approach to the organization of education for sustainable development in which teachers who specialize in different subjects collaborate. The case study presented here describes the integration of wicked sustainability issues into educational practices over a 3-year period, demonstrating significant shifts towards interdisciplinary and problem-oriented teaching approaches. This study focused on teachers working in interdisciplinary teams to design curriculum units for students at a rural Norwegian upper secondary school, and it illustrates how teachers collaborated across various subjects in order to engage students in addressing a wicked sustainability issue within their community. Through multiple school subjects, the school project tackled the local and global decline in pollinators. Over the 3-year period of developing and reflecting on their project, the teachers observed significant changes in engagement levels for both themselves and their students. This improvement was driven by the transition from a subject-oriented to a problem-oriented teaching approach, with a specific focus on the decline in pollinators as a complex sustainability issue.

• Scheie, Eldri (2026). Historisk blikk på bærekraftundervisning i grunnskolen. In Scheie, Eldri & Munkebye, Eli (Ed.), Bærekraft. Som en del av undervisningen. Universitetsforlaget. ISSN 9788215076942. p. 173–185. Full text in Research Archive Show summary

  Boken er knyttet til FNs bærekraftmål, med særlig vekt på mål 4 om god utdanning. Forfatterne fremhever utdanningens avgjørende rolle i samfunnsutviklingen og tar for seg viktige spørsmål rundt mål, innhold og metoder i skolens bærekraftundervisning. Stru

• Munkebye, Eli & Scheie, Eldri (2026). Samtale og meningsbrytning. In Scheie, Eldri & Munkebye, Eli (Ed.), Bærekraft. Som en del av undervisningen. Universitetsforlaget. ISSN 9788215076942. p. 159–170. doi: https:/www.universitetsforlaget.no/baerekraft-1. Full text in Research Archive Show summary

  Boken er knyttet til FNs bærekraftmål, med særlig vekt på mål 4 om god utdanning. Forfatterne fremhever utdanningens avgjørende rolle i samfunnsutviklingen og tar for seg viktige spørsmål rundt mål, innhold og metoder i skolens bærekraftundervisning. Stru

• Scheie, Eldri & Munkebye, Eli (2026). Bærekraftundervisning som kontekst for kritisk tenkning. In Scheie, Eldri & Munkebye, Eli (Ed.), Bærekraft. Som en del av undervisningen. Universitetsforlaget. ISSN 9788215076942. p. 141–157. doi: https:/www.universitetsforlaget.no/baerekraft-1. Full text in Research Archive Show summary

  Boken er knyttet til FNs bærekraftmål, med særlig vekt på mål 4 om god utdanning. Forfatterne fremhever utdanningens avgjørende rolle i samfunnsutviklingen og tar for seg viktige spørsmål rundt mål, innhold og metoder i skolens bærekraftundervisning. Stru

• Munkebye, Eli & Scheie, Eldri (2026). Bærekraftkompetanser. In Scheie, Eldri & Munkebye, Eli (Ed.), Bærekraft. Som en del av undervisningen. Universitetsforlaget. ISSN 9788215076942. p. 117–138. doi: https:/www.universitetsforlaget.no/baerekraft-1. Full text in Research Archive Show summary

  Boken er knyttet til FNs bærekraftmål, med særlig vekt på mål 4 om god utdanning. Forfatterne fremhever utdanningens avgjørende rolle i samfunnsutviklingen og tar for seg viktige spørsmål rundt mål, innhold og metoder i skolens bærekraftundervisning. Stru

• Scheie, Eldri & Halvorsen, Lene (2026). Samarbeid med natureksperter om bærekraftundervisning. In Scheie, Eldri & Munkebye, Eli (Ed.), Bærekraft. Som en del av undervisningen. Universitetsforlaget. ISSN 9788215076942. p. 99–115. doi: https:/www.universitetsforlaget.no/baerekraft-1. Full text in Research Archive Show summary

  Boken er knyttet til FNs bærekraftmål, med særlig vekt på mål 4 om god utdanning. Forfatterne fremhever utdanningens avgjørende rolle i samfunnsutviklingen og tar for seg viktige spørsmål rundt mål, innhold og metoder i skolens bærekraftundervisning. Stru

• Scheie, Eldri & Munkebye, Eli (2026). Hvordan fremmer kontroversielle bærekraftspørsmål tverrfaglighet og handlingskompetanse. In Scheie, Eldri & Munkebye, Eli (Ed.), Bærekraft. Som en del av undervisningen. Universitetsforlaget. ISSN 9788215076942. p. 51–66. doi: https:/www.universitetsforlaget.no/baerekraft-1. Full text in Research Archive Show summary

