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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?
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.
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Staberg, Ragnhild Lyngved; Munkebye, Eli & Scheie, Eldri
(2023).
Critical thinking in science education.
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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.
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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.
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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.
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Munkebye, Eli & Scheie, Eldri
(2022).
Tilrettelegge for samtale og meningsbryting. I Tverrfaglige tema.
Naturfag.
ISSN 1504-4564.
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Munkebye, Eli & Scheie, Eldri
(2022).
Manglende åpenhet, et hinder for pluralistisk bærekraftundervisning?
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Scheie, Eldri & Daus, Stephan
(2022).
Hvordan lære om bærekraft? Kritisk tenkning og bærekraft i skolen.
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Munkebye, Eli & Scheie, Eldri
(2022).
Elevenes åpenhet – en forutsetning for pluralistisk bærekraftundervisning.
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Scheie, Eldri & Haug, Berit
(2021).
Analyse av kritisk tenkning i læreplan i naturfag.
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Scheie, Eldri & Stromholt, Shelley
(2019).
Interdiciplinarity in Education for Sustainable Development.
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Scheie, Eldri
(2018).
Fremtiden er i klasserommet ditt! Kritisk tenkning i arbeid med bærekraftig utvikling.
Naturfag.
ISSN 1504-4564.
p. 103–107.
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Scheie, Eldri & Korsager, Majken
(2017).
Innføring i bærekraftig utvikling gjennom felles lesing og samtaler.
Naturfag.
ISSN 1504-4564.
p. 54–57.
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Scheie, Eldri & Korsager, Majken
(2017).
KEY FACTORS IN EDUCATION FOR SUSTAINABLE DEVELOPMENT.
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Scheie, Eldri & Munkebye, Eli
(2017).
Education for Sustainable Development in primary schools - in a Norwegian perspective.
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Scheie, Eldri
(2016).
Tid - en barriere for klimakommunikasjon?
Naturfag.
ISSN 1504-4564.
p. 80–83.
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Scheie, Eldri & Korsager, Majken
(2016).
Ta kontroll over tverrfaglig undervisning og samarbeid.
Naturfag.
ISSN 1504-4564.
p. 22–28.
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Scheie, Eldri & Korsager, Majken
(2015).
The Sustainable backpack - implementation of Education for Sustainable Development in Norwegian schools.
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Korsager, Majken & Scheie, Eldri
(2015).
Key Factors for Education for Sustainable Development – case studies from two secondary schools in Norway.
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Korsager, Majken & Scheie, Eldri
(2015).
Key Factors for Education for Sustainable Development – case studies from two secondary schools in Norway.
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Scheie, Eldri & Korsager, Majken
(2014).
Samarbeid med eksterne aktører i undervisning for bærekraftig utvikling.
Naturfag.
ISSN 1504-4564.
p. 58–61.
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Scheie, Eldri & Korsager, Majken
(2014).
Tverrfaglig undervisning for bærekraftig utvikling.
Naturfag.
ISSN 1504-4564.
p. 44–47.
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Scheie, Eldri & Korsager, Majken
(2014).
Den naturlige skolesekken - implementering av utdanning for bærekraftig utvikling i norske skoler.
Naturfag.
ISSN 1504-4564.
p. 22–25.
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Korsager, Majken & Scheie, Eldri
(2014).
Nøkkelfaktorer for utdanning for bærekraftig utvikling – et eksempel fra en norsk ungdomsskole.
Naturfag.
ISSN 1504-4564.
p. 26–31.
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Scheie, Eldri & Korsager, Majken
(2014).
Utdanning og undervisning for bærekraftig utvikling.
Naturfag.
ISSN 1504-4564.
p. 18–21.
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Halvorsen, Lene; Scheie, Eldri & Munkebye, Eli
(2014).
Fra søppeldynge til læringsarena – Lusetjern skole ser muligheter i nærmiljøet.
Naturfag.
ISSN 1504-4564.
p. 100–103.
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Scheie, Eldri & Korsager, Majken
(2013).
Utdanning for bærekraftig utvikling og muligheter i Den naturlige skolesekken.
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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).
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Scheie, Eldri & Korsager, Majken
(2017).
Nordisk arbeidsmodell for Undervisning for Bærekraftig utvikling.
Norwegian Centre for Science Education.