Maria Vetleseter Bøe

• Henriksen, Ellen Karoline; Bøe, Maria Vetleseter; Sørborg, Øystein & Larsen, Ann-Cecilie (2026). Educational reconstruction of nuclear astrophysics in a design-based research project. Physical Review Physics Education Research. 22. doi: 10.1103/ybmb-vknr. Fulltekst i vitenarkiv Vis sammendrag

  This paper presents the first iteration of development and classroom testing of Stars and Elements, a web-based learning resource for Norwegian upper secondary physics students, focused on how heavy elements are produced in stars and neutron star mergers. Combining the Model of Educational Reconstruction (MER) with the pedagogical link-making framework and Design-Based Research (DBR), we identified core ideas to be communicated, reviewed the physics curriculum and research on student understanding and motivation, and formulated design hypotheses that guided development of a 90-minute learning resource with animations, videos, interactive tasks, peer discussion, and teacher consolidation. Six classes (N = 120) participated; data comprised students’ written responses to three open tasks, brief evaluations, and classroom observations. Most students could describe central concepts and processes concerning red giant stars and neutron star mergers as sites for heavy element production, notably the slow and rapid neutron capture processes, and many benefited from animations and varied task formats. Some displayed uncertain grasp of concepts such as fusion and beta decay. Nature of science (NoS) aspects concerning how physics knowledge is developed were found to be insufficiently represented. From these findings we propose design principles for research-based learning resources on similar topics, including emphasizing explicit link‑making across scales and prior knowledge, scaffolding for challenging nuclear concepts, multimodal visualisations, and explicit NoS focus. We argue that combining MER, link-making and DBR is a promising approach for developing learning resources that reflect the frontiers of science while having a solid grounding in the classroom.

• Birkeland, Nicoline Berit Campbell & Bøe, Maria Vetleseter (2025). Secondary and University Students’ Descriptions of Quantum Superposition. The Physics Teacher. ISSN 0031-921X. 63(1), s. 32–34. doi: 10.1119/5.0225893. Fulltekst i vitenarkiv
• Legerská, Jana; Henriksen, Ellen Karoline & Bøe, Maria Vetleseter (2025). Learning goals in upper secondary quantum physics: Norwegian teachers’ perspectives. Physics Education. ISSN 0031-9120. 60(4). doi: 10.1088/1361-6552/ade259. Fulltekst i vitenarkiv
• Bøe, Maria Vetleseter; Lauvland, Anders & Henriksen, Ellen Karoline (2024). How Motivation for Undergraduate Physics Interacts With Learning Activities in a System With Built-In Autonomy. Science Education. ISSN 0036-8326. doi: 10.1002/sce.21912. Fulltekst i vitenarkiv Vis sammendrag

  Supporting student participation and learning in STEM involves motivating students to engage in the most effective learning activities. In this article, we study how student motivation interacts with learning activities, and we pay special attention to active learning and the Scandinavian context where participation in learning activities is largely voluntary. Twenty-one undergraduate physics students at a large, research-intensive university in Norway participated in nine focus group interviews at the beginning and end of the spring term of 2020. With self-determination theory as a lens, our thematic analysis resulted in three themes: First, students' autonomous motivation came from mastery experiences and perceived learning, such as the joy of solving a problem. Second, active learning activities enabled students' autonomous motivation when these activities supported competence, for example through optimal challenge or with evident learning gains. In contrast, students experienced low or controlled motivation when excessive challenge and lack of mastery threatened their sense of competence. Third, students' sense of competence was strengthened by being part of a community of learners. The community ensured that help and mastery experiences were available, and interactions with the community made evident that other students struggle too. The emphasis on mastery and competence for these students is discussed considering how physics is associated with difficulty and extraordinary cleverness. We argue that the main threat for students who do not feel competent enough in physics is the threat of not belonging in physics due to this perceived lack of competence. Implications for teaching and research are discussed.

