Academic interests
- Science Education Research
- Inquiry Based Science and Literacy
- Scientific Practices
- Assessment
- Nature of Science
- Critical Thinking
- Professional Development for Teachers
- Qualitative Methods
Courses taught
Background
- 2016 - Associate Professor at the Norwegian Centre for Science Education. Research and Development, Teaching Professional Development Courses in Science Education, Project leader.
- 2014 - 2016 Researcher at the Norwegian Centre for Science education
- 2010 - 2014 PhD fellow in Science Education, University of Oslo. Thesis: Teaching for conceptual understanding in science within an integrated inquiry-based science and literacy setting.
- 2012 Visiting scholar, Lawrence Hall of Science, University of California, Berkeley
- 2009 Master's degree in Comparative and International Education, University of Oslo. Thesis: Educational Decentralization and Student Achievement. A comparative study utilizing data from PISA (Australia, Canada, Finland, Norway and Sweden)
- 2007 Bachelor's degree in Education, University of Oslo. Exchange student at the University of California, Berkeley
- 1989 Bachelor's degree as Biomedical Laboratory Scientist, Oslo University Hospital.
Tags:
Science Education Research,
Qualitative Methods,
Inquiry-Based Science and Literacy,
Conceptual Understanding,
Assessment,
Professional Development,
Video-Based Classroom Reserach
Publications
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Arntzen, Marthe; Scheie, Eldri & Haug, Berit
(2025).
Interdisciplinary ESE: barriers to implementation and practical ways to overcome them.
Environmental Education Research.
ISSN 1350-4622.
p. 1–23.
doi:
10.1080/13504622.2025.2594637.
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Environmental and sustainability education (ESE) and science education are both essential for addressing global sustainability challenges, and a convergence between them is widely encouraged. Yet the interdisciplinary approaches that ESE promotes often conflict with existing school structures, curricula, and pedagogical practices of traditional schooling, revealing a gap between ESE’s ideals and conventional education. This study responds to calls for investigation into pedagogical and strategic difficulties related to ESE by exploring barriers science teachers face in implementing interdisciplinary approaches and examining implications. Through individual interviews with ten Norwegian lower secondary science teachers and employing reflexive thematic analysis, we identified four themes related to their experiences with ESE: weak consistency in ESE practices, insufficiently transformative ESE, challenges with coworker collaboration, and adverse framework factors. Reflecting on Stevenson’s contradictions from 1987, we observe that responses from participants reveal persistent gaps between the intentions of ESE and traditional schooling, which continue to challenge teachers in their efforts to implement ESE. However, we propose potential solutions aimed at addressing barriers associated with the four themes identified in this study. By exploring the challenges of ESE implementation, this study contributes to a broader understanding of ESE and supports its practical application.
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Arntzen, Marthe; Scheie, Eldri & Haug, Berit S
(2025).
Unveiling perceptions: how science teachers perceive sustainable development and their expectations of students' learning outcomes through environmental and sustainability education.
International Journal of Science Education.
ISSN 0950-0693.
p. 1–20.
doi:
10.1080/09500693.2025.2499215.
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Sustainable development is promoted as an interdisciplinary topic in the Norwegian curriculum, reflecting similar priorities in global policy documents and educational frameworks. However, its implementation in schools partly relies on how teachers interpret the concept of sustainable development and what they consider students should learn through environmental and sustainability education. This study explores how science teachers perceive sustainable development in a school context and what they expect students’ learning outcomes to be. Ten Norwegian science teachers from lower secondary schools were interviewed individually, and the data were analysed using an inductive phenomenological approach. The results show that even though the ecological dimension of sustainable development is highly recognised by the science teachers, they perceive sustainable development first and foremost as the interconnectedness between its different dimensions. Regarding students’ learning outcomes, three themes were identified from the science teachers´ statements: knowledge, abilities, and mindset. These learning outcomes are discussed in comparison to sustainability competencies and connected to the environmental science competencies within the PISA 2025 framework, as well as the three visions of scientific literacy.
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Scheie, Eldri; Arntzen, Marthe & Haug, Berit S
(2025).
Teachers’ implementation of self-designed Interdisciplinary
Curriculum Units in Education for Sustainable Development.
Research in Science Education.
ISSN 0157-244X.
