ReleKvant

• Frågåt, Thomas; Bøe, Maria Vetleseter & Angell, Carl (2022). Providing Professional Development for Physics Teachers through Participation in a Design-Based Research Project. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 18(1), s. 112–127. doi: 10.5617/nordina.8712. Fulltekst i vitenarkiv Vis sammendrag

  In this study, we examine professional development among twelve upper secondary physics teachers who participated in a design-based research (DBR) project. The teachers were involved in developing and testing learning materials in modern physics, and attended workshops and seminars with peers, disciplinary experts, and physics education researchers. Through a qualitative analysis of four focus group interviews, we found that the teachers had experienced professional development (PD) in content knowledge and pedagogical content knowledge (PCK), gained confidence, and discovered a need for more PD regarding assessment of qualitative competence. The teachers talked about content knowledge as the most important knowledge and skills to be a good physics teacher, but also valued knowledge about student thinking and misconceptions. Content knowledge was mentioned as a prerequisite for PCK. Our results show how involving physics teachers in a DBR-project stimulated professional development in several areas and uncovered needs for continuing PD.

• Frågåt, Thomas; Henriksen, Ellen Karoline & Tellefsen, Cathrine Wahlstrøm (2021). Pre-service science teachers’ and in-service physics teachers’ views on the knowledge and skills of a good teacher. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 17(3), s. 277–292. doi: 10.5617/NORDINA.7644. Fulltekst i vitenarkiv Vis sammendrag

  Science teacher knowledge and skills have been thoroughly discussed by researchers; however, less is known about how teachers themselves conceptualise their professional qualities. We asked first and final-year pre-service science teachers and in-service physics teachers to describe the knowledge and skills needed to be a good science/physics teacher. Data was collected through a one-item questionnaire, fol-lowed by interviews. Using thematic coding with inductively defined codes as well as codes derived from theoretical perspectives on teacher knowledge and skills (notably the Refined Consensus Model of PCK), we found that all respondent groups emphasised science content knowledge as important. In-service teachers also often described external factors such as working conditions. First-year pre-service teachers put more emphasis on pedagogical skills and personality traits, whereas final-year pre-service teachers expressed a more integrated view of science teacher knowledge and skills. Further, we discuss the need for teacher education to focus on integrating science content knowledge and pedagogical knowledge through articulating aspects of PCK, and on giving pre- and in-service teachers arenas for professional development and for research-based discussions of teaching and learning.

• Bøe, Maria Vetleseter & Viefers, Susanne Friederike (2021). Secondary and University Students’ Descriptions of Quantum Uncertainty and the Wave Nature of Quantum Particles. Science & Education. ISSN 0926-7220. doi: 10.1007/s11191-021-00297-w. Fulltekst i vitenarkiv Vis sammendrag

  Abstract Teaching and learning of quantum physics at secondary level is an active field of research. One important challenge is finding ways to promote understanding of quantum concepts without the mathematical formalism that is embedded in quantum mechanics but unavailable on the secondary level. We investigated Norwegian secondary students’ ( N  = 291) descriptions of the wave nature of quantum particles and the uncertainty principle, as expressed during work with learning resources using a sociocultural approach emphasizing history, philosophy, and nature of science aspects. Responses from university students ( N  = 40) given after a formalism-based course in quantum physics were included for comparison. Themes were identified using thematic analysis and analyzed from the perspective of pedagogical link-making, seeing different themes as representing different levels of explanations of the concepts (phenomenological, qualitative, mathematical). The most dominant theme in descriptions of particle wave nature was that particles exhibit wave behavior in experiments, while referring to the mathematical description of particles by wave functions was a less prominent theme, even among university students. Two uncertainty principle themes were found: uncertainty as inability to measure pairs of variables precisely, and uncertainty as innate blurriness in nature. Largely missing from descriptions of both concepts were meaningful links between different levels of explanations. Based on the results, we discuss ways forward for teaching particle wave nature and uncertainty in secondary education.

• Kersting, Magdalena (2021). Using the language of gravity to teach about space, time, and matter in general relativity. I Kersting, Magdalena & Blair, David (Red.), Teaching Einsteinian Physics in Schools: An Essential Guide for Teachers in Training and Practice. Routledge. ISSN 9781760877712. doi: 10.4324/9781003161721-17. Fulltekst i vitenarkiv Vis sammendrag

  The familiar phenomenon of gravity offers different instructional entryways to Einsteinian concepts of space, time, and matter. This chapter explores the links between space, time, and matter in general relativity. It is intended for readers who look for instructional models and lesson plans to teach concepts of general relativity at the upper secondary school level, and also, for those who wish to learn more about the pedagogical perspective of talking physics. The chapter presents an opportunity to re-examine the ways gravity is taught in schools. It presents a pedagogical perspective that emphasizes the close link between language and physics. The chapter describes three instructional models that allow addressing the Einsteinian concepts of space and time through gravity. It presents two lesson plans that use the language of gravity and the instructional models to introduce secondary school students to space, time, and matter in general relativity.

