Ingrid Eikeland

• Mathie, Rosalie Gwen; Eikeland, Ingrid; Sinnes, Astrid Tonette & Wals, Arjen E.J. (2026). Co-developing professional learning practices in support of a whole school approach to sustainability-oriented education. Environmental Education Research. ISSN 1350-4622. 32(7), s. 2158–2185. doi: 10.1080/13504622.2025.2606805. Fulltekst i vitenarkiv Vis sammendrag

  This multimedia article explores a Norwegian Continuing Professional Development (CPD) programme co-developing professional learning practices concerning a Whole School Approach (WSA) to sustainability-oriented education. Eleven teachers from four upper-secondary schools participated as co-developers in a year-long CPD and research combined programme, which also involved multiple school leaders, university-based educators, and researchers. Conventional CPD and data collection methods, including interviews, questionnaires, academic lectures, and research-informed activities, were combined with experiential approaches and the introduction of participatory methods such as photo-elicitation, world café events, and arts-based activities. Multiple data sources were gathered and analysed through iterative phases of CPD design, enactment, and evaluation. This process is illustrated through visual timelines, digital storytelling, and feedback gained from thematic analysis of post-CPD teacher-participant interviews. The findings highlight that all teacher-participants valued participatory and reflexive CPD processes as supportive of both individual and collective WSA-aligned professional learning. This article offers considerations for designing future WSA-aligned CPD, including approaching CPD as a long-term, co-developed continuous learning partnership that intentionally links teachers’ professional learning to their school’s leadership and institutional development programmes. Also proposed is to allocate sufficient time for participants to question and co-develop expanded understandings of sustainability, and to facilitate a mixture of conventional and experiential learning practices that employ diverse forms of reflexive participation and artistic expression.

• Eikeland, Ingrid & Sinnes, Astrid Tonette (2024). Activating the Petals in the ‘WSA Flower Model’: Critical Factors for Sustaining Schools’ Pathways Towards a Whole-School Approach. I Wals, Arjen; Bjønness, Birgitte; Sinnes, Astrid Tonette & Eikeland, Ingrid (Red.), Whole School Approaches to Sustainability. Education Renewal in Times of Distress. Springer. ISSN 9783031561719. s. 179–188. doi: 10.1007/978-3-031-56172-6_12. Fulltekst i vitenarkiv Vis sammendrag

  In response to urgent global sustainability challenges, Education for Sustainable Development (ESD) and Global Citizenship Education have been prioritized in the United Nations’ Agenda 2030 under SDG 4.7. There is a growing awareness that treating concepts such as global citizenship, sustainable development, climate urgency, and health and well-being as separate subjects or topics to be added to a curriculum is ineffective as they are highly interconnected. Additionally, this approach is problematic as schools already have an overcrowded curriculum. This edited volume brings together a range of scholars and reflective practitioners from across the globe who are investigating and enacting a whole school approach (WSA) in education for sustainability. While the WSA and related approaches, such as those advocated by EcoSchools, are becoming more popular, there is a lack of understanding of their underlying principles and the different manifestations in diverging socio-cultural contexts at different educational levels. This collection of chapters provides a deeper understanding of the WSA, while also addressing its effectiveness, possibilities for upscaling, professional development needs for WSA practitioners, interlinkages with more conventional curriculum requirements, expectations of students and parents, and more.

• Eikeland, Ingrid & Stuedahl, Dagny (2021). Co-Designing a Controversy-Based Educational Programme in a Science Centre. I Achiam, Marianne; Dillon, Justin & Glackin, Melissa (Red.), Addressing Wicked Problems through Science Education: The Role of Out-of-School Experiences. Springer. ISSN 9783030742652. s. 9–32. doi: 10.1007/978-3-030-74266-9_2. Fulltekst i vitenarkiv Vis sammendrag

  This book discusses a number of ways in which out-of-school science education can uniquely engage learners with ‘wicked’ global problems such as biodiversity loss and climate change. The idea for the volume originated in discussions among members of the ESERA special interest group on "Science Education in Out-of-School contexts". It emerged from these discussions that out-of-school institutions and experiences offer opportunities for critical engagement in wicked problems that go far beyond what is possible solely in the science classroom. The book opens with a principled discussion of the nature of wicked problems and what addressing them involves. This introduction clarifies key terms and ideas to create a coherent backdrop for the rest of the book. Subsequent chapters discuss the challenges of designing educational experiences to address wicked problems, as well as the teaching and learning that takes place. The authors offer perspectives across a range of out-of-school environments such as science centres, natural history museums, botanical gardens, geological sites, and local communities. The book concludes with a chapter that synthesises the findings from the various contributions and points to the messages for educators. Finally, the editors outline an exciting research agenda to build knowledge of education addressing wicked problems. The intended audience of the book includes teachers, educators/facilitators, teacher educators, curriculum developers, and early career researchers as well as established researchers.