55,
p. 793–815.
doi:
10.1007/s11165-025-10279-5.
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Curricula worldwide aim to prepare students for the society they will engage with in the future. The climate crisis and the ecological challenges facing the global community necessitate addressing these issues within the school context. Given the interdisciplinary nature of these crises, topics are often complex and do not neatly align with specific subjects. Consequently, teachers and schools need to teach across subjects to address these complex sustainability challenges. This study contributes to the existing body of knowledge on teachers’ approaches to sustainability education, particularly when teaching across various subjects. We place special emphasis on curriculum units designed by teachers, aiming to understand how teachers combine subject-specific and interdisciplinary teaching and learning, and how their curriculum units encompass a holistic approach to sustainability issues, in light of the Anthropocene. We analysed 20 curriculum units designed and implemented by teachers from lower secondary schools in Norway, guided by environmental, social and economic dimensions of sustainability, in addition to a framework that facilitates pedagogical approaches to education for sustainable development. This framework highlights interdisciplinary and subject-specific aspects of teaching and learning complex sustainability issues, including time, space and emotional aspects. Findings suggest that the teachers designed and implemented interdisciplinary curriculum units integrating all three dimensions of sustainability. Several teachers reported that they facilitated for students’ emotional engagement with sustainability issues, however, affective aspects received least attention. A key implication from this study is that involving teacher-teams in curriculum design might enable them to implement interdisciplinary and holistic approaches to sustainable development, rather than adhering to pre-designed programs.
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Mork, Sonja Merethe; Haug, Berit S.; Sørborg, Øystein; Ruben, Subashini Parameswaran & Erduran, Sibel
(2022).
Humanising the nature of science: an analysis of the science curriculum in Norway.
International Journal of Science Education.
ISSN 0950-0693.
44(10),
p. 1601–1618.
doi:
10.1080/09500693.2022.2088876.
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If students are to acquire deep learning in science, they need to know about the nature of science (NOS), particularly not only the cognitive-epistemic but also the social-institutional aspects of NOS. In this paper, we investigate the content of the Norwegian science curriculum in order to establish how NOS is represented, in particular to the social-institutional aspects of NOS, which have been reported to be underemphasised in science curricula from different parts of the world. We use the Family Resemblance Approach (FRA) to NOS as the theoretical and analytical framework to investigate the science curriculum from Norway where there is a history of emphasising the values human dignity, identity and cultural diversity as well as respect for nature and environmental awareness. The findings show that the dominating aspects of NOS in the science curriculum are scientific practices and social values. The observation about the prominence of social values of science is in sharp contrast to comparable analyses, suggesting a particular orientation to NOS that considers the human element in the Norwegian science curriculum. Implications for science curriculum reform and future studies are discussed.
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Scheie, Eldri; Haug, Berit S & Erduran, Sibel
(2022).
Critical thinking in the Norwegian science curriculum.
Acta Didactica Norden (ADNO).
16(2).
doi:
10.5617/adno.9060.
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Kritisk tenking (KT) er beskrevet internasjonalt som en sentral kompetanse elever må tilegne seg og det er også inkludert i den norske læreplanen. Forskere fra ulike fagtradisjoner definerer KT noe ulikt, men de er enige om at KT involverer både kognitive ferdigheter og disposisjoner. I denne studien har vi undersøkt hvordan ulike aspekter ved KT kommer til uttrykk i overordnet del av læreplanen og i naturfagplanen i LK20. I tillegg til ferdigheter, disposisjoner og kunnskapsdimensjonen ved KT, inkluderte vi etiske, kulturelle og samfunnsmessige dimensjoner for å bygge et helhetlig syn på KT. Disse kategoriene ble brukt som retningslinjer når vi analyserte læreplanen. Fra våre resultater kan vi konkludere med at det er få referanser til KT i overordnet del og i læreplanen i naturfag. Formuleringer om KT i læreplantekstene er både vage og knappe, noe som er uheldig fordi vi vet at mange lærere mangler forståelse for hva KT faktisk innebærer, og de føler seg ofte uforberedte til å undervise i KT. For å støtte lærere foreslår vi at alle aspekter knyttet til KT bør utdypes og konkretiseres i læreplanen.
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Haug, Berit S; Sørborg, Øystein; Mork, Sonja Merethe & Frøyland, Merethe
(2021).