• Henriksen, Ellen Karoline (2021). Designing learning resources and investigating student motivation and learning in general relativity and quantum physics in Norway. I Kersting, Magdalena & Blair, David (Red.), Teaching Einsteinian Physics in Schools: An Essential Guide for Teachers in Training and Practice. Routledge. ISSN 9781760877712. Fulltekst i vitenarkiv Vis sammendrag

  WHAT? This chapter provides an overview of ReleQuant, a physics education project in Norway that has developed digital, research-based learning resources in general relativity and quantum physics for upper secondary physics students. FOR WHOM? This chapter is intended for readers who are interested in the development of digital learning resources and curriculum development in Einsteinian physics, and also, for those who wish to learn more about secondary school students’ learning processes and motivation in general relativity and quantum physics.

• Kersting, Magdalena; Schrocker, Gretchen & Papantoniou, Sandra (2021). ‘I loved exploring a new dimension of reality’ – a case study of middle-school girls encountering Einsteinian physics in the classroom. International Journal of Science Education. ISSN 0950-0693. doi: 10.1080/09500693.2021.1950943. Fulltekst i vitenarkiv Vis sammendrag

  ‘I loved exploring a new dimension of reality’ – a case study of middle-school girls encountering Einsteinian physics in the classroom

• Kersting, Magdalena; Toellner, Richard; Blair, David & Burman, Ron (2020). Gravity and warped time – clarifying conceptual confusions in general relativity. Physics Education. ISSN 0031-9120. 55:55 015023, s. 1–13. doi: 10.1088/1361-6552/ab56d7. Fulltekst i vitenarkiv
• Steier, Rolf; Kersting, Magdalena & Silseth, Kenneth (2019). Imagining with improvised representations in CSCL environments. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. 14(1), s. 109–136. doi: 10.1007/s11412-019-09295-1. Fulltekst i vitenarkiv Vis sammendrag

  This study contributes to our understanding of meaning making in CSCL environments by examining a specific aspect of collaborative problem solving in which students improvise, introduce, and make meaning with representations in disciplinary domains. These situations include the embodied and imaginative processes of discovering new representational possibilities and artifact meanings. Much of the research on student-generated representations examines situations in which students are asked by a teacher or researcher explicitly to produce representations. However, we need more knowledge about how students within CSCL settings introduce representations from outside of the designed environment or intended task in order to solve a problem. To unpack the processes of collaborative improvisation and meaning making, we take a sociocultural stance towards imagining. This stance involves considering the socially and materially situated ways that participants express new possibilities and alternative situations that extend beyond the present reality. Focusing on a specific task based on maps as disciplinary representations, we analyze video data of upper secondary physics students working in small groups in a co-located CSCL environment. To characterize shifts across boundaries of several modalities including the verbal and gestural, digital and physical, and 2-dimensional and 3-dimensional, we identify emergent representations as imaginative productions. The findings extend current research on collaborative meaning making by bringing attention to the processes through which improvised representations emerge.. This knowledge is key to facilitating the discovery of representational possibilities in CSCL environments.

• Kersting, Magdalena (2019). Navigating four dimensions – upper secondary students' understanding of movement in spacetime. Journal of Physics: Conference Series (JPCS). ISSN 1742-6588. 1287(1). doi: 10.1088/1742-6596/1287/1/012007. Fulltekst i vitenarkiv Vis sammendrag

  In contrast to classical physics, general relativity (GR) interprets gravity as geometry. Objects follow geodesic curves in four-dimensional spacetime and curvature creates the illusion of a gravitational force. Despite the scientific relevance of this theory, educational research in the domain of GR is scarce. This study contributes to a growing body of knowledge concerning secondary students' understanding of GR. Based on a thematic analysis of audio records of student discussions of 97 Norwegian physics students (18-19 years), we present results on students' understanding of geodesic movement in spacetime. Our findings can give guidance to improve learning and instruction of a key concept of GR at the upper secondary school level.

• Steier, Rolf & Kersting, Magdalena (2019). Metaimagining and embodied conceptions of spacetime. Cognition and Instruction. ISSN 0737-0008. 37(2), s. 145–168. doi: 10.1080/07370008.2019.1580711. Fulltekst i vitenarkiv Vis sammendrag

  Though we live in a 4-dimensional universe, our minds and bodies are not particularly good at perceiving and depicting 4 dimensions. This study contributes to our understanding of collaboration with abstract concepts by examining particular activities where bodily and experiential understandings may conflict with the conceptual domain. Specifically, upper secondary physics classrooms studying Einstein’s general theory of relativity are taken as a setting to identify the representational practices and conceptual challenges that arise when learners attempt to make meaning with, and express conflicting notions of, space and time. To unpack these challenges, we draw on the concept of imagination and on theoretical perspectives that treat imagining as a social activity. We also present the concept of metaimagining to characterize layered processes in which learners attend to and manage shifts between their own imaginative activities. This concept is illustrated through a detailed analysis of an extended conversation between 2 upper secondary physics students working with general relativity and spacetime. The students perform a diverse set of imaginative activities that are strongly tied to communicative, cognitive, and bodily action. We also show how the unique domain of general relativity presents particular challenges to student meaning making of abstract concepts which in turn prompt metaimagining. Based on our analysis, we offer recommendations to improve instructional practices in general relativity and argue for the consideration of imagining as a transdisciplinary competency in math and science education.

