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• Frågåt, Thomas; Pajchel, Katarina & Mifsud, Louise (2025). Applying Computational Thinking to Enhance Learning About Electricity: A Norwegian Case Study, Connecting Science Education with Cultural Heritage. Springer. ISSN 9783031909436. s. 113–126. doi: 10.1007/978-3-031-90944-3_9. Fulltekst i vitenarkiv
• Senden, Bas; Jentsch, Armin; Teig, Nani; Nilsen, Trude; Fauskanger, Janne & Frågåt, Thomas [Vis alle 16 forfattere av denne artikkelen] (2025). Context matters: adapting and validating the TEDS-instruct observation instrument assessing teaching quality for its use in Norwegian primary education. Frontiers in Education. 10. doi: 10.3389/feduc.2025.1483092. Fulltekst i vitenarkiv Vis sammendrag

  The current investigation aims to adapt and validate the Teacher Education and Development Study-Instruct observation instrument for assessing teaching quality in new contexts: Norwegian Grade 6 mathematics and science lessons. More specifically, the article examines content validity and reliability in the new contexts using a multi-methods approach, involving the Delphi technique and generalizability theory. Findings suggest that while the core components of the instrument are relevant in the new contexts, specific adaptations are necessary to capture teaching quality in a more nuanced and meaningful way. Based on the findings, specific adaptions are made to the instrument. Finally, recommendations for developing and using the instrument in the new contexts are provided. The current investigation underscores the importance of contextual sensitivity in the assessment of teaching quality.

• Pajchel, Katarina; Mifsud, Louise; Frågåt, Thomas; Rehder, Mads Middelboe; juuti, kalle & Bogar, Yurdagul [Vis alle 10 forfattere av denne artikkelen] (2024). Sign of the Times An Analysis of Computational Thinking in Norwegian, Finnish and Danish Curricula. Nordic Journal of Comparative and International Education (NJCIE). 8(4). doi: 10.7577/njcie.5744. Fulltekst i vitenarkiv Vis sammendrag

  This paper discusses the significance of school curricula in reflecting societal priorities and needs, focusing on the incorporation of computational thinking (CT) in Nordic national curricula. Our point of departure is that the preparedness of future generations for a digitally driven society can be determined by analysing how CT is either explicitly or implicitly framed in school curricula. Accordingly, this study examined the school curricula of Denmark, Finland, and Norway in terms of their similarities and differences in how they framed CT, as these countries have different approaches to the inclusion of CT. A framework for analysis that was grounded in influential works on CT in education was developed, focusing on problem-solving, algorithmic and transversal practices. National-level curricula were examined using a content analysis. Despite the differences in the approaches used in these countries, our findings indicate similarities across all three curricula, with an emphasis on how CT was framed.

• Andersen, Renate; Frågåt, Thomas; Bogar, Yurdagül; Juellund, Jesper & Mifsud, Louise (2023). Representations of Computational Thinking in Policy Documents in an Educational Context: The Cases of Denmark, Finland, and Norway. Proceedings (International Conference of the Learning Sciences). ISSN 1814-9316. s. 35–42. Fulltekst i vitenarkiv Vis sammendrag

  Nordic countries have recently introduced computational thinking (CT) into school curricula. In this paper, we address the question: “Which key understandings of computational thinking are presented in Danish, Finnish, and Norwegian policy documents for primary and lower secondary education?” This study analyzes and compares the policy documents by using a combination of social network analysis (SNA) to obtain an overview of the whole dataset, and qualitative analysis to elaborate on some specific elements in the policy documents. Importantly, we find that: (1) all three policy documents focus on interpreting CT as both a problem-solving process and related to programming processes, and (2) how CT is written up in the policy documents reflects the line of thought concerning the extent to which CT is an integrated part of the course subjects in education.

• 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.