• Kahrs, Magnus Strøm; Andersen, Trine Højberg; Bungum, Berit & Bøe, Maria Vetleseter (2024). COSTS AND VALUES OF STUDYING PHYSICS: IDENTIFYING PROFILES AMONG FIRST-YEAR UNIVERSITY STUDENTS. I Petursdottir, Svava (Red.), Proceedings of the 14th Nordic Research Symposium on Science Education June 5th–7th 2024 Reykjavík, Iceland. NFSUN 2024 Proceedings. ISSN 9789935468413. s. 161–165. Fulltekst i vitenarkiv
• Odden, Tor Ole Bigton; Lauvland, Anders; Bøe, Maria Vetleseter & Henriksen, Ellen Karoline (2023). Implementing the learning assistant model in European higher education. European Journal of Physics. ISSN 0143-0807. 44(3). doi: 10.1088/1361-6404/acb39e. Fulltekst i vitenarkiv Vis sammendrag

  Abstract The Learning Assistant (LA) Model is a widely used and researched model for institutional and course transformation towards research-based instructional strategies. The LA model leverages learning assistants, pedagogically trained students, to facilitate student learning in active learning environments. However, although the LA model has shown significant results when implemented in university contexts in the United States, there has as yet been little documentation of similar implementation or results in European higher education. In this study, we present the results of a three-semester design-based research project to implement the LA Model in a Scandinavian physics department. The three core elements of the LA model (pedagogical training, course content meetings, and teaching in active learning environments) were implemented and iteratively refined, with necessary adjustments due to the specific institutional and cultural contexts documented. Throughout all three semesters, data was collected on how participation in the LA model affected LAs’ buy-in to research-based instructional strategies using focus groups, pre/post surveys, and teaching observations. A thematic analysis of these data showed that participation in the LA model helped ensure LA buy-in to both the interactive engagement methods and goal of cultivating conceptual understanding that underlie most research-based instructional strategies, and that the combination of teaching practice and pedagogical training seminars were key to this buy-in. We argue that these results demonstrate the potential usefulness of the LA model for creating institutional and cultural change in European higher education.

• Bøe, Gudrun Maria Vetleseter (2023). Staying recognised as clever: high-achieving physics students' identity performances. Physics Education. ISSN 0031-9120. 58(3), s. 1–7. doi: 10.1088/1361-6552/acbad9. Fulltekst i vitenarkiv Vis sammendrag

  Abstract Physics is criticized for a strong disciplinary culture that many students struggle to identify with. This study uses 12 longitudinal interviews with four high-achieving students in Norway, following them from secondary physics and into university science, technology, engineering, and mathematics (STEM) studies, exploring how they perform their identities within physics. Data were analysed thematically, and findings include that recognition as clever at something difficult motivated the students to engage with physics in certain ways, mainly doing what it takes to excel on tests and get top marks. When they entered prestigious university STEM programmes with different demands and peers, the students modified their behaviour to maintain recognition as clever. I argue that the way these students engage with physics is formed by a culture of achivement, and that by working to be and stay recognised as clever at something difficult, the students contribute to reinforcing the same culture. Implications include broadening what is recognised in our classrooms as being good at physics, especially moving beyond solving problems correctly and including scientific practices such as asking questions, collaboration, and argumentation.

• Bjurholt, Nikolai & Bøe, Maria Vetleseter (2022). Remote physics teaching during the Covid-19 pandemic: losses and potential gains. Physics Education. ISSN 0031-9120. 58(1). doi: 10.1088/1361-6552/ac96be. Fulltekst i vitenarkiv Vis sammendrag

  Abstract The Covid-19 pandemic forced the world into unknown territories of closed schools and remote teaching, and gave teachers a range of new experiences with physics teaching. We studied these experiences by using survey responses from 85 upper secondary physics teachers in Norway. We found that home-school physics instruction was characterised by a considerably lower occurrence of oral activity, collaboration and practical work than instruction in a normal situation. This suggests that students had difficult conditions for learning physics concepts and training key scientific practices, and may consequently be at a disadvantage in higher education. However, many teachers described valuable experiences that they would bring with them into their regular teaching, including home experiments and oral assessments. Such innovations can potentially enrich physics education, given that teachers are supported with tailored learning and assessment resources, and arenas for sharing new approaches within the physics teaching community.

• Eliassen, June Edvarda; Bøe, Maria Vetleseter; Nederbragt, Lex; Berg, Marthe Mjøen & Gregers, Tone Fredsvik (2022). Motivasjon for beregningsorientert biologi og sammenhengen med matematikk R2 fra videregående opplæring. Nordic Journal of STEM Education. 4(2), s. 58–70. doi: 10.5324/njsteme.v4i2.4026. Fulltekst i vitenarkiv Vis sammendrag