• Huseby, Anders & Bungum, Berit (2019). Observation in quantum physics: challenges for upper secondary physics students in discussing electrons as waves. Physics Education. ISSN 0031-9120. 54(6). doi: 10.1088/1361-6552/ab3694. Fulltekst i vitenarkiv Vis sammendrag

  Quantum physics is challenging for young students, but also a source of fascination. Observation is a key concept in order to understand how principles and experimental results in quantum physics differ from what we are used to in classical physics and everyday experiences. In this study we investigate how pre-university physics students understand the concept of observation in the case of the famous double-slit experiment with electrons and interpretations of its results. We found that a conception of observation as looking, meaning a passive registration, is prevalent among students. This causes serious problems in understanding quantum physics and leads to very unproductive speculations that links to mysticism. Some students considered observation as measurement involving some sort of apparatus, but very few expressed the key idea of measurement as interaction. We discuss how a more explicit discussion of what observation means in quantum physics can benefit students' understanding of principles in quantum physics and their philosophical consequences.

• Kersting, Magdalena (2019). Free fall in curved spacetime—how to visualise gravity in general relativity. Physics Education. ISSN 0031-9120. 54(3), s. 1–9. doi: 10.1088/1361-6552/ab08f5. Fulltekst i vitenarkiv Vis sammendrag

  The first direct observation of gravitational waves in 2015 has led to an increased public interest in topics of general relativity (GR) and astronomy. Physics teachers and educators respond to this interest by introducing modern ideas of gravity and spacetime to high school students. Doing so, they face the challenge of finding suitable models that visualise gravity as the geometry of curved spacetime. Most models of GR, such as the popular rubber sheet model, only address spatial curvature. Yet, according to Albert Einstein, gravitational phenomena stem from deformations both in space and time. This paper presents a new model that builds on a relativistic generalisation of Newton's first law. We use Einstein's free fall thought experiment and a classical height-time diagram to explain how warped time gives rise to gravity. Our warped-time model acts as a convenient supplement to the rubber sheet model. To support teachers in integrating the model into their classroom practice, we have implemented the model as an interactive simulation that is freely accessible. The model is the result of a three-year period of developing and trialling digital learning resources in Norwegian high schools. Based on these trials, we suggest specific instructional strategies on how to use the warped-time model successfully in science classrooms.

• Bøe, Maria Vetleseter; Henriksen, Ellen Karoline & Angell, Carl (2018). Actual versus implied physics students: How students from traditional physics classrooms related to an innovative approach to quantum physics. Science Education. ISSN 0036-8326. 102(4), s. 649–667. doi: 10.1002/sce.21339. Fulltekst i vitenarkiv Vis sammendrag

  Calls for renewal of physics education include more varied learning activities and increased focus on qualitative understanding and history and philosophy of science (HPS) aspects. We have studied an innovative approach implementing such features in quantum physics in traditional upper secondary physics classrooms in Norway. Data consists of 11 focus groups with 58 participants from 11 physics classes, collected in 2013–2016 and analyzed thematically. Using the the implied student (Ulriksen, 2009) as an analytical lens, we study the experiences of actual physics students against the student “implied” by the innovative approach. The findings suggest that students struggled where the new approach holds implicit expectations that differ greatly from how students are expected to “do physics” in traditional classrooms. For example, students found it difficult to monitor their performance in the absence of calculations and factual answers. However, students easily adopted visualizations as a new tool for reaching the familiar goal of content knowledge. HPS aspects motivated students, but were not necessarily seen as learning goals in their own right. There is a need for better alignment between learning activities, learning goals and assessment in innovations, and for making implicit expectations explicit so that students know what “doing physics” successfully entails.

• Bungum, Berit; Bøe, Maria Vetleseter & Henriksen, Ellen Karoline (2018). Quantum Talk: How small-group discussions may enhance students’ understanding in quantum physics. Science Education. ISSN 0036-8326. 102(4), s. 856–877. doi: 10.1002/sce.21447. Fulltekst i vitenarkiv Vis sammendrag

  Quantum physics challenges our views of the physical world anddescribes phenomena that cannot be directly observed. The useof language is hence essential in the teaching of quantum physics.With a sociocultural view of learning, we investigate characteristicsof preuniversity students’ small-group discussions and their poten-tial for enhancing understanding of quantum physics. The empiricaldata are 96 small-group discussions about two fundamental dilem-mas: whether light can be both waves and particles, and whetherthe cat in Schrödinger's thought experiment can be considered tobe both dead and alive. The discussions were analyzed by means ofa framework of four categories, grouped as productive and nonpro-ductive for learning, where “productive” means that students buildconstructively on each other's utterances and take the peers’ ideasinto account. Results show that a total of 70% of the discussions wereproductive, indicating that small-group discussions have a potentialfor enhancing understanding in quantum physics. This potential isconstituted by leading students to (i) articulate conceptual difficul-ties, (ii) deepen their understanding through exchange of views, and(iii) formulate new questions. The paper concludes with a discussionon how the learning potential of small-group discussions may be real-ized by combining dialogic and authoritative approaches.