  Boken er knyttet til FNs bærekraftmål, med særlig vekt på mål 4 om god utdanning. Forfatterne fremhever utdanningens avgjørende rolle i samfunnsutviklingen og tar for seg viktige spørsmål rundt mål, innhold og metoder i skolens bærekraftundervisning. Stru

• Scheie, Eldri & Munkebye, Eli (2026). Bærekraftundervisning. In Scheie, Eldri & Munkebye, Eli (Ed.), Bærekraft. Som en del av undervisningen. Universitetsforlaget. ISSN 9788215076942. p. 33–47. doi: https:/www.universitetsforlaget.no/baerekraft-1. Full text in Research Archive Show summary

  Boken er knyttet til FNs bærekraftmål, med særlig vekt på mål 4 om god utdanning. Forfatterne fremhever utdanningens avgjørende rolle i samfunnsutviklingen og tar for seg viktige spørsmål rundt mål, innhold og metoder i skolens bærekraftundervisning. Stru

• Scheie, Eldri; Gabrielsen, Anja; Halvorsen, Lene & Munkebye, Eli (2026). Bærekraftig utvikling - et pedagogisk ansvar. In Scheie, Eldri & Munkebye, Eli (Ed.), Bærekraft. Som en del av undervisningen. Universitetsforlaget. ISSN 9788215076942. p. 17–30. doi: https:/www.universitetsforlaget.no/baerekraft-1. Full text in Research Archive Show summary

  Boken er knyttet til FNs bærekraftmål, med særlig vekt på mål 4 om god utdanning. Forfatterne fremhever utdanningens avgjørende rolle i samfunnsutviklingen og tar for seg viktige spørsmål rundt mål, innhold og metoder i skolens bærekraftundervisning. Stru

• Scheie, Eldri & Berglund, Teresa (2025). Samarbeid om tverrfaglig undervisning for å fremme kritisk tenkning. In Lykknes, Annette; Gericke, Niklas Markus & Staberg, Ragnhild Lyngved (Ed.), Kritisk tenkning i grunnskolen. Fagbokforlaget. ISSN 9788245049732. p. 235–251. Full text in Research Archive
• Berglund, Teresa & Scheie, Eldri (2025). Å utvikle elevers kritiske tenkning i bærekraftundervisning. In Lykknes, Annette; Gericke, Niklas Markus & Staberg, Ragnhild Lyngved (Ed.), Kritisk tenkning i grunnskolen. Fagbokforlaget. ISSN 9788245049732. p. 195–214. Full text in Research Archive
• Munkebye, Eli & Scheie, Eldri (2025). Elevers åpenhet i møte med andres meninger. In Lykknes, Annette; Gericke, Niklas Markus & Staberg, Ragnhild Lyngved (Ed.), Kritisk tenkning i grunnskolen. Fagbokforlaget. ISSN 9788245049732. p. 97–114. Full text in Research Archive
• Staberg, Ragnhild Lyngved; Munkebye, Eli; Scheie, Eldri; Berglund, Teresa & Fredagsvik, Maren Skjelstad (2025). Primary school teachers' perception of critical thinking in general and in their teaching. Thinking Skills and Creativity. ISSN 1871-1871. 59, p. 101942–101942. doi: 10.1016/j.tsc.2025.101942. Full text in Research Archive Show summary

  Critical thinking (CT) is a key education goal internationally, and enables people to navigate the growing amount of information and make informed decisions on increasingly complex issues. The term CT is frequently used in educational policy documents and curricula, and teachers play a key role in delivering effective CT instruction. Studies indicate that although teachers recognize the importance of CT, many lack an understanding of what CT really means, and feel unprepared to teach CT. Further research is needed to obtain a deeper understanding of what CT in primary school implies. As teachers tend to teach in accordance with their perception of CT, it is important to gain an insight into how teachers understand CT. This exploratory qualitative study investigates how a group of Norwegian primary school teachers (n = 56) perceive the concept of CT, both in general and in their teaching. Using reflexive thematic analysis of reflection notes (n = 56) and semi-structured group interviews (n = 15), we found that skills are emphasized more than dispositions. Teachers primarily have a skills-disposition view of CT, with limited attention to its social dimensions. Dispositions seem to be excluded from their views of CT in relation to teaching, which is considered problematic, as dispositions can be seen as the driving force for CT. As an educational implication of our study, we can conclude that there is a need for professional development for teachers to be aware of the necessity of teaching dispositions as well as skills, and for them to include the social aspects of CT.