• Eikeland, Ingrid & Frøyland, Merethe (2020). Pedagogical considerations when educators and researchers design a controversy-based educational programme in a science centre. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 16(1), s. 84–100. doi: 10.5617/NORDINA.7001. Fulltekst i vitenarkiv Vis sammendrag

  This article reports from a 1,5 yearlong co-design process where mainly one researcher and four science centre educators collaboratively designed a controversy-based educational programme for upper secondary school in a Norwegian science centre. Its aim was to contribute to our understanding of the transition in science centres from embracing neutral, science facts, to invite visitors to discuss and think critically about contemporary issues. The data for this study consists of sound recordings from one group interview, eight workshops and three informal meetings. In the analysis, we identified barriers related to both choosing a controversial issue and choosing pedagogical activities. For example, to address an issue that was both science and society based, and finding ways to engage students in discussion. Based on our findings, we recommend paying special attention to the role of sparking students’ emotional engagement, the aspect of no right or wrong answer, and the balance between hands-on activity and dialogue when designing controversy-based activities in these institutions.

• Stuedahl, Dagny; Frøyland, Merethe & Eikeland, Ingrid (2014). Expand – Research in Norwegian Science Centers. Nordisk Museologi. ISSN 1103-8152. 1, s. 85–95. doi: 10.5617/nm.3033. Fulltekst i vitenarkiv

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• Wals, Arjen; Bjønness, Birgitte; Sinnes, Astrid Tonette & Eikeland, Ingrid (2024). Whole School Approaches to Sustainability. Education Renewal in Times of Distress. Springer. ISBN 9783031561719. 332 s. Fulltekst i vitenarkiv Vis sammendrag

  In response to urgent global sustainability challenges, Education for Sustainable Development (ESD) and Global Citizenship Education have been prioritized in the United Nations’ Agenda 2030 under SDG 4.7. There is a growing awareness that treating concepts such as global citizenship, sustainable development, climate urgency, and health and well-being as separate subjects or topics to be added to a curriculum is ineffective as they are highly interconnected. Additionally, this approach is problematic as schools already have an overcrowded curriculum. This edited volume brings together a range of scholars and reflective practitioners from across the globe who are investigating and enacting a whole school approach (WSA) in education for sustainability. While the WSA and related approaches, such as those advocated by EcoSchools, are becoming more popular, there is a lack of understanding of their underlying principles and the different manifestations in diverging socio-cultural contexts at different educational levels. This collection of chapters provides a deeper understanding of the WSA, while also addressing its effectiveness, possibilities for upscaling, professional development needs for WSA practitioners, interlinkages with more conventional curriculum requirements, expectations of students and parents, and more.

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• Wals, Arjen; Eikeland, Ingrid; Bjønness, Birgitte & Sinnes, Astrid Tonette (2024). It Takes a Whole School: An Introduction. I Wals, Arjen; Bjønness, Birgitte; Sinnes, Astrid Tonette & Eikeland, Ingrid (Red.), Whole School Approaches to Sustainability. Education Renewal in Times of Distress. Springer. ISSN 9783031561719. s. 1–6. doi: 10.1007/978-3-031-56172-6_1. Fulltekst i vitenarkiv Vis sammendrag

  In response to urgent global sustainability challenges, Education for Sustainable Development (ESD) and Global Citizenship Education have been prioritized in the United Nations’ Agenda 2030 under SDG 4.7. There is a growing awareness that treating concepts such as global citizenship, sustainable development, climate urgency, and health and well-being as separate subjects or topics to be added to a curriculum is ineffective as they are highly interconnected. Additionally, this approach is problematic as schools already have an overcrowded curriculum. This edited volume brings together a range of scholars and reflective practitioners from across the globe who are investigating and enacting a whole school approach (WSA) in education for sustainability. While the WSA and related approaches, such as those advocated by EcoSchools, are becoming more popular, there is a lack of understanding of their underlying principles and the different manifestations in diverging socio-cultural contexts at different educational levels. This collection of chapters provides a deeper understanding of the WSA, while also addressing its effectiveness, possibilities for upscaling, professional development needs for WSA practitioners, interlinkages with more conventional curriculum requirements, expectations of students and parents, and more.

• Eikeland, Ingrid (2021). Addressing controversial issues in science centres. Fulltekst i vitenarkiv
• Mathie, Rosalie Gwen; Eikeland, Ingrid & Sinnes, Astrid Tonette (2021). Læreres syn på å integrere de tverrfaglige temaene i LK20, og muligheter dette gir for å utvikle en helskoletilnærming til Utdanning for Bærekraftig Utvikling. Fulltekst i vitenarkiv
• Eikeland, Ingrid & Frøyland, Merethe (2019). Students Engaging In A Controversy-based Educational Programme About Bacterial Resistance In A Science Centre. Fulltekst i vitenarkiv
• Eikeland, Ingrid & Godager, Linda Helèn (2019). Bærekraftig utvikling:«Utvikling av elevers handlingskompetanse og formidling av kontroverser». Fulltekst i vitenarkiv
• Eikeland, Ingrid (2016). UtVite: Læring i museum og vitensenter. Fulltekst i vitenarkiv
• Eikeland, Ingrid (2015). Relevant science centers through the dissemination of controversial socioscientific issues. Fulltekst i vitenarkiv
• Eikeland, Ingrid (2015). Participatory research in Expand. Fulltekst i vitenarkiv
• Eikeland, Ingrid (2015). Implementing controversial socioscientific issues (SSI) in a Science Center. Fulltekst i vitenarkiv
• Eikeland, Ingrid (2014). Different learners in museums and science centers. Fulltekst i vitenarkiv
• Eikeland, Ingrid; Frøyland, Merethe & Stuedahl, Dagny (2020). Promoting a learning shift in science centres through controversial issues : educators and a researcher co-designing a controversy-based educational programme. Norges miljø- og biovitenskapelige universitet (NMBU). ISSN 9788257517342. Fulltekst i vitenarkiv Vis sammendrag