• Kersting, Magdalena; Henriksen, Ellen Karoline; Bøe, Maria Vetleseter & Angell, Carl (2018). General relativity in upper secondary school: Design and evaluation of an online learning environment using the model of educational reconstruction. Physical Review Physics Education Research. 14(1). doi: 10.1103/PhysRevPhysEducRes.14.010130. Fulltekst i vitenarkiv Vis sammendrag

  Because of its abstract nature, Albert Einstein’s theory of general relativity is rarely present in school physics curricula. Although the educational community has started to investigate ways of bringing general relativity to classrooms, field-tested educational material is rare. Employing the model of educational reconstruction, we present a collaborative online learning environment that was introduced to final year students (18–19 years old) in six Norwegian upper secondary physics classrooms. Design-based research methods guided the development of the learning resources, which were based on a sociocultural view of learning and a historical-philosophical approach to teaching general relativity. To characterize students’ learning from and interaction with the learning environment we analyzed focus group interviews and students’ oral and written responses to assigned problems and discussion tasks. Our findings show how design choices on different levels can support or hinder understanding of general relativity, leading to the formulation of design principles that help to foster qualitative understanding and encourage collaborative learning. The results indicate that upper secondary students can obtain a qualitative understanding of general relativity when provided with appropriately designed learning resources and sufficient scaffolding of learning through interaction with teacher and peers.

• Henriksen, Ellen Karoline; Angell, Carl; Vistnes, Arnt Inge & Bungum, Berit (2018). What Is Light? Students’ Reflections on the Wave-Particle Duality of Light and the Nature of Physics. Science & Education. ISSN 0926-7220. 27(1-2), s. 81–111. doi: 10.1007/s11191-018-9963-1. Fulltekst i vitenarkiv Vis sammendrag

  Quantum physics describes light as having both particle and wave properties; however, there is no consensus about how to interpret this duality on an ontological level. This article explores how pre-university physics students, while working with learning material focusing on historical-philosophical aspects of quantum physics, interpreted the wave-particle duality of light and which views they expressed on the nature of physics. A thematic analysis was performed on 133 written responses about the nature of light, given in the beginning of the teaching sequence, and 55 audio-recorded small-group discussions addressing the wave-particle duality, given later in the sequence. Most students initially expressed a wave and particle view of light, but some of these gave an “uncritical duality description”, accepting without question the two ontologically different descriptions of light. In the small-group discussions, students expressed more nuanced views. Many tried to reconcile the two descriptions using semi-classical reasoning; others entered into philosophical discussions about the status of the current scientific description of light and expected science to come up with a better model. Some found the wave description of light particularly challenging and lacked a conception of “what is waving”. Many seemed to implicitly take a realist view on the description of physical phenomena, contrary with the Copenhagen interpretation which is prevalent in textbooks. Results are discussed in light of different interpretations of quantum physics, and we conclude by arguing for a historical-philosophical perspective as an entry point for upper secondary physics students to explore the development and interpretation of quantum physical concepts.

• Kersting, Magdalena & Steier, Rolf (2018). Understanding Curved Spacetime: The Role of the Rubber Sheet Analogy in Learning General Relativity. Science & Education. ISSN 0926-7220. 27(7-8), s. 593–623. doi: 10.1007/s11191-018-9997-4. Fulltekst i vitenarkiv Vis sammendrag

  According to general relativity (GR), we live in a four-dimensional curved universe. Since the human mind cannot visualize those four dimensions, a popular analogy compares the universe to a two-dimensional rubber sheet distorted by massive objects. This analogy is often used when teaching GR to upper secondary and undergraduate physics students. However, physicists and physics educators criticize the analogy for being inaccurate and for introducing conceptual conflicts. Addressing these criticisms, we analyze the rubber sheet analogy through systematic metaphor analysis of textbooks and research literature, and present an empirical analysis of upper secondary school students’ use and understanding of the analogy. Taking a theoretical perspective of embodied cognition allows us to account for the relationship between the experiential and sensory aspects of the metaphor in relation to the abstract nature of spacetime. We employ methods of metaphor and thematic analysis to study written accounts of small groups of 97 students (18–19 years old) who worked with a collaborative online learning environment as part of their regular physics lessons in five classes in Norway. Students generated conceptual metaphors found in the literature as well as novel ones that led to different conceptions of gravity than those held by experts in the field. Even though most students showed awareness of some limitations of the analogy, we observed a conflict between students’ embodied understanding of gravity and the abstract description of GR. This conflict might add to the common perception of GR being counterintuitive. In making explicit strengths and weaknesses of the rubber sheet analogy and learners’ conceptual difficulties, our results offer guidance for teaching GR. More generally, these findings contribute to the epistemological implications of employing specific scientific metaphors in classrooms.