• Arntzen, Marthe; Scheie, Eldri & Haug, Berit (2025). Interdisciplinary ESE: barriers to implementation and practical ways to overcome them. Environmental Education Research. ISSN 1350-4622. p. 1–23. doi: 10.1080/13504622.2025.2594637. Full text in Research Archive Show summary

  Environmental and sustainability education (ESE) and science education are both essential for addressing global sustainability challenges, and a convergence between them is widely encouraged. Yet the interdisciplinary approaches that ESE promotes often conflict with existing school structures, curricula, and pedagogical practices of traditional schooling, revealing a gap between ESE’s ideals and conventional education. This study responds to calls for investigation into pedagogical and strategic difficulties related to ESE by exploring barriers science teachers face in implementing interdisciplinary approaches and examining implications. Through individual interviews with ten Norwegian lower secondary science teachers and employing reflexive thematic analysis, we identified four themes related to their experiences with ESE: weak consistency in ESE practices, insufficiently transformative ESE, challenges with coworker collaboration, and adverse framework factors. Reflecting on Stevenson’s contradictions from 1987, we observe that responses from participants reveal persistent gaps between the intentions of ESE and traditional schooling, which continue to challenge teachers in their efforts to implement ESE. However, we propose potential solutions aimed at addressing barriers associated with the four themes identified in this study. By exploring the challenges of ESE implementation, this study contributes to a broader understanding of ESE and supports its practical application.

• Arntzen, Marthe; Scheie, Eldri & Haug, Berit S (2025). Unveiling perceptions: how science teachers perceive sustainable development and their expectations of students' learning outcomes through environmental and sustainability education. International Journal of Science Education. ISSN 0950-0693. p. 1–20. doi: 10.1080/09500693.2025.2499215. Full text in Research Archive Show summary

  Sustainable development is promoted as an interdisciplinary topic in the Norwegian curriculum, reflecting similar priorities in global policy documents and educational frameworks. However, its implementation in schools partly relies on how teachers interpret the concept of sustainable development and what they consider students should learn through environmental and sustainability education. This study explores how science teachers perceive sustainable development in a school context and what they expect students’ learning outcomes to be. Ten Norwegian science teachers from lower secondary schools were interviewed individually, and the data were analysed using an inductive phenomenological approach. The results show that even though the ecological dimension of sustainable development is highly recognised by the science teachers, they perceive sustainable development first and foremost as the interconnectedness between its different dimensions. Regarding students’ learning outcomes, three themes were identified from the science teachers´ statements: knowledge, abilities, and mindset. These learning outcomes are discussed in comparison to sustainability competencies and connected to the environmental science competencies within the PISA 2025 framework, as well as the three visions of scientific literacy.

• Scheie, Eldri; Arntzen, Marthe & Haug, Berit S (2025). Teachers’ implementation of self-designed Interdisciplinary Curriculum Units in Education for Sustainable Development. Research in Science Education. ISSN 0157-244X. 55, p. 793–815. doi: 10.1007/s11165-025-10279-5. Full text in Research Archive Show summary

  Curricula worldwide aim to prepare students for the society they will engage with in the future. The climate crisis and the ecological challenges facing the global community necessitate addressing these issues within the school context. Given the interdisciplinary nature of these crises, topics are often complex and do not neatly align with specific subjects. Consequently, teachers and schools need to teach across subjects to address these complex sustainability challenges. This study contributes to the existing body of knowledge on teachers’ approaches to sustainability education, particularly when teaching across various subjects. We place special emphasis on curriculum units designed by teachers, aiming to understand how teachers combine subject-specific and interdisciplinary teaching and learning, and how their curriculum units encompass a holistic approach to sustainability issues, in light of the Anthropocene. We analysed 20 curriculum units designed and implemented by teachers from lower secondary schools in Norway, guided by environmental, social and economic dimensions of sustainability, in addition to a framework that facilitates pedagogical approaches to education for sustainable development. This framework highlights interdisciplinary and subject-specific aspects of teaching and learning complex sustainability issues, including time, space and emotional aspects. Findings suggest that the teachers designed and implemented interdisciplinary curriculum units integrating all three dimensions of sustainability. Several teachers reported that they facilitated for students’ emotional engagement with sustainability issues, however, affective aspects received least attention. A key implication from this study is that involving teacher-teams in curriculum design might enable them to implement interdisciplinary and holistic approaches to sustainable development, rather than adhering to pre-designed programs.