Naturvitenskapelige praksiser og tenkemåter - på vei mot et tolkningsfellesskap.
Nordic Studies in Science Education (NorDiNa).
ISSN 1504-4556.
17(3),
p. 293–310.
doi:
10.5617/NORDINA.8360.
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Scientific practices are introduced in curricula around the world, replacing the more general concept of inquiry. There are many different definitions of scientific practices, and the purpose of this article is to contribute to a common understanding of what scientific practices are and how they can be implemented and assessed in the classroom. We analyzed the Norwegian curriculum LK20 and found that teachers are mainly left on their own in how to interpret, implement and assess scientific practices. To address the lack of support, we selected a set of central scientific practices based on LK20, the research literature and international curricula and described the practices as explicit and close to teaching practice as possible. Implications for use are discussed, together with a call for other researchers to join the discussion.
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Haug, Berit Synnøve & Mork, Sonja Merethe
(2021).
Taking 21st century skills from vision to classroom: What teachers highlight as supportive professional development in the light of new demands from educational reforms.
Teaching and Teacher Education : An International Journal of Research and Studies.
ISSN 0742-051X.
100.
doi:
10.1016/j.tate.2021.103286.
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The purpose of this paper is to accentuate teachers’ voice and examine what teachers consider as useful professional development for promoting 21st century skills as presented in educational reforms. The teachers participated in a professional development program designed to support teachers in bridging the gap between visionary reforms and classroom practice. Over a three-year period, 56 courses were conducted, reaching 1187 teachers. Results from this large-scale qualitative study show that teachers highlighted instructional strategies modelled during the course as supportive together with easy access to teaching resources and increased confidence. Implications for future professional development programs are discussed.
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Voll, Liv Oddrun; Bøe, Maria Vetleseter; Mork, Sonja Merethe; Haug, Berit S; Fiskum, Kirsten & Frøyland, Merethe
(2019).
Bærende ideer i naturfag.
In Voll, Liv Oddrun; Øyehaug, Anne Bergliot & Holt, Anne (Ed.),
Dybdelæring i naturfag.
Universitetsforlaget.
ISSN 9788215028118.
p. 59–84.
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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.
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Haug, Berit S & Mork, Sonja Merethe
(2026).
1) Vurdering og hvordan synliggjøre elevers forståelse? 2) Kjernen i kjerneelementene og spørsmålsdrevet undervisning på tvers av naturfagene.
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Fiskum, Kirsten; Haug, Berit S & Sørborg, Øystein
(2026).
Muntlig-praktisk eksamen i naturfag, 10. trinn, Nordland.
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Haug, Berit S & Mork, Sonja Merethe
(2026).
Vurdering i naturfag - synliggjøring av elevers forståelse.
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Webinar. Utdanningsforbundet inviterer til et praksisnært kurs om vurdering i naturfag.
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Haug, Berit S & Bøe, Maria Vetleseter
(2026).
56. Kjernen i kjerneelementene – introduksjon med Berit Haug og Maria Vetleseter Bøe - Naturfagpodden | Podcast on Spotify.
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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.
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Fiskum, Kirsten; Haug, Berit S & Sørborg, Øystein
(2026).
Muntlig-praktisk eksamen i naturfag (10. trinn, Trøndelag).
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Haug, Berit S & Fiskum, Kirsten
(2025).
Hva vurderes og hvordan synliggjøre elevens kompetanse? Muntlig-praktisk eksamen i naturfagene.
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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.
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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.
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Haug, Berit S; Sørborg, Øystein; Bøe, Maria Vetleseter & Mork, Sonja Merethe
(2025).
Store spørsmål som nøkkel til et helhetlig naturfag.
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Haug, Berit S & Mork, Sonja Merethe
(2025).
Enhancing teachers’ assessment literacy through authentic modelling of multiple assessment forms.