• Bungum, Berit & Henriksen, Ellen Karoline (2018). Light talking: Students’ reflections on the wave-particle duality for light in small-group discussions. I Jobér, Anna; Andrée, Maria & Ideland, Malin (Red.), Future Educational Challenges from Science and Technology Perspectives. XVIII IOSTE Symposium Book of Proceeding. Malmö University. ISSN 9789171049711. s. 48–54. doi: 10.24834/978-91-7104-971-1. Fulltekst i vitenarkiv
• Bungum, Berit & Tellefsen, Cathrine Wahlstrøm (2016). Bruk av språk og diskusjoner for å fremme elevers forståelse i kvantefysikk gjennom digitale ressurser. Nordisk tidsskrift for pedagogikk og kritikk. 2(1), s. 2–16. doi: 10.17585/ntpk.v2.127. Fulltekst i vitenarkiv Vis sammendrag

  In the project ReleQuant, we develop digital teaching resources for modern physics in upper secondary schools, and investigate students’ learning processes by means of Educational Design Research. The resources are developed within a sociocultural view of learning, and emphasise students’ use of language. In this paper we investigate how students understand two key principles in quantum physics, quantization and the wave-particle duality, and how students’ use of qualitative written language and peer discussions contribute to deepening their understanding of these principles. Data material is gathered from seven physics classes at five different schools. The results expose a number of misconceptions among students, and show that the use of language is important in order to reveal these misconceptions. However, if the authoritative voice of the teacher is not represented, the value of the discussions in developing students’ conceptions may be limited. We show how this depends on the kind of questions posed to students, and identify critical points where teachers should intervene with students in order to support their learning.

• Bungum, Berit; Angell, Carl; Tellefsen, Cathrine Wahlstrøm & Henriksen, Ellen Karoline (2016). Physics students' understanding of fundamental principles in quantum physics. I Lavonen, Jari; Juuti, Kalle; Lampiselkä, Jarkko; Uitto, Anna & Kaisa, Hahl (Red.), Science Education Research: Engaging learners for a sustainable future.. ESERA. ISSN 9789515115416. s. 11–19. Fulltekst i vitenarkiv
• Myhrehagen, Henning Vinjusveen & Bungum, Berit (2016). ”From the cat’s point of view”: Upper secondary physics students’ reflections on Schrödinger’s thought experiment. Physics Education. ISSN 0031-9120. 51:055009(5). doi: 10.1088/0031-9120/51/5/055009. Fulltekst i vitenarkiv Vis sammendrag

  The thought experiment 'Schrödinger's cat' exposes fundamental dilemmas in how we interpret quantum physics, and has a potential for deepening students' understanding of this part of modern physics, including its philosophical consequences. In this paper we report results from the project ReleQuant on how Norwegian physics students in upper secondary schools interpret the thought experiment. The analysis resulted in nine categories, and we discuss how these relate to interpretations made by physicists, in particular the concept of superposition. Even if students' responses in many cases can be related to interpretations that make sense in physics, we conclude that lack of knowledge about the purpose and the historical context of the thought experiment limits students understanding of the physics content. Exploring the thought experiment from a historical perspective might deepen student understanding of key concepts in quantum physics as well as of how physics develops.

• Henriksen, Ellen Karoline; Angell, Carl & Tellefsen, Cathrine Wahlstrøm (2015). Prosjekt ReleKvant: Skreddersydde læringsressurser i fysikk, utviklet av forskere, lærere og lektorstudenter. I Rindal, Ulrikke Elisabeth; Lund, Andreas & Jakhelln, Rachel Elise (Red.), Veier til fremragende lærerutdanning. Universitetsforlaget. ISSN 9789788215028. s. 45–56. Fulltekst i vitenarkiv
• Bungum, Berit; Henriksen, Ellen Karoline; Angell, Carl; Tellefsen, Cathrine Wahlstrøm & Bøe, Maria Vetleseter (2015). ReleQuant - improving teaching and learning in quantum physics through educational design research. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 11(2), s. 153–168. doi: 10.5617/nordina.2043. Fulltekst i vitenarkiv Vis sammendrag

  Quantum physics and relativity are demanding for teachers and students, but have the potential for students to experience physics as fascinating and meaningful. Project ReleQuant engaged in educational design research to improve teaching and learning in these topics in Norwegian upper secondary schools. The paper focuses on the first cycle of development of a teaching module on quantum physics and how design principles were developed. We construct the design principles by reviewing relevant research literature and conducting three pilot studies. The process resulted in the following principles for designing the quantum physics teaching module: 1) clarify how quantum physics breaks with classical physics; 2) use simulations of phenomena that cannot be experienced directly; 3) provide students to use written and oral language; 4) address and discuss wave-particle duality and the uncertainty