  
 Programmering og modellering har i de senere år blitt innført i høyere utdanning og ble innført i skolen med fagfornyelsen fra høsten 2020. Det har skapt behov for mer kunnskap om motivasjon og læring i emner som integrerer programmering som et nytt element i ellers veletablerte fagdisipliner. Denne studien undersøkte motivasjon for beregningsorientering (programmering og modellering) ved studieprogrammet biovitenskap ved Universitetet i Oslo. Spørreundersøkelser basert på Eccles’ forventning-verdi-modell ble gjennomført ved semesterstart og -slutt i to påfølgende år, før og etter innføring av krav om matematikk R2 (R2-kravet). Motivasjonsvariabler ble validert ved faktoranalyse og undersøkelse av indre konsistens. Resultatene viste at studentene hadde lavere mestringsforventning og interesse for et emne som integrerer programmering i biologi enn for studieprogrammet generelt. Nytteverdien var den sterkeste motiverende faktoren for emnet. Studenter med matematikk R2 hadde større mestringsforventning til emnet enn de som ikke hadde denne fordypningen, og opplevde mindre utfordring med matematikk og programmering i emnet. Samtidig opplevde disse studentene større utfordring med biologien i emnet, og det viste seg at studenter med full fordypning i matematikk R2 i mindre grad enn studenter uten R2 hadde full fordypning i biologi fra videregående opplæring. Resultatene drøftes i lys av motivasjonsteori med tanke på implikasjoner for undervisning, inntakskrav og videre forskning.

• Kostøl, Kristine Bakkemo; Bøe, Maria Vetleseter & Skår, Aud Ragnhild (2022). Nature of Science in Norway’s Recent Curricula Reform: Analysis of the Biology, Chemistry, and Physics Curricula. Science & Education. ISSN 0926-7220. doi: 10.1007/s11191-022-00399-z. Fulltekst i vitenarkiv Vis sammendrag

  Developing students’ understanding of the nature of science (NOS) is seen as critical for educating scientifically literate citizens, and has emerged as an important curricular goal internationally. In Norway, a new curriculum reform has recently been implemented, intended to improve the Norwegian education in several ways. The reform aims to promote deep learning, and there has been an increased focus on twenty-first-century skills, including critical thinking, problem solving, and collaboration. The purpose of this study is to analyse the coverage of various NOS aspects in the new national curriculum for biology, chemistry, and physics, year 12 and 13. The curricula were analysed deductively, using the Family Resemblance Approach (FRA) to identify and categorise different NOS aspects, providing insight into how NOS is addressed. Findings include that NOS aspects from the cognitive-epistemic system of the FRA framework—aims and values, methods, practices, and knowledge—are predominant in all three curricula, whereas aspects concerning how science interacts with society are scarce. The exception is several occurrences of the aspect social values, i.e. the need for responsible interaction between science, society, and nature, especially in the biology curriculum. Furthermore, different NOS aspects are found in different parts of the curriculum, e.g. practices are found in the basic skills sections more than in the competence aims sections. Findings are discussed in terms of how the new curriculum reform can promote Norwegian students’ learning of NOS.

• 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.

• 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.

• Voll, Liv Oddrun; Bøe, Maria Vetleseter; Mork, Sonja Merethe; Haug, Berit S; Fiskum, Kirsten & Frøyland, Merethe (2019). Bærende ideer i naturfag. I Voll, Liv Oddrun; Øyehaug, Anne Bergliot & Holt, Anne (Red.), Dybdelæring i naturfag. Universitetsforlaget. ISSN 9788215028118. s. 59–84. Fulltekst i vitenarkiv Vis sammendrag

  Hvordan kan naturfaglæreren skape interesse for naturfaget hos elevene og legge til rette for at de utvikler sin fagforståelse og evne til å anvende det de har lært? Skolens naturfagundervisning har blitt karakterisert som en mil bred og en tomme dyp, men anbefalingen nå er å konsentrere undervisningen rundt dybdelæring i noen sentrale og grunnleggende byggesteiner i faget. Hva betyr dette i praksis? I «Dybdelæring i naturfag» viser forfatterne hva dybdelæring er, og de presenterer ny forskning på hvordan man kan legge opp undervisningen for å fremme god progresjon i faglig forståelse, kunnskaper og ferdigheter. Dybdelæring er gjennomgående i alle kapitlene og sees i sammenheng med fagdidaktiske tema som valg av kjerneelementer i faget, utforskende undervisning, bruk av modeller, ulike læringsarenaer og grunnleggende ferdigheter.

• 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.