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This study explores a multiple summative assessment (MSA) approach with various exams during a one-year professional development program (PDP) in science for secondary teachers. Factors supporting this approach include: providing assessment methods that offer students ample opportunities to demonstrate their knowledge and competencies; necessity to challenge traditional summative assessment and establish varied assessment forms, especially in the wake of generative AI; helping students allocate workload over time, and the grading pass/fail might reduce stress. Assessment methods were modelled during the PDP, and teachers were required to conduct and pass the exams to pass the program, thus they were subjected to experience various assessments in an authentic setting. Our research question How may authentic exposure to various summative assessment methods influence teachers’ perspectives on learning and assessment? was investigated based on 37 reflection notes with teachers’ views and experiences of the assessments and 8 individual interviews. Findings indicate that teachers favor alternative assessment methods over traditional ones, linking this to learning outcome, motivation, and opportunities to demonstrate competencies in various ways. Furthermore, the authentic setting contributed to raised awareness of teachers’ assessment practice, especially the importance of explicit learning goals and assessment criteria. Challenges include stress connected to submitting many exams for the students, and the workload for teachers providing feedback and grades. We suggest that implementation of summative assessments needs to be balanced between contextual aspects and how to best cover the content in ways that allow students to demonstrate their competencies.
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Haug, Berit S & Mork, Sonja Merethe
(2025).
Enhancing science teachers’ assessment literacy through authentic modelling of multiple assessment methods.
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In this study, we explore a multiple summative assessment (MSA) approach with various types of exams during one-year professional development programs (PDP) for Norwegian secondary science teachers. This approach challenges traditional summative assessments and offers students ample opportunities to demonstrate their knowledge and competencies in various ways. Assessment methods were modelled, and the different types of assessments served as exams to pass the PDP, thus teachers experienced various assessments in an authentic setting. Our research question How may authentic exposure to various summative assessment methods influence teachers’ perspectives on learning and assessment? was investigated based on 37 reflection notes and 8 individual interviews regarding teachers’ views and experiences of the assessments. Findings indicate teachers favoring alternative assessments over traditional ones, linking this to learning outcome and opportunities to demonstrate competencies in various ways. The authentic setting raised teachers’ awareness of their own assessment practice, especially the importance of explicit learning goals and assessment criteria. Challenges included students’ stress in submitting many exams, and teachers’ workload providing feedback and grades. This suggests that MSA needs to be balanced between contextual aspects and opportunities for students to demonstrate their competencies.
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Arntzen, Marthe; Scheie, Eldri & Haug, Berit S
(2025).
Recognizing and Addressing Challenges in Implementing Environmental and Sustainability Education in Lower Secondary Schools.
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Arntzen, Marthe; Scheie, Eldri & Haug, Berit S
(2025).
Science Teachers' Self-Perceived Barriers to Implementing Environmental and Sustainability Education in Lower Secondary Schools.
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Fiskum, Kirsten; Haug, Berit S & Sørborg, Øystein
(2025).
Muntlig-praktisk eksamen i naturfag (ungdomstrinnet), Trøndelag.
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Eidesen, Pernille Bronken; Langset, Hanna Kristine; Morønning, Marthe; Haug, Berit S & Tsigaridas, Kristin Glørstad
(2025).
Spre det glade budskap - teambasert læring funker for både studenter, lærere og elever i naturfag.
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Fiskum, Kirsten; Haug, Berit S & Sørborg, Øystein
(2024).
Vurdering og muntlig-praktisk eksamen i naturfag (Stavanger).
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Arntzen, Marthe; Scheie, Eldri & Haug, Berit S
(2024).
Unveiling Science Teachers’ Conception of
Sustainable Development - Its Implications for Sustainability Education.
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Mork, Sonja Merethe; Haug, Berit; Sørborg, Øystein; Ruben, Subashini Parameswaran & Erduran, Sibel
(2023).
HOW CAN THE SCIENCE CURRICULUM BE HUMANIZED ABOUT THE NATURE OF SCIENCE?
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Guttersrud, Øystein; Fiskum, Kirsten; Sørborg, Øystein & Haug, Berit S
(2022).
Lærerkurs Osloprøven i naturfag trinn 7.
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Guttersrud, Øystein; Fiskum, Kirsten; Haug, Berit S & Sørborg, Øystein
(2022).
Lærerkurs Osloprøven i naturfag trinn 4.
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Haug, Berit; Mork, Sonja Merethe & Sørborg, Øystein
(2022).
Naturvitenskapelige praksiser og tenkemåter – hva betyr det i praksis?
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Haug, Berit S & Mork, Sonja Merethe
(2022).
Nøkkelbegreper i utforskende arbeid - boklansering med smakebiter fra boka.