• Scheie, Eldri; Berglund, Teresa; Munkebye, Eli; Staberg, Ragnhild Lyngved & Gericke, Niklas (2022). Læreplananalyse av kritisk tenking og bærekraftig utvikling i norsk og svensk læreplan. Acta Didactica Norden (ADNO). 16(2). doi: 10.5617/adno.9095. Full text in Research Archive Show summary

  Kritisk tenking er beskrevet som en avgjørende kompetanse elever må tilegne seg for å kunne bidra til et bærekraftig samfunn. I denne studien undersøker vi derfor koblingen mellom kritisk tenking (KT) og bærekraftig utvikling (BU) i norsk og svensk læreplan. Bærekraftspørsmål er ofte komplekse og kan ses fra ulike perspektiv. I litteraturen anbefales ofte en fler- eller tverrfaglig undervisningstilnærming til bærekraftspørsmål. Når det gjelder KT hersker det uenighet om KT er en fagspesifikk eller generell kom-petanse, og om de kriteriene det vurderes etter kan variere fra fag til fag. Det er derfor et behov for forskning på tvers av fagdisiplinene for å finne ut av hva det innebærer å tenke kritisk i de ulike fagene i skolen og hvordan dette er koblet til undervisning for bærekraftig utvikling (UBU). I denne studien gjennomføres en dokumentanalyse, basert på et rammeverk for bærekraftkompetanser, av de generelle og fagspesifikke delene av læreplanene. Resultatene viser at både den norske og den svenske overordnede del og fagspesifikke deler av læreplanene kan vise til flere formuleringer knyttet til bærekraft-kompetansene og KT, men et fåtall av bærekraftkompetansene er koblet til kritisk tenking og direkte til BU som innholdselement. Det betyr at dersom læreren i norske og svenske skoler skal undervise helhetlig med en pluralistisk tilnærming til bærekraft-spørsmål, som legger til rette for kritisk tenking, må de gjøre disse koblingene selv.

• Scheie, Eldri; Haug, Berit S & Erduran, Sibel (2022). Critical thinking in the Norwegian science curriculum. Acta Didactica Norden (ADNO). 16(2). doi: 10.5617/adno.9060. Full text in Research Archive Show summary

  Kritisk tenking (KT) er beskrevet internasjonalt som en sentral kompetanse elever må tilegne seg og det er også inkludert i den norske læreplanen. Forskere fra ulike fagtradi­sjoner definerer KT noe ulikt, men de er enige om at KT involverer både kognitive ferdigheter og disposisjoner. I denne studien har vi undersøkt hvordan ulike aspekter ved KT kommer til uttrykk i overordnet del av læreplanen og i naturfagplanen i LK20. I tillegg til ferdigheter, disposisjoner og kunnskapsdimensjonen ved KT, inkluderte vi etiske, kulturelle og samfunnsmessige dimensjoner for å bygge et helhetlig syn på KT. Disse kategoriene ble brukt som retningslinjer når vi analyserte læreplanen. Fra våre resultater kan vi konkludere med at det er få referanser til KT i overordnet del og i læreplanen i naturfag. Formuleringer om KT i læreplantekstene er både vage og knappe, noe som er uheldig fordi vi vet at mange lærere mangler forståelse for hva KT faktisk innebærer, og de føler seg ofte uforberedte til å undervise i KT. For å støtte lærere foreslår vi at alle aspekter knyttet til KT bør utdypes og konkretiseres i læreplanen.

• Munkebye, Eli; Scheie, Eldri; Gabrielsen, Anja; Jordet, Arne N. Nikolaisen; Misund, Stig & Nergård, Tone [Show all 7 contributors for this article] (2020). Interdisciplinary primary school curriculum units for sustainable development. Environmental Education Research. ISSN 1350-4622. 26(6), p. 795–811. doi: 10.1080/13504622.2020.1750568. Full text in Research Archive Show summary

  Education for sustainable development (ESD) provides crucial opportunities for young people to be involved in complex sustainability issues. This study contributes to existing knowledge about primary school teachers’ approaches to ESD across a range of subjects. Norwegian schools can join the Sustainable Backpack programme (SBP), which supports teachers to develop projects that promote a holistic understanding of sustainable development across school subjects. The present study set out to examines teachers’ interdisciplinary approach to ESD and the SBP teachers’ perceptions of how their curriculum units promote environmental, social and economic dimensions of sustainable development. The study is a multi-case study, with curriculum units designed for students aged 10-13 years from 14 Norwegian schools. Content analysis suggest that the units used several subjects to ESD, but the teachers could have challenged the students’ reflection to a greater extent in terms of argumentation and critical thinking. The units succeeded to some extent in pursuing a holistic approach.