• 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

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• Mifsud, Louise; Juuti, Kalle; Frågåt, Thomas; Rehder, Mads Middelboe & Pajchel, Katarina (2025). There is no consensus around the definition of computational thinking – what next. Fulltekst i vitenarkiv
• Rehder, Mads Middelboe; Juuti, Kalle; Pajchel, Katarina; Frågåt, Thomas & Mifsud, Louise (2024). Computational Thinking in Nordic Teacher Education and Schools. Nordic Journal of Comparative and International Education (NJCIE). 8(4). doi: 10.7577/njcie.6120. Fulltekst i vitenarkiv
• Pajchel, Katarina; Mifsud, Louise; Andreasen, Kristina Johnsdatter; Ukkonen, Aino & Frågåt, Thomas (2023). Plugged and unplugged practices in the assessment processes of CT in science classrooms. 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
• Frågåt, Thomas; Mifsud, Louise; Sollid, Per Øyvind; Bogar, Yurdagül & Sundtjønn, Trude (2023). A Model for Computational Thinking in School and Teacher Education. Fulltekst i vitenarkiv
• Frågåt, Thomas; Pajchel, Katarina & Mifsud, Louise (2023). Utilizing Computational Thinking to Enhance Learning in Electricity – a Case Study. Fulltekst i vitenarkiv
• Pajchel, Katarina; Frågåt, Thomas & Mifsud, Louise (2023). Assessing subject-specific Computational Thinking – a framework for formative and summative assessment. Fulltekst i vitenarkiv
• Andersen, Renate; Frågåt, Thomas; Bogar, Yurdagül; Juellund, Jesper & Mifsud, Louise (2023). Representations of Computational Thinking in Policy Documents in an Educational Context: The Cases of Denmark, Finland, and Norway. Fulltekst i vitenarkiv
• Andersen, Renate; Juellund, Jesper; Mifsud, Louise; Frågåt, Thomas; Tafdrup, Oliver & Schrøder, Vibeke [Vis alle 13 forfattere av denne artikkelen] (2022). Computational thinking as a part of Danish, Finnish and Norwegian Curricula. Fulltekst i vitenarkiv
• Pajchel, Katarina; Frågåt, Thomas; Mifsud, Louise; Ukkonen, Aino; Swensen, Håkon & Andreasen, Kristina Johnsdatter (2022). Designing CT learning opportunities in mathematics and science education . Fulltekst i vitenarkiv
• Frågåt, Thomas; Sollid, Per Øyvind; Lavonen, Jari; Sundtjønn, Trude Pedersen; Aalbergsjø, Siv Gundrosen & Schrøder, Vibeke (2022). Current state of research on computational thinking in STEAM and STEAM teacher education. Fulltekst i vitenarkiv
• Aalbergsjø, Siv Gundrosen; Andersen, Renate; Ebbesen, Kristin; Frågåt, Thomas; Jensen, Jesper Juelland & Juuti, Kalle [Vis alle 17 forfattere av denne artikkelen] (2021). Computational Thinking: Present, past and yet to come. 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; Bøe, Maria Vetleseter & Frågåt, Thomas (2017). Fysikkforlystelser. 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
• 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
• 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
• 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; 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
• 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
• Frågåt, Thomas; Henriksen, Ellen Karoline & Tellefsen, Cathrine Wahlstrøm (2016). Pre-service science teachers’ views on professional knowledge. 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
• Ould-Saada, Farid; Read, Alexander Lincoln; Taga, Adrian; Cameron, David; Qiang, Weizhong & Frågåt, Thomas [Vis alle 7 forfattere av denne artikkelen] (2009). ARC middleware: evolution towards standards-based interoperability. Fulltekst i vitenarkiv
• Frågåt, Thomas (2008). An introduction to software testing - What is it? Fulltekst i vitenarkiv
• Frågåt, Thomas (2008). End-to-end Grid System. Fulltekst i vitenarkiv
• Taga, Adrian & Frågåt, Thomas (2008). From Classic NorduGrid ARC to the next generation ARC middleware. Fulltekst i vitenarkiv
• Frågåt, Thomas (2008). På jobb for CERN. [Internet]. http://www.hardware.no/artikler/paa_jobb_for_cern/57018/2. Fulltekst i vitenarkiv
• Frågåt, Thomas (2007). New backend layer of HED. Fulltekst i vitenarkiv
• Frågåt, Thomas (2007). Next Generation Back-ends. Fulltekst i vitenarkiv
• Frågåt, Thomas (2007). KnowARC – I forskningens og innovasjonens tjeneste. Fulltekst i vitenarkiv
• Frågåt, Thomas (2007). Workpackage 1 - Grid foundations. Fulltekst i vitenarkiv
• Frågåt, Thomas & Ould-Saada, Farid (2007). The Next Generation Advanced Resource Connector: ARC1. Fulltekst i vitenarkiv
• Ellert, Mattias & Frågåt, Thomas (2006). The KnowARC Project. Fulltekst i vitenarkiv
• Taga, Adrian & Frågåt, Thomas (2008). ARC batch system back-end interface guide with support for GLUE2. NorduGrid. Fulltekst i vitenarkiv
• Nordén, Markus & Frågåt, Thomas (2007). WS-Based ARC Clients. NorduGrid. Fulltekst i vitenarkiv

Se alle arbeider i NVA