• Ryder, Jim; Ulriksen, Lars & Bøe, Maria Vetleseter (2015). Understanding student participation and choice in science and technology education: The contribution of IRIS. I Henriksen, Ellen Karoline; Dillon, Justin & Ryder, Jim (Red.), Understanding student participation and choice in science and technology education. Springer. ISSN 9789400777927. Fulltekst i vitenarkiv
• Bøe, Maria Vetleseter & Henriksen, Ellen Karoline (2015). Expectancy-value perspectives on choice of science and technology education in late-modern societies. I Henriksen, Ellen Karoline; Dillon, Justin & Ryder, Jim (Red.), Understanding student participation and choice in science and technology education. Springer. ISSN 9789400777927. s. 17–29. doi: 10.1007/978-94-007-7793-4_2. 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

• Henriksen, Ellen Karoline; Bungum, Berit; Angell, Carl; Tellefsen, Cathrine Wahlstrøm; Frågåt, Thomas & Bøe, Maria Vetleseter (2014). Relativity, quantum physics and philosophy in the upper secondary curriculum: Challenges, opportunities and proposed approaches. Physics Education. ISSN 0031-9120. 49(6), s. 678–684. doi: 10.1088/0031-9120/49/6/678. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Fiskum, Kirsten & Bøe, Maria Vetleseter (2026). 60. Kjerneelementet Energi og materie med Kirsten Fiskum og Maria Vetleseter Bøe - Naturfagpodden. doi: https:/open.spotify.com/episode/5SBreTbljYE5bzcLUZKvIl?go=1&sp_cid=4d1cbc48bc842851e287af1f8910d8eb&utm_source=embed_player_p&utm_medium=desktop&nd=1&dlsi=e86dfcc01efa420e. Fulltekst i vitenarkiv Vis sammendrag

  Vi avslutter serien om kjerneelementene med temaet energi og materie. Vi har fått med oss kjemiker Kirsten Fiskum som jobber ved Naturfagsenteret og fysiker Maria Vetleseter Bøe fra Skolelaboratoriet i fysikk ved UiO.

• Haug, Berit S & Bøe, Maria Vetleseter (2026). 56. Kjernen i kjerneelementene – introduksjon med Berit Haug og Maria Vetleseter Bøe - Naturfagpodden | Podcast on Spotify. Fulltekst i vitenarkiv Vis sammendrag

  I denne episoden får vi besøk av Berit Haug og Maria Vetleseter Bøe, som skal introdusere oss til kjernen i kjerneelementene. Vi skal i vår ta for oss de ulike kjernelementene og starter opp med en oversikt basert på rapporten med samme navn.  Ressurser:  Tidsskriftet Naturfag 2/25: Kjernen i kjerneelementene. Tidsskriftet Naturfag 1/22: Teknologi. Bok: Nøkkelbegreper i utforskende arbeid. Forskningsartikkel: Naturvitenskapelige praksiser og tenkemåter – på vei mot et tolkningsfellesskap   Oppsummering av episoden. Oppsummeringen er KI-generert, gjennomgått redaksjonelt, men kan inneholde unøyaktigheter.   Bakgrunn: Fragmentert naturfag og vage kjerneelementer. Naturfag oppleves ofte som fragmentert, fordi faget består av flere disipliner som ikke alltid kobles godt sammen. Kjerneelementene i læreplanen skulle gi sammenheng og støtte dybdelæring, men oppleves av mange lærere som vage og lite konkrete – særlig når gjelder hvilke begreper, modeller og teorier som faktisk er sentrale. Evalueringer av læreplanarbeidet bekrefter dette. Forskerne ved Naturfagsenteret ønsket derfor å utvikle et verktøy som kan hjelpe lærere til å bruke kjerneelementene mer aktivt og systematisk, slik at elever ser sammenhenger både innenfor og på tvers av naturfaglige temaer gjennom hele skoleløpet.  Løsningen: Nøkkelark som konkretiserer “big ideas” i naturfag. Arbeidet bygger på internasjonal tenkning om “big ideas in science” – store, bærende forklaringsideer som går igjen i mange tema og svarer på mange spørsmål, f.eks. at alt stoff består av partikler, og at energi er bevart. Kjerneelementene i norsk læreplan er inspirert av dette, men navngir ikke disse ideene. Forskerne har derfor laget nøkkelark knyttet til hvert kjerneelement (energi, stoffer, jorda og universet, livet på jorda, kropp og helse, teknologi). Arkene konkretiserer hvilke ideer, modeller og begreper som er sentrale, og formulerer to overordnede spørsmål per ark. Tanken er å gi lærere et tydeligere tolkningsfellesskap om innholdet i kjerneelementene og gjøre “big ideas” eksplisitte for undervisningen.   Praktisk bruk: Verktøy for planlegging, undervisning og elevens spørsmål.  Rapporten består av tre deler: bakgrunn og teori, presentasjon av nøkkelarkene og konkrete undervisningseksempler. Nøkkelarkene brukes både som planleggingsverktøy for lærere og som støtte i undervisning, der læreren må velge ut hva som er relevant for det aktuelle temaet. Aktivitetene i rapporten – som grubletegninger, utforskende arbeid som for eksempel med luktesans eller immunforsvar – viser hvordan konkrete tema kan plasseres inn i et større “landskap” av overordnede spørsmål, slik at elevene ser sammenheng mellom tidligere og ny kunnskap. Inngangen via spørsmål skal også speile hvordan naturvitenskapelig kunnskap utvikles, og støtte den spørsmålsdrevne undervisningen som etterlyses i læreplan og stortingsmeldinger. Flere podcastepisoder skal utdype hvert kjerneelement og bruken av nøkkelarkene. 