Se alle arbeider i NVA

• Kersting, Magdalena & Blair, David (2021). Teaching Einsteinian Physics in Schools: An Essential Guide for Teachers in Training and Practice. Routledge. ISBN 9781760877712. 450 s. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Frågåt, Thomas; Bøe, Maria Vetleseter & Angell, Carl (2019). Enhancing Physics Teachers’ Professional Development Using a Design-Based Research Project. Fulltekst i vitenarkiv
• Kersting, Magdalena (2019). THE TRANSFORMATIONAL POWER OF EDUCATIONAL RESEARCH COLLABORATIONS. Fulltekst i vitenarkiv
• Kamphorst, Floor & Kersting, Magdalena (2019). DESIGN BASED RESEARCH AND THE MODEL OF EDUCATIONAL RECONSTRUCTION – A COMBINED APPROACH TO DESIGN SUCCESSFUL SCIENCE INSTRUCTION. Fulltekst i vitenarkiv
• Huseby, Anders & Bungum, Berit (2019). "But the electron is not alive?" - Students' challenges with the concept of observation in quantum physics. Fulltekst i vitenarkiv
• Henriksen, Ellen Karoline; Viefers, Susanne F & Bøe, Maria Vetleseter (2019). Project ReleQuant: a research-based learning resource in modern physics for upper secondary school. Fulltekst i vitenarkiv
• Henriksen, Ellen Karoline & Bøe, Maria Vetleseter (2019). ReleQuant physics education: Designing learning Resources and investigating student learning in general relativity and quantum physics. Fulltekst i vitenarkiv
• Henriksen, Ellen Karoline (2019). Developing learning resources and investigating students' learning in general relativity and quantum physics. Fulltekst i vitenarkiv
• Kersting, Magdalena & Bondell, Jackie (2019). MODERNISING SCIENCE TEACHING: BRINGING THE VIRTUAL UNIVERSE INTO THE CLASSROOM. Fulltekst i vitenarkiv
• Bøe, Maria Vetleseter; Viefers, Susanne F; Bungum, Berit & Henriksen, Ellen Karoline (2019). Norwegian upper secondary students' ideas about the wave nature of matter. Fulltekst i vitenarkiv
• Bøe, Maria Vetleseter (2019). High achieving students' science identity performances within STEM disciplinary cultures in Norway. Fulltekst i vitenarkiv
• Kersting, Magdalena (2019). Bringing general relativity to secondary schools: Design and evaluation of a digital learning environment. Fulltekst i vitenarkiv
• Kersting, Magdalena (2019). Free Fall in Curved Spacetime. Fulltekst i vitenarkiv
• Huseby, Anders & Bungum, Berit (2019). Observasjon i kvantefysikk: Utfordringer for fysikkelever. (Observation in quantum physics: challenges for physics students. Fulltekst i vitenarkiv
• Kersting, Magdalena (2019). Curved Spacetime: Investigating Students' Conceptual Understanding in General Relativity. Fulltekst i vitenarkiv
• Kersting, Magdalena (2018). The Role of Imagination in the Language Games of the Science Classroom. Fulltekst i vitenarkiv
• Kersting, Magdalena (2018). Navigating four dimensions – upper secondary students’ understanding of movement in spacetime. Fulltekst i vitenarkiv
• Kersting, Magdalena (2018). How history and philosophy of science can inform teaching and learning of general relativity in upper secondary school. Fulltekst i vitenarkiv
• Kersting, Magdalena (2018). How history and philosophy of science can inform teaching and learning of general relativity in upper secondary school. Fulltekst i vitenarkiv
• Steier, Rolf & Kersting, Magdalena (2018). When a sandwich becomes the earth: imagination and creativity with improvised representations. Fulltekst i vitenarkiv
• Kersting, Magdalena (2018). International perspectives on Einsteinian Physics at upper secondary school level. Fulltekst i vitenarkiv
• Kersting, Magdalena (2018). General Relativity in Upper Secondary School. Fulltekst i vitenarkiv
• Kersting, Magdalena (2018). Modernising Physics Teaching. Fulltekst i vitenarkiv
• Kersting, Magdalena (2018). General Relativity – Why high school students should learn about Einstein’s most revolutionary idea. Titan.uio.no. Fulltekst i vitenarkiv Vis sammendrag

  Despite our better knowledge, physics in schools is still taught from an outdated 19th century point of view. This essay argues for introducing general relativity, a cornerstone of modern physics, to physics students at high school.

• Kersting, Magdalena (2018). Navigating Four Dimensions. Lateral Magazine. Fulltekst i vitenarkiv Vis sammendrag

  The geometry of a world map is remarkably similar to the geometry of spacetime. Science educators are using maps as models for teaching Einstein’s theory of general relativity.