• Korsager, Majken & Scheie, Eldri (2019). Students and education for sustainable development – what matters? A case study on students’ sustainability consciousness derived from participating in an ESD project. Acta Didactica Norden (ADNO). 13(2), p. 1–26. doi: 10.5617/adno.6451. Full text in Research Archive
• Scheie, Eldri & Stromholt, Shelley (2019). “The Sustainable Backpack”: Exploring possibilities in education for sustainable development through a nationwide professional development program. Acta Didactica Norden (ADNO). 13(2). doi: 10.5617/adno.6473. Full text in Research Archive
• Wisløff, Helene; Uhlig, Silvio; Scheie, Eldri; Loader, Jared; Wilkins, Alistair Lawrence & Flåøyen, Arne (2008). Toxicity testing of saponin-containing Yucca schidigera Roetzl. juice in relation to hepato- and nephrotoxicity of Narthecium ossifragum (L.) Huds. Toxicon. ISSN 0041-0101. 51, p. 140–150. Full text in Research Archive
• Scheie, Eldri; Ryste, Eivind & Flåøyen, Arne (2003). Measurement of phylloerythrin (phytoporphyrin) in plasma or serum and skin from sheep photosensitised after ingestion of Narthecium ossifragum. New Zealand Veterinary Journal. ISSN 0048-0169. 51(3), p. 99–103. Full text in Research Archive
• Scheie, Eldri & Flåøyen, Arne (2003). Fluorescence spectra and measurement of phylloerythrin (phytoporphyrin) in plasma from clinically healthy sheep, goats, cattle and horses. New Zealand Veterinary Journal. ISSN 0048-0169. 51(4), p. 191–193. Full text in Research Archive
• Scheie, Eldri; Smith, B.L.; Cox, N. & Flåøyen, Arne (2003). Spectrofluorometric analysis of phylloerythrin (phytoporphyrin) in plasma and tissues from sheep suffering from facial eczema. New Zealand Veterinary Journal. ISSN 0048-0169. 51(3), p. 104–110. Full text in Research Archive
• Wisløff, Helene; Wilkins, Alistair Lawrence; Scheie, Eldri & Flåøyen, Arne (2002). Accumulation of sapogenin conjugates and histological changes in the liver and kidneys of lambs suffering from alveld; a hepatogenous photosensitization disorder of sheep grazing Narthecium ossifragum. Veterinary research communications. ISSN 0165-7380. 26(5), p. 381–396. Full text in Research Archive

View all works in NVA

• Scheie, Eldri; Munkebye, Eli; Gabrielsen, Anja & Halvorsen, Lene (2026). Bærekraft. Som en del av undervisningen. Universitetsforlaget. ISBN 9788215076942. 208 p. Full text in Research Archive Show summary

  Boken er knyttet til FNs bærekraftmål, med særlig vekt på mål 4 om god utdanning. Forfatterne fremhever utdanningens avgjørende rolle i samfunnsutviklingen og tar for seg viktige spørsmål rundt mål, innhold og metoder i skolens bærekraftundervisning. Stru

• Berglund, Teresa; Fredagsvik, Maren Skjelstad; Munkebye, Eli & Scheie, Eldri (2024). Kritisk tenkning og elevengasjement: En ressursbok om kritisk tenkning i undervisningen. Fagbokforlaget. ISBN 9788245049367. 94 p. Full text in Research Archive

View all works in NVA

• Scheie, Eldri & Munkebye, Eli (2026). Forord og introduksjon. In Scheie, Eldri & Munkebye, Eli (Ed.), Bærekraft. Som en del av undervisningen. Universitetsforlaget. ISSN 9788215076942. p. 11–15. doi: https:/www.universitetsforlaget.no/baerekraft-1. Full text in Research Archive Show summary

  Boken er knyttet til FNs bærekraftmål, med særlig vekt på mål 4 om god utdanning. Forfatterne fremhever utdanningens avgjørende rolle i samfunnsutviklingen og tar for seg viktige spørsmål rundt mål, innhold og metoder i skolens bærekraftundervisning. Stru