• Bøe, Maria Vetleseter & Sørborg, Øystein (2026). Heimelaga instrument som vurdering i fysikk, teknologi og didaktikk. Fulltekst i vitenarkiv
• Bøe, Maria Vetleseter; Larsson, Johanna; Johansson, Anders & Bungum, Berit (2025). A student who fits in and me: A quantitative study of social performances of identity in university physics. Fulltekst i vitenarkiv
• Bungum, Berit; Bøe, Maria Vetleseter & Kahrs, Magnus Strøm (2025). Mestring, verdier og kostnader: Profiler av fysikkstudenter ved skandinaviske universiteter. Nordic Journal of STEM Education. 9(2), s. 108–114. doi: https:/www.ntnu.no/ojs/index.php/njse/article/view/6403. Fulltekst i vitenarkiv
• Haug, Berit S; Sørborg, Øystein; Bøe, Maria Vetleseter & Mork, Sonja Merethe (2025). Kjernen i kjerneelementene - og verktøy for å la elevene se sammenhenger i naturfag. doi: https:/www.mn.uio.no/naturfagsenteret/tidsskrift/rapport/nr2502.html. Fulltekst i vitenarkiv Vis sammendrag

  Med mål om å støtte lærere i deres arbeid med å la elevene se sammenhenger i naturfag, har vi utarbeidet et hefte bestående av tre deler. I den første delen ser vi på kjerneelementene i naturfaglæreplanen. Kjerneelementene er bredt formulert uten å tydeliggjøre ideer og sammenhenger i faget og gir lite støtte til lærere, og vi mener det er behov for å konkretisere innholdet. Derfor har vi utarbeidet fem nøkkelark (energi, stoffer, jorda og universet, livet på jorda, kropp og helse) med sentralt naturvitenskapelig innhold, og et ark for teknologi. Nøkkelarkene presenteres i del to, og på hvert av arkene er det en tekst som beskriver bærende ideer som viser til sammenhenger eller forklaringsmodeller for en rekke naturvitenskapelige fenomener samt to overordnede spørsmål som elevene kan arbeide med over tid og på tvers av naturfagene. Den siste delen inneholder eksempler på konkrete læringsaktiviteter som viser hvordan nøkkelarkene og spørsmålene kan brukes i undervisningen.

• Haug, Berit S; Sørborg, Øystein; Bøe, Maria Vetleseter & Mork, Sonja Merethe (2025). Store spørsmål som nøkkel til et helhetlig naturfag. Fulltekst i vitenarkiv
• Haug, Berit S; Sørborg, Øystein; Bøe, Maria Vetleseter & Mork, Sonja Merethe (2025). Spørsmålsdrevet undervisning på tvers av naturfagene. Fulltekst i vitenarkiv Vis sammendrag

• Bøe, Maria Vetleseter; Lauvland, Anders Shilla & Henriksen, Ellen Karoline (2025). How motivation for undergraduate physics interacts with learning activities. Fulltekst i vitenarkiv
• Bøe, Maria Vetleseter; Larsson, Johanna; Johansson, Anders & Bungum, Berit (2025). Me and a student who fits in. What physics students do that tells others that they belong in physics. Fulltekst i vitenarkiv
• Bøe, Maria Vetleseter; Sørborg, Øystein & Henriksen, Ellen Karoline (2025). «Kjerner og stjerner» på viten.no. Fulltekst i vitenarkiv Vis sammendrag

  Vi presenterer det nye programmet «Kjerner og stjerner» på viten.no, en interaktiv, digital læringsressurs for fysikk 1 om dannelse av tunge grunnstoff i stjerner og stjernekollisjoner.