• Kersting, Magdalena & Steier, Rolf (2018). Gravity, imagination and embodied conceptions of spacetime. Fulltekst i vitenarkiv
• Bøe, Maria Vetleseter (2018). Science identity development within teaching and learning cultures in University STEM programs. Fulltekst i vitenarkiv
• Kersting, Magdalena (2018). General Relativity in Upper Secondary School: How Philosophy of Science Can Inform Physics Education of the 21st century. Fulltekst i vitenarkiv
• Bungum, Berit & Henriksen, Ellen Karoline (2018). Light talking: Students' reflection on the wave-particle duality for light in small-group discussions. Fulltekst i vitenarkiv
• Angell, Carl & Tellefsen, Cathrine Wahlstrøm (2018). Relativt moderne fysikkundervisning - Kvantefysikk og generell relativitetsteori. Fulltekst i vitenarkiv
• Angell, Carl (2018). Relekvant - Relativitetsteori og kvantefysikk i fysikk 2. Fulltekst i vitenarkiv
• Bøe, Maria Vetleseter (2017). Motivation and interest development in traditional physics classrooms in Norway. Fulltekst i vitenarkiv
• Kersting, Magdalena; Henriksen, Ellen Karoline; Bøe, Maria Vetleseter & Angell, Carl (2017). Educational Reconstruction of General Relativity Through a Collaborative Online Learning Environment. Fulltekst i vitenarkiv
• Kersting, Magdalena & Steier, Rolf (2017). GRAVITY, IMAGINATION AND EMBODIED CONCEPTIONS OF SPACETIME. Fulltekst i vitenarkiv
• Bungum, Berit; Bøe, Maria Vetleseter & Henriksen, Ellen Karoline (2017). Kvantesnakk: Korleis kan diskusjonar i smågrupper støtte elevar si læring? Naturfag. ISSN 1504-4564. 2017(2), s. 50–53. Fulltekst i vitenarkiv
• Frågåt, Thomas (2017). General Relativity for High School Students - A teachers’ professional development workshop introducing new materials and on-line tools for teaching Einstein’s general theory of relativity to high school students. Fulltekst i vitenarkiv
• Frågåt, Thomas (2017). Teaching of Einsteinian physics – Experiences from a Norwegian development and research project. Fulltekst i vitenarkiv
• Frågåt, Thomas (2017). Science student teachers’ and physics teachers’ views on professional knowledge. Fulltekst i vitenarkiv
• Tellefsen, Cathrine Wahlstrøm & Angell, Carl (2017). ReleKvant: Aktiv og variert læring i relativitetsteori og kvantefysikk. Fulltekst i vitenarkiv
• Frågåt, Thomas; Henriksen, Ellen Karoline & Tellefsen, Cathrine Wahlstrøm (2017). In-service physics teachers’ and pre-service science teachers’ view on professional competence. Fulltekst i vitenarkiv
• Kersting, Magdalena & Myhrehagen, Henning Vinjusveen (2017). A Relatively Modern Physics Lesson. Fulltekst i vitenarkiv
• Kersting, Magdalena; Zadnik, Marjan; Stannard, Warren; Moschilla, John & Blair, David (2017). An International Research Collaboration in the Teaching and Learning of Einsteinian Physics. Fulltekst i vitenarkiv
• Kersting, Magdalena (2017). Teaching General Relativity in Upper Secondary Schools: an Educational Reconstruction. Fulltekst i vitenarkiv
• Bungum, Berit & Tellefsen, Cathrine Wahlstrøm (2017). Combining research with development in schools within a Design-Based Research framework. Fulltekst i vitenarkiv
• Frågåt, Thomas (2017). General Relativity for High School Students - A teachers’ professional development workshop introducing new materials and on-line tools for teaching Einstein’s general theory of relativity to high school students. Fulltekst i vitenarkiv
• Frågåt, Thomas; Henriksen, Ellen Karoline & Tellefsen, Cathrine Wahlstrøm (2017). Who is the good physics teacher? – Views from a Norwegian perspective. Fulltekst i vitenarkiv
• Bungum, Berit; Bøe, Maria Vetleseter & Henriksen, Ellen Karoline (2017). Quantum talk: How student discussions may support learning in quantum physics. Fulltekst i vitenarkiv
• Henriksen, Ellen Karoline; Angell, Carl; Bungum, Berit; Bøe, Maria Vetleseter; Tellefsen, Cathrine Wahlstrøm & Frågåt, Thomas [Vis alle 7 forfattere av denne artikkelen] (2016). ReleKvant - undervisningsopplegg om relativitetsteori og kvantefysikk. Fulltekst i vitenarkiv
• Bungum, Berit; Henriksen, Ellen Karoline; Frågåt, Thomas & Kersting, Magdalena (2016). ReleKvant - læring og undervisning i kvantefysikk og relativitetsteori. Fulltekst i vitenarkiv
• Henriksen, Ellen Karoline (2016). Fra forskning til fysikkundervisning med ReleKvant: Nettbaserte læringsressurser i relativitetsteori og kvantefysikk, utviklet av forskere, lærere og lærerstudenter. Fulltekst i vitenarkiv
• Steier, Rolf (2016). Designing learning spaces: moving between schools and museums. Fulltekst i vitenarkiv
• Steier, Rolf (2016). Conceptual Understanding and Embodied Learning in General Relativity. Fulltekst i vitenarkiv