• Scheie, Eldri & Munkebye, Eli (2025). Elevers kritiske tenkning i møte med komplekse bærekraftsproblemer. Full text in Research Archive
• Scheie, Eldri & Munkebye, Eli (2025). Which key competences in sustainability do students utilize when addressing a sustainability issue? doi: https:/eera-ecer.de/conferences/ecer-2025-belgrade. Full text in Research Archive
• Staberg, Ragnhild Lyngved; Scheie, Eldri; Munkebye, Eli; Berglund, Teresa; Fredagsvik, Maren Skjelstad & Gericke, Niklas Markus (2025). Teaching critical thinking in sustainability education for new times - challenges and opportunities. Full text in Research Archive
• Gericke, Niklas Markus; Berglund, Teresa; Daus, Stephan; Fredagsvik, Maren Skjelstad; Lie, Tove Grete & Lykknes, Annette [Show all 10 contributors for this article] (2025). Kritisk tenkning i grunnskolen: Hva er kritisk tenkning? In Lykknes, Annette; Gericke, Niklas Markus & Staberg, Ragnhild Lyngved (Ed.), Kritisk tenkning i grunnskolen. Fagbokforlaget. ISSN 9788245049732. p. 21–38. doi: https:/fagbokforlaget.no/produkt/9788245049732-kritisk-tenkning-i-grunnskolen. Full text in Research Archive
• Lykknes, Annette; Staberg, Ragnhild Lyngved; Scheie, Eldri; Munkebye, Eli; Fredagsvik, Maren Skjelstad & Berglund, Teresa (2025). Boklansering for Kritisk tenkning i grunnskolen. Full text in Research Archive
• Arntzen, Marthe & Scheie, Eldri (2025). Elevers kritiske tenkning i møte med komplekse bærekraftsproblem. Full text in Research Archive
• Arntzen, Marthe; Scheie, Eldri & Haug, Berit S (2025). Recognizing and Addressing Challenges in Implementing Environmental and Sustainability Education in Lower Secondary Schools. Full text in Research Archive
• Arntzen, Marthe; Scheie, Eldri & Haug, Berit S (2025). Science Teachers' Self-Perceived Barriers to Implementing Environmental and Sustainability Education in Lower Secondary Schools. Full text in Research Archive
• Scheie, Eldri; Munkebye, Eli & Strøm, Julie Glørstad (2024). Hvilke bærekraftkompetnser anvender elever i arbeid med et bærekraftproblem. Full text in Research Archive
• Torstein, Helleve & Scheie, Eldri (2024). – Det du seier, er feil. Det eg seier, er rett. [Internet]. https://www.naturfagsenteret.no/nyhet/vis.html?tid=2390902. Full text in Research Archive
• Torstein, Helleve & Scheie, Eldri (2024). Mange skuleborn likar ikkje å møta andre sine meiningar. [Internet]. https://www.titan.uio.no/utdanning/2024/mange-skuleborn-lika. Full text in Research Archive
• Arntzen, Marthe & Scheie, Eldri (2024). Tverrfaglig bærekraftundervisning fra naturfaglæreres perspektiv: Samarbeid og implementering. Full text in Research Archive
• Arntzen, Marthe; Scheie, Eldri & Haug, Berit (2024). Norske naturfaglæreres beskrivelse av bærekraftundervisning. Full text in Research Archive
• Bjermeland, Monica; Kvamme, Ole Andreas; Korum, Solveig & Scheie, Eldri (2024). Universitetsplassen podkast: Slik blir skolen naturklok med kunst og kultur. [Internet]. https://www.uio.no/om/aktuelt/universitetsplassen/nyheter/20. Full text in Research Archive
• Helleve, Torstein & Scheie, Eldri (2024). – Det du seier, er feil. Det eg seier, er rett Elevar på mellomtrinnet likar ikkje å møta andre meiningar enn sine eigne. [Journal]. https://forskning.no/. Full text in Research Archive
• Hov, Asbjørn Magnar; Scheie, Eldri & Staberg, Ragnhild Lyngved (2024). Naturfagpodden (i regi av Naturfagsenteret), episode 21: Et dypdykk i kritisk tenkning (42:37). [Internet]. https://podcasters.spotify.com/pod/show/naturfagsenteret-ui. Full text in Research Archive
• Hov, Asbjørn Magnar; Scheie, Eldri & Staberg, Ragnhild Lyngved (2024). Naturfagpodden (i regi av Naturfagsenteret): Bonusepisode 3: Forskningsnytt fra Hell-konferansen. Bærekraft og CriThiSE-prosjektet. [Internet]. https://podcasters.spotify.com/pod/show/naturfagsenteret-ui. Full text in Research Archive
• Scheie, Eldri; Braaten, Silje; Knutsen, Andreas & Grønhaug, Monica (2024). Utdanning for bærekraftig utvikling: Langsiktig planlegging ved Ballstad skole. Full text in Research Archive
• Scheie, Eldri (2024). Bærekraft og kritisk tenkning i naturfagene (og på tvers av fag). Full text in Research Archive
• Arntzen, Marthe; Scheie, Eldri & Haug, Berit S (2024). Unveiling Science Teachers’ Conception of Sustainable Development - Its Implications for Sustainability Education. Full text in Research Archive
• Bjermeland, Monica; Kvamme, Ole Andreas; Korum, Solveig & Scheie, Eldri (2024). Vi redder ikke kloden med faglig kompetanse alene. Også følelsesmessig intelligens må læres – Kunst hjelper oss til å se mekanismene som gjør oss mennesker avhengige av hverandre og naturen. [Internet]. https://www.forskning.no. Full text in Research Archive
• Mejlbo, Kaja & Scheie, Eldri (2024). Elever liker ikke å møte andre meninger enn sine egne. [Internet]. https://www.utdanningsnytt.no/. Full text in Research Archive
• Munkebye, Eli & Scheie, Eldri (2023). Are Primary School Students Open-minded Enough to Enter a Pluralistic Approach in Sustainability Education? Full text in Research Archive
• Teresa, Berglund; Staberg, Ragnhild Lyngved; Fredagsvik, Maren Skjelstad; Scheie, Eldri; Munkebye, Eli & Gericke, Niklas (2023). Primary school teachers’ views and teaching of critical thinking​ - Implications for sustainability education. Full text in Research Archive
• Scheie, Eldri (2023). Samtale og meningsbrytning. Demokratiske samtaler. Full text in Research Archive
• Munkebye, Eli & Scheie, Eldri (2023). Tilrettelegge for samtale og meningsbrytning. Grunnregler for samtale. In Scheie, Eldri (Eds.), Bærekraftundervisning. Universitetet i Oslo. p. 68–78. Full text in Research Archive Show summary