• Bøe, Maria Vetleseter & Henriksen, Ellen Karoline (2025). Vitenprogrammet «Kjerner og stjerner». Fulltekst i vitenarkiv Vis sammendrag

  Vi presenterer en læringsressurs under utvikling på plattformen viten.no. Målgruppa er fysikk 1-elever, og temaet er hvordan tunge grunnstoffer produseres i nøytronstjernekollisjoner og i røde kjempestjerner.

• <a.m.hov@naturfagsenteret.no>;, Asbjørn Magnar Hov; Sletvold, Geir Ramstad; Bøe, Maria Vetleseter & Henriksen, Ellen Karoline (2025). Hverdagsforestillinger i fysikk. doi: https:/creators.spotify.com/pod/profile/naturfagsenteret-ui/episodes/49--Hverdagsforestillinger-i-fysikk-e394e6k. Fulltekst i vitenarkiv
• Henriksen, Ellen Karoline; Legerská, Jana & Bøe, Maria Vetleseter (2025). What to teach in upper secondary quantum physics? Views from Norwegian teachers. Fulltekst i vitenarkiv Vis sammendrag

  Quantum physics (QP) is receiving enhanced attention due to the development of quantum technologies and the need to educate the public and the workforce to understand, use and develop this technology. QP is part of the upper secondary physics curriculum in most countries. Many topics are common to most physics curricula; however, in some countries, like Norway, teachers have considerable freedom regarding which topics and contexts to include and what to emphasize. This study explores teachers’ choices of learning goals in quantum physics in upper-secondary schools in Norway. Data consists of responses to an electronic questionnaire (N=30) and individual interviews (N=4). Through thematic analysis we identified three themes in teachers’ descriptions of their chosen learning goals: Basic principles of QP, Phenomena and experiments, and Philosophical aspects. The first two were most prevalent. Teachers’ choices were largely influenced by the national exam and the perceived teachability of individual topics. They focused most on traditional topics like wave-particle duality and key experiments and phenomena like photoelectric effect and the double slit experiment, while underemphasizing superposition, entanglement and the probabilistic nature of measurement. The latter are argued to be necessary for understanding quantum technologies. To enhance quantum literacy, our study calls for innovative approaches to teaching quantum physics, including aspects that are central for understanding quantum technology. One feature of such an approach may be to move away from a focus on wave-particle duality and instead discuss the properties of quantum objects.

• Bøe, Maria Vetleseter & Henriksen, Ellen Karoline (2025). Jorda og elevane i solsystemet. Naturfag. ISSN 1504-4564. 2025(1), s. 42–45. Fulltekst i vitenarkiv
• Bungum, Berit; Bøe, Maria Vetleseter & Kahrs, Magnus Strøm (2025). Mestring, verdier og kostnader: Profiler av fysikkstudenter ved skandinaviske universiteter. Fulltekst i vitenarkiv
• Olsen, Aimée Victoria & Bøe, Maria Vetleseter (2025). Energi i fysikkbøker. Fra Fysikkens Verden. ISSN 0015-9247. Fulltekst i vitenarkiv
• Birkeland, Nicoline Berit Campbell & Bøe, Maria Vetleseter (2025). Elevers og studenters beskrivelse av superposisjon i kvantefysikk. Fra Fysikkens Verden. ISSN 0015-9247. Fulltekst i vitenarkiv
• Kahrs, Magnus Strøm; Andersen, Trine Højberg; Bungum, Berit & Bøe, Maria Vetleseter (2024). Costs and values of studying physics: Identifying profiles among first year university students. Fulltekst i vitenarkiv
• Henriksen, Ellen Karoline & Bøe, Maria Vetleseter (2024). Hva er god fysikkundervisning? Fulltekst i vitenarkiv
• Frågåt, Thomas; Bøe, Maria Vetleseter & Angell, Carl (2023). Providing an Arena for Professional Development for Physics Teachers through Design-Based Research. Fulltekst i vitenarkiv
• Henriksen, Ellen Karoline; Bøe, Maria Vetleseter & Angell, Carl (2023). Om å få elever og studenter til å blomstre: En inspirasjonsartikkel til minne om Cathrine W. Tellefsen. Fra Fysikkens Verden. ISSN 0015-9247. 85(1), s. 17–19. Fulltekst i vitenarkiv
• Bøe, Maria Vetleseter (2023). Motivasjon, relevans og realfagsrekruttering. Naturfag. ISSN 1504-4564. Fulltekst i vitenarkiv
• Bøe, Maria Vetleseter & Henriksen, Ellen Karoline (2022). Gamle og nye fysikkforlystelser. Fulltekst i vitenarkiv
• Lauvland, Anders; Bøe, Maria Vetleseter & Henriksen, Ellen Karoline (2021). Motivation Profiles Among First-Year Physics Students. Fulltekst i vitenarkiv Vis sammendrag