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Haug, Berit S & Sørborg, Øystein
(2022).
Kjerneelementet Naturvitenskapelige praksiser og tenkemåter for 5.-7. trinn.
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Haug, Berit S & Sørborg, Øystein
(2022).
Kjerneelementet Naturvitenskapelige praksiser og tenkemåter for 1.-4. trinn.
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Mork, Sonja Merethe; Henriksen, Ellen Karoline; Haug, Berit S; Jorde, Doris & Frøyland, Merethe
(2021).
Knowledge domain for science teacher educators.
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Mork, Sonja Merethe & Haug, Berit S
(2021).
How can the activity "share and discuss written reflections" serve as a tool for pedagogical link-making and deeper learning in science?
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Erlien, Wenche; Sørborg, Øystein & Haug, Berit S
(2021).
Virus, vaksine og modeller.
Naturfag.
ISSN 1504-4564.
p. 38–39.
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Mork, Sonja Merethe & Haug, Berit S
(2021).
Hvordan kreditere kilder korrekt og samvittighetsfullt.
Naturfag.
ISSN 1504-4564.
p. 66–67.
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Mork, Sonja Merethe; Frøyland, Merethe; Haug, Berit S; Sørborg, Øystein & Skår, Aud Ragnhild
(2021).
Meitemarkkasse og nedbryting.
Naturfag.
ISSN 1504-4564.
p. 8–11.
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Haug, Berit S; Sørborg, Øystein; Mork, Sonja Merethe & Frøyland, Merethe
(2021).
Naturvitenskapelige praksiser og tenkemåter - en introduksjon.
Naturfag.
ISSN 1504-4564.
p. 4–6.
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Haug, Berit S; Sørborg, Øystein & Skår, Aud Ragnhild
(2021).
Korleis kan vi forklare om noko er levande eller ikkje?
Naturfag.
ISSN 1504-4564.
p. 30–31.
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Haug, Berit & Mork, Sonja Merethe
(2021).
From vision to classroom: What teachers highlight as supportive professional development.
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Haug, Berit; Sørborg, Øystein; Mork, Sonja Merethe & Frøyland, Merethe
(2021).
Naturvitenskapelige praksiser og tenkemåter - på vei mot et tolkningsfellesskap.
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Mork, Sonja Merethe; Henriksen, Ellen Karoline; Haug, Berit; Jorde, Doris & Frøyland, Merethe
(2021).
Knowledge domains for science teacher educators.
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Mork, Sonja Merethe; Haug, Berit S; Henriksen, Ellen Karoline; Jorde, Doris & Frøyland, Merethe
(2019).
Educating the educators. Creating a knowledge domain for science teacher educators through professional development.
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Haug, Berit Synnøve & Fiskum, Kirsten
(2018).
Planlegging av undervisning med vekt på underveisvurdering.
Naturfag.
ISSN 1504-4564.
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Fiskum, Kirsten & Haug, Berit Synnøve
(2018).
Vurdering - begrepsavklaring og rammevilkår.
Naturfag.
ISSN 1504-4564.
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Haug, Berit S & Mork, Sonja Merethe
(2018).
Språket er en nøkkel til å lære naturfag.
Naturfag.
ISSN 1504-4564.
p. 62–65.
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Haug, Berit S; Mork, Sonja Merethe & Frøyland, Merethe
(2018).
Utforskende arbeidsmåter: Fra gjøring til læring.
Naturfag.
ISSN 1504-4564.
p. 90–95.
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Mork, Sonja Merethe & Haug, Berit S
(2018).
Å stille spørsmål som drivkraft i utforskende aktiviteter.
Naturfag.
ISSN 1504-4564.
p. 98–101.
Full text in Research Archive
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Mork, Sonja Merethe; Skår, Aud Ragnhild & Haug, Berit S
(2018).
Å legge til rette for naturfaglege samtalar.
Naturfag.
ISSN 1504-4564.
p. 66–69.
Full text in Research Archive
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Haug, Berit S & Mork, Sonja Merethe
(2017).
Fra visjon til klasserom. Hva slags støtte trenger lærere for å fremme dybdelæring i naturfag?
Full text in Research Archive
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Published
Apr. 16, 2019 10:11 AM
- Last modified
Mar. 4, 2025 6:40 AM