  https://www.naturfagsenteret.no/c1405589/binfil/download2.php?tid=2370686

• Scheie, Eldri & niklas, gericke (2023). Intervensjonen i Critical Thinking in sustainability Education (CriThiSE) med resultater. Full text in Research Archive
• Staberg, Ragnhild Lyngved; Scheie, Eldri & Gericke, Niklas Markus (2023). How do the CriThiSE PD-model support teachers in implementing critical thinking in sustainability education at upper primary school? Full text in Research Archive Show summary

  This study is conducted within the project CriThiSE (Critical Thinking in Sustainability Education), which is a large-scale three year longitudinal initiative that aims at scaling-up the implementation of Critical Thinking (CT) in the context of sustainability education in primary school. In cooperation with teachers, we develop their CT instructions and investigate if and how these instructions are enacted in their classrooms, and further investigate the influence on students' development as critical thinkers. In this paper we focus on the structural and context dependent aspects of the professional development project based on the experiences of using a specifically developed professional-development model (PD-model) in the five different intervention schools. By using a mixed method approach including interviews and questionnaires with the teachers from the ongoing project we discuss their experiences of the PD-model and its implementation at the different local schools. Most of the teachers perceived that they got a new and developed understanding of how to teach critical thinking in the context of sustainability education. However, we also discuss the experienced obstacles relating to structural issues such as school leadership and the working organization.

• Staberg, Ragnhild Lyngved; Munkebye, Eli & Scheie, Eldri (2023). Critical thinking in science education. Full text in Research Archive Show summary

  This study is a literature review of peer-reviewed empirical studies from 1994 to 2022 regarding critical thinking (CT) in sciences education. The purpose of the review is to showcase and establish knowledge about empirical research on CT in primary- and lower secondary school science education, and contribute with an overview of approaches for researchers, teacher educators, and teachers on how science education develop students’ CT competences. A total of 20 studies met the inclusion criteria and were included in the review. Based on a thematic analysis of the studies, including coding and categorization strategies, 11 main approaches were identified, in which inquiry-based, argumentation-based and problem-based were the most prominent. The approaches involved skills and dispositions that promote students’ CT competences, e.g., asking questions, make and test hypothesis, analyze, explain, reflect, interpret, evaluate, draw conclusions. Authenticity and interdisciplinary learning, dialog, debate, and argumentation were promoted in ten studies. Group work and group discussions were also highlighted. When examining students’ learning, the following skills were the most commonly improved: analyze, interpret, explain, evaluate, draw conclusions. Few dispositions were mentioned and improved. A cautious conclusion of this study may be to suggest expanding Abrami and colleagues' recommendations of strategies promoting CT to include an exploratory approach, which emphasizes authenticity, dialogue and mentoring as highlighted by Abrami and colleagues.

• Munkebye, Eli & Scheie, Eldri (2022). Manglende åpenhet, et hinder for pluralistisk bærekraftundervisning? Full text in Research Archive
• Munkebye, Eli & Scheie, Eldri (2022). Tilrettelegge for samtale og meningsbryting. I Tverrfaglige tema. Naturfag. ISSN 1504-4564. Full text in Research Archive
• Staberg, Ragnhild Lyngved; Munkebye, Eli; Fredagsvik, Maren Skjelstad; Berglund, Teresa; Scheie, Eldri & Daus, Stephan [Show all 7 contributors for this article] (2022). Læreres oppfatning av kritisk tenkning. Full text in Research Archive
• Scheie, Eldri & Daus, Stephan (2022). Hvordan lære om bærekraft? Kritisk tenkning og bærekraft i skolen. Full text in Research Archive
• Munkebye, Eli & Scheie, Eldri (2022). Elevenes åpenhet – en forutsetning for pluralistisk bærekraftundervisning. Full text in Research Archive
• Staberg, Ragnhild Lyngved; Lønnum, Marthe; Fredagsvik, Maren Skjelstad; Berglund, Teresa; Munkebye, Eli & Scheie, Eldri [Show all 11 contributors for this article] (2022). Biology and science teachers view on critical thinking in sustainability education – The need for a multidisciplinary approach for action competence. Full text in Research Archive Show summary

  Symposium, Paper session 6c: The call for action in environmental and sustainability education.