  Students with different degrees and types of motivation have different needs to become and stay engaged in physics learning. In this study, we conducted a survey among N=318 first-year university students measuring their motivations for learning physics. Expectancy-Value Theory was used to operationalize motivation and determine a five factor model for students’ motivation to learn physics. Three motivational profiles were identified based on factor scores. The highly motivated students were associated with high interest, utility and attainment value to learn physics. This group also had low scores on the costs associated with learning physics, and high expectation of success. The moderately motivated students had mean scores of interest, utility, attainment, cost and expectation for success close to the mean of the entire group. And lastly, the less motivated students showed a lower degree of motivation across all factors, in addition to associating higher costs with learning physics. Students from three study program categories (Physics bachelor, Engineering, and Other) and from both genders were represented in each cluster, though not evenly distributed. In the highly motivated cluster, male students and physics bachelor students were overrepresented, whereas female students and engineering students were overrepresented in the less motivated cluster. The moderately motivated cluster had a more balanced distribution of study programs and genders. The results suggest that physics teaching needs to support and develop different motivations, paying special attention to less motivated students who require more support to stay engaged. We call for more research into how different learning activities interact with motivation for a broad range of students, and how teaching can better support their engagement

• Hurum, Jørn Harald & Bøe, Maria Vetleseter (2021). "Barn av regnbuen og en frodig jord". Naturfag. ISSN 1504-4564. 1, s. 6–15. Fulltekst i vitenarkiv
• Eliassen, June Edvarda; Bøe, Maria Vetleseter; Nederbragt, Lex & Gregers, Tone Fredsvik (2021). Motivasjon for beregningsorientert biologi og sammenhengen med matematikk R2 fra videregående opplæring. Fulltekst i vitenarkiv
• Bøe, Maria Vetleseter (2020). Et godt sted å være, et godt sted å lære. Naturfag. ISSN 1504-4564. 1. Fulltekst i vitenarkiv
• Bøe, Maria Vetleseter & Henriksen, Ellen Karoline (2020). Skal fysikkelevane våre verkeleg ikkje lære om gravitasjonsbølgjer eller mørk materie? Fulltekst i vitenarkiv
• Henriksen, Ellen Karoline; Angell, Carl; Bøe, Maria Vetleseter & Tellefsen, Cathrine Wahlstrøm (2020). Et fysikkfag for fremtiden. Aftenposten (morgenutg. : trykt utg.). ISSN 0804-3116. s. 25–25. Fulltekst i vitenarkiv
• Bøe, Maria Vetleseter; Fiskum, Kirsten & Skår, Aud Ragnhild (2019). Kjernen i kjerneelementet Energi og materie. Fulltekst i vitenarkiv
• Elgarøy, Øystein & Bøe, Maria Vetleseter (2019). Er hele universets energi bevart? Naturfag. ISSN 1504-4564. s. 14–16. Fulltekst i vitenarkiv
• Bøe, Maria Vetleseter (2019). E=mc^2. Naturfag. ISSN 1504-4564. s. 8–9. Fulltekst i vitenarkiv
• Bøe, Maria Vetleseter & Kostøl, Kristine Bakkemo (2019). Energi og materie - svaret på (nesten) alt. Naturfag. ISSN 1504-4564. s. 4–6. Fulltekst i vitenarkiv
• Frågåt, Thomas; Bøe, Maria Vetleseter & Angell, Carl (2019). Enhancing Physics Teachers’ Professional Development Using a Design-Based Research Project. 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
• Bøe, Maria Vetleseter; Fiskum, Kirsten & Skaar, Aud Ragnhild (2019). Kjernen i kjerneelementet Energi og materie. 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
• Lauvland, Anders; Odden, Tor Ole; Bøe, Maria Vetleseter & Henriksen, Ellen Karoline (2019). Learning assistants' transformed views on teaching and the teacher role after a training program. Fulltekst i vitenarkiv
• Bøe, Maria Vetleseter (2018). Motivasjon i naturfag. Naturfag. ISSN 1504-4564. Fulltekst i vitenarkiv
• Bøe, Maria Vetleseter (2018). Science identity development within teaching and learning cultures in University STEM programs. Fulltekst i vitenarkiv