• Henriksen, Ellen Karoline; Bungum, Berit; Angell, Carl; Bøe, Maria Vetleseter; Frågåt, Thomas & Sørborg, Øystein (2016). ReleKvant: Læringsressurser i moderne fysikk på viten.no Lansering av Viten-programmet "Kvantefysikk". Fulltekst i vitenarkiv
• Angell, Carl; Bungum, Berit; Bøe, Maria Vetleseter & Henriksen, Ellen Karoline (2016). Relativitetsteori og kvantefysikk i vgs: Forskning og utvikling av et skoleprosjekt. Fra Fysikkens Verden. ISSN 0015-9247. s. 21–25. Fulltekst i vitenarkiv
• Frågåt, Thomas (2016). Investigating physics teachers’ professional development when collaborating in a research project. Fulltekst i vitenarkiv
• Kersting, Magdalena; Frågåt, Thomas; Henriksen, Ellen Karoline & Tellefsen, Cathrine Wahlstrøm (2016). Introduction to ReleQuant: Developing online learning resources in modern physics. Fulltekst i vitenarkiv
• Frågåt, Thomas (2016). Designing and implementing a web-based teacher guide in modern physics. Fulltekst i vitenarkiv
• Kersting, Magdalena (2016). Curved space and warped time: Students’ understanding of gravity. Fulltekst i vitenarkiv
• Kersting, Magdalena (2016). General Relativity: Making Einstein’s Theory Teachable. Fulltekst i vitenarkiv
• Henriksen, Ellen Karoline (2016). Pupils’ learning and understanding in quantum physics: the nature of light and the concept of quantization. Fulltekst i vitenarkiv
• Blair, David; Henriksen, Ellen Karoline & Hendry, Martin (2016). Why don’t we teach Einstein’s theories in school? The Conversation. ISSN 2201-5639. Fulltekst i vitenarkiv
• Henriksen, Ellen Karoline & Blair, David (2016). Einsteinian Physics; no longer optional. Fulltekst i vitenarkiv
• Frågåt, Thomas; Henriksen, Ellen Karoline & Tellefsen, Cathrine Wahlstrøm (2016). Pre-service science teachers’ views on professional knowledge. Fulltekst i vitenarkiv
• Steier, Rolf (2016). Imagining Space and Time: distributed imagination in upper secondary physics classrooms. Fulltekst i vitenarkiv
• Tellefsen, Cathrine Wahlstrøm; Bøe, Maria Vetleseter & Henriksen, Ellen Karoline (2016). Modern physics on the curriculum: Challenges to Teachers and students. Fulltekst i vitenarkiv
• Henriksen, Ellen Karoline; Angell, Carl; Bungum, Berit & Bøe, Maria Vetleseter (2016). Från forskning till fysikundervisning med ReleKvant: Nätbaserade lärresurser i relativitetsteori och kvantfysik, utvecklade av forskare, lärare och lärarstudenter. Naturvetenskapens och teknikens didaktik. 1(1), s. 53–64. Fulltekst i vitenarkiv
• Angell, Carl; Bøe, Maria Vetleseter & Henriksen, Ellen Karoline (2015). Kva er lys, eigentleg? Kva seier naturvitskapen, og kva tenkjer elevane? Naturfag. ISSN 1504-4564. s. 10–13. Fulltekst i vitenarkiv
• Henriksen, Ellen Karoline & Villanger-Larsen, Elisabeth (2015). ReleKvant fysikkundervisning: Skreddersydde læringsressurser i fysikk, utviklet av forskere, lærere og lektorstudenter. Fulltekst i vitenarkiv
• Bungum, Berit & Tellefsen, Cathrine Wahlstrøm (2015). Bruk av språk og diskusjoner for å fremme elevers forståelse i moderne fysikk. Fulltekst i vitenarkiv
• Bøe, Maria Vetleseter; Angell, Carl; Bungum, Berit & Henriksen, Ellen Karoline (2015). Entanglement: Quantum physics, history, philosophy and NoS in traditional Norwegian classrooms. Fulltekst i vitenarkiv
• Bungum, Berit; Angell, Carl; Tellefsen, Cathrine Wahlstrøm & Henriksen, Ellen Karoline (2015). Physics students’ understanding of fundamental principles in quantum physics. Fulltekst i vitenarkiv
• Henriksen, Ellen Karoline; Angell, Carl; Bungum, Berit & Tellefsen, Cathrine Wahlstrøm (2014). ReleQuant - Improving teaching and learning in quantum physics through educational design research. Fulltekst i vitenarkiv
• Tellefsen, Cathrine Wahlstrøm; Henriksen, Ellen Karoline & Angell, Carl (2014). ReleKvant – moderne fysikk i klasserommet. Fulltekst i vitenarkiv
• Tellefsen, Cathrine Wahlstrøm (2014). Prosjekt ReleKvant. Undervisningsstrategier og elevers begrepsutvikling i moderne fysikk. Fulltekst i vitenarkiv
• Bungum, Berit (2014). ReleKvant: Ressurser for undervisning i relativitetsteori og kvantefysikk. Fulltekst i vitenarkiv
• Tellefsen, Cathrine Wahlstrøm & Bungum, Berit (2014). ReleKvant: Undervisningsstrategier og elevers begrepsutvikling i moderne fysikk. Fulltekst i vitenarkiv
• Henriksen, Ellen Karoline; Angell, Carl; Bungum, Berit; Bøe, Maria Vetleseter; Tellefsen, Cathrine Wahlstrøm & Frågåt, Thomas (2014). ReleKvant – undervisningsopplegg om relativitetsteori og kvantefysikk. Fulltekst i vitenarkiv

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