• Staberg, Ragnhild Lyngved; Lykknes, Annette; Berglund, Teresa; Munkebye, Eli; Scheie, Eldri & Fredagsvik, Maren Skjelstad [Show all 11 contributors for this article] (2022). Biology and science teachers view on critical thinking in sustainability education – The need for a multidisciplinary approach for action competence. Full text in Research Archive
• Scheie, Eldri & Haug, Berit (2021). Analyse av kritisk tenkning i læreplan i naturfag. Full text in Research Archive
• Scheie, Eldri & Stromholt, Shelley (2019). Interdiciplinarity in Education for Sustainable Development. Full text in Research Archive
• Scheie, Eldri (2018). Fremtiden er i klasserommet ditt! Kritisk tenkning i arbeid med bærekraftig utvikling. Naturfag. ISSN 1504-4564. p. 103–107. Full text in Research Archive
• Scheie, Eldri & Korsager, Majken (2017). Innføring i bærekraftig utvikling gjennom felles lesing og samtaler. Naturfag. ISSN 1504-4564. p. 54–57. Full text in Research Archive
• Scheie, Eldri & Korsager, Majken (2017). KEY FACTORS IN EDUCATION FOR SUSTAINABLE DEVELOPMENT. Full text in Research Archive
• Scheie, Eldri & Munkebye, Eli (2017). Education for Sustainable Development in primary schools - in a Norwegian perspective. Full text in Research Archive
• Scheie, Eldri & Korsager, Majken (2016). Ta kontroll over tverrfaglig undervisning og samarbeid. Naturfag. ISSN 1504-4564. p. 22–28. Full text in Research Archive
• Scheie, Eldri (2016). Tid - en barriere for klimakommunikasjon? Naturfag. ISSN 1504-4564. p. 80–83. Full text in Research Archive
• Korsager, Majken & Scheie, Eldri (2015). Key Factors for Education for Sustainable Development – case studies from two secondary schools in Norway. Full text in Research Archive
• Korsager, Majken & Scheie, Eldri (2015). Key Factors for Education for Sustainable Development – case studies from two secondary schools in Norway. Full text in Research Archive
• Scheie, Eldri & Korsager, Majken (2015). The Sustainable backpack - implementation of Education for Sustainable Development in Norwegian schools. Full text in Research Archive
• Scheie, Eldri & Korsager, Majken (2014). Samarbeid med eksterne aktører i undervisning for bærekraftig utvikling. Naturfag. ISSN 1504-4564. p. 58–61. Full text in Research Archive
• Scheie, Eldri & Korsager, Majken (2014). Utdanning og undervisning for bærekraftig utvikling. Naturfag. ISSN 1504-4564. p. 18–21. Full text in Research Archive
• Korsager, Majken & Scheie, Eldri (2014). Nøkkelfaktorer for utdanning for bærekraftig utvikling – et eksempel fra en norsk ungdomsskole. Naturfag. ISSN 1504-4564. p. 26–31. Full text in Research Archive
• Scheie, Eldri & Korsager, Majken (2014). Tverrfaglig undervisning for bærekraftig utvikling. Naturfag. ISSN 1504-4564. p. 44–47. Full text in Research Archive
• Scheie, Eldri & Korsager, Majken (2014). Den naturlige skolesekken - implementering av utdanning for bærekraftig utvikling i norske skoler. Naturfag. ISSN 1504-4564. p. 22–25. Full text in Research Archive
• Halvorsen, Lene; Scheie, Eldri & Munkebye, Eli (2014). Fra søppeldynge til læringsarena – Lusetjern skole ser muligheter i nærmiljøet. Naturfag. ISSN 1504-4564. p. 100–103. Full text in Research Archive
• Scheie, Eldri & Korsager, Majken (2013). Utdanning for bærekraftig utvikling og muligheter i Den naturlige skolesekken. Full text in Research Archive
• Wisløff, Helene; Scheie, Eldri; Hove, Knut; Loader, Jared; Wilkins, A.L. & Flåøyen, Arne (2002). Toksisitetstesting av saponiner fra Yucca schidigera - relatert til alveld og forgiftning med rome (Narthecium ossifragum). Full text in Research Archive
• Scheie, Eldri (2023). Bærekraftundervisning. Universitetet i Oslo. Full text in Research Archive Show summary

  https://www.naturfagsenteret.no/c1405589/binfil/download2.php?tid=2370686

• Scheie, Eldri & Korsager, Majken (2017). Nordisk arbeidsmodell for Undervisning for Bærekraftig utvikling. Norwegian Centre for Science Education. Full text in Research Archive

View all works in NVA