• Henriksen, Ellen Karoline & Bøe, Maria Vetleseter (2018). Tar vi universet ut av naturfaget, tar vi realfags-inspirasjonen fra norske skoleelever. Forskning.no. ISSN 1891-635X. Fulltekst i vitenarkiv
• Reitan, Berit; Bøe, Maria Vetleseter; Kostøl, Kristine Bakkemo & Braathen, Anette (2018). Undervisning for naturfaglig kapital: Hva har elevene dine i ryggsekken? Naturfag. ISSN 1504-4564. Fulltekst i vitenarkiv
• Bøe, Maria Vetleseter (2017). Motivation and interest development in traditional physics classrooms in Norway. Fulltekst i vitenarkiv
• Henriksen, Ellen Karoline; Tellefsen, Cathrine Wahlstrøm; Bøe, Maria Vetleseter & Grimenes, Arne Auen (2017). Carl Angell 70 år. Fra Fysikkens Verden. ISSN 0015-9247. 2017(1), s. 26–27. 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
• Henriksen, Ellen Karoline; Bøe, Maria Vetleseter & Frågåt, Thomas (2017). Fysikkforlystelser. 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
• 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
• 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
• Bøe, Maria Vetleseter; Ryder, Jim & Ulriksen, Lars (2016). The process of choosing STEM higher education: Messages from the IRIS project. Fulltekst i vitenarkiv
• Bøe, Maria Vetleseter (2016). Om fysikk, studier og muligheter med realfag. Fulltekst i vitenarkiv
• Bøe, Maria Vetleseter (2016). Relevant naturfag - kva er det og korleis gjer vi det? Fulltekst i vitenarkiv
• Angell, Carl; Bøe, Maria Vetleseter & Henriksen, Ellen Karoline (2016). Fysikkforlystelser. Fulltekst i vitenarkiv
• Bøe, Maria Vetleseter & Tellefsen, Cathrine Wahlstrøm (2016). Drømmen om framtidas fysikkfag. Fulltekst i vitenarkiv
• Bøe, Maria Vetleseter; Angell, Carl; Henriksen, Ellen Karoline & Tellefsen, Cathrine Wahlstrøm (2016). Det er ikke innholdet i fysikkfaget som er problemet. Aftenposten (morgenutg. : trykt utg.). ISSN 0804-3116. Fulltekst i vitenarkiv
• Bøe, Maria Vetleseter (2016). Leikande fysikk. 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
• Bøe, Maria Vetleseter (2016). Magiske magneter. Nemi. ISSN 1651-3436. 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
• Bøe, Maria Vetleseter (2015). Physics choices among young women: What matters? 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
• Bøe, Maria Vetleseter (2015). Ungdoms valg av utdanning og yrke. Fulltekst i vitenarkiv
• Bøe, Maria Vetleseter (2015). Om forelskelse, Harry Potter og Ent3r-mentorane som rollemodellar. 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
• Bøe, Maria Vetleseter (2015). Nytt lys for verda. Naturfag. ISSN 1504-4564. s. 42–43. Fulltekst i vitenarkiv
• Bøe, Maria Vetleseter (2015). Young people’s motivation for choosing – and keep choosing – STEM. Fulltekst i vitenarkiv
• Bøe, Maria Vetleseter (2014). Energibehov og utfordringer. Fulltekst i vitenarkiv
• Bøe, Maria Vetleseter (2014). Om Ent3r-mentorenes betydning som rollemodeller. Fulltekst i vitenarkiv
• Jensen, Fredrik & Bøe, Maria Vetleseter (2014). Gir et realistisk bilde av realfag. Teknisk Ukeblad. ISSN 0040-2354. Fulltekst i vitenarkiv
• Bøe, Maria Vetleseter & Henriksen, Ellen Karoline (2014). Love it or leave it: Physics choices in Norway. Fulltekst i vitenarkiv
• Bøe, Maria Vetleseter & Henriksen, Ellen Karoline (2014). Kva skal til for at jenter skal velje realfag? www.veilederforum.no. Fulltekst i vitenarkiv
• Isnes, Anders; Angell, Carl; Henriksen, Ellen Karoline & Bøe, Maria Vetleseter (2014). Hva er vitsen med forsøk? – fysikkshow. Fulltekst i vitenarkiv
• Henriksen, Ellen Karoline & Bøe, Maria Vetleseter (2014). Valg og bortvalg av realfag - innsikter og hva kan gjøres. 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
• Eggen, Per-Odd; Bøe, Maria Vetleseter; Fimland, Nina; Johansen, Astrid; Nilsen, Trude & Olsen, Rolf Vegar [Vis alle 11 forfattere av denne artikkelen] (2015). Naturfagene i norsk skole Anno 2015. Utdanningsdirektoratet. Fulltekst i vitenarkiv

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