  This thesis responds to a learning shift, called for in science centres, towards addressing contemporary issues and inviting visitors to participate in processes through which they get to share their voices and opinions on these issues. To contribute to this learning shift, this research was based on a co-design process, in which I as a researcher and four science centre educators designed and piloted a controversy-based educational programme for upper secondary school students in a Norwegian science centre. Based on this approach, the research focus was two-fold. First, it intended to contribute to knowledge concerning how students may be engaged in these issues from a pedagogical viewpoint. Second, it sought to provide insight into how a co-design approach contributes to promoting controversy-based learning practices in a science centre. A focus on controversial issues was chosen for this project as a way to approach the learning shift in science centres. This was based on the understanding that students’ discussion and decision-making processes would be sparked by these issues, which were contemporary and had no right or wrong answers. A co-design approach was chosen as the learning shift called for in science centres demands changed educational practice. To be effective, this transformation process must be informed by the educators who are affected by it. The perspectives in this thesis, focusing on participation, co-creation, contemporary issues and sparking students’ discussion and decision-making processes, are founded in sociocultural theory, democratic citizenship and reflective practice. With these perspectives, this research emphasises social learning processes, sparking dialogue and reflection among the participants and dealing with issues that are relevant to participants’ daily lives. These theoretical perspectives also resonate with a general movement in science centres, museums and science education as a whole. For example, the participatory museum movement emphasises a stronger connection between the institution and the community. Within science education, there is also a movement towards educating scientifically literate students, who can subsequently participate in society as democratic citizens, forging dialogue and discussion and making well-grounded decisions about science and society-based issues. This project was connected to the national research group: Expand – Exploring and Expanding Science Centre Research. The aim of this group was to develop an understanding of learning in science centres in close collaboration with practice. The science centre where this co-design process was carried out was a relatively new centre, with a special focus on school–science centre collaboration. The research design was influenced by overarching principles from action research, using techniques from co-design. This approach was chosen to produce knowledge on and affect practice towards the learning shift in science centres, through a focus on controversial issues. The underlying principles of the research were based on collaborative views, understood as creating a process through which the research participants are equal contributors to knowledge. The added element of design – that is, designing and piloting a controversy-based educational programme – was a driving force in the collaboration, sparking the educators’ and my own reflections on controversy-based learning. The research process consisted of a preparation, co-design and pilot phases. In the preparation phase, I became familiarised with the science centre practice, shaped the research and recruited educators for the co-design project. In the co-design phase, four educators and the I designed a controversy-based educational programme through eight workshops and additional meetings. Other expertise was also involved in the design process on a need-to-know basis. In the pilot phase, the final educational programme was carried out with two upper secondary school classes to determine how the programme worked in practice. The data collected in this research was based on sound and video recordings, as well as my reflection notes and written field notes. This thesis consists of three articles. Article 1 investigated the pedagogical barriers the educators and I faced and overcame in the co-design process towards choosing a final educational design. The empirical data mainly consisted of sound recordings from one group interview, eight workshops and three informal meetings where the educators and I participated. The analysis identified barriers and possible solutions to choosing a controversial topic and the pedagogical activities. The findings shed light on discussions and negotiations in the group related to sparking students’ emotional engagement, choosing topics with no right or wrong answers, being able to engage students in discussion and decision-making and balancing hands-on activity with dialogue in the educational programme. Article 2 investigated how different co-design techniques and principles worked to support or inhibit the educators and me in jointly addressing controversial issues. The data for this article was based on my reflection notes and on sound recordings from eight workshops and additional meetings (e.g., informal meetings with educators, meeting with students and meetings with a bacterial resistance expert). The analysis aimed to identify beneficial outcomes, dynamics and tensions for the educators and me connected to the co-design process. The findings suggested that co-design was a suitable approach for creating a common language and awareness in the group about the intentions and aims of addressing controversial issues. However, they also shed light on frustration related to dealing with the complexity of the controversial issues through a collaborative process. Confusion in the group concerning roles, responsibilities and the outcome of the co-design process further magnified this complexity. Article 3 investigated how upper secondary school students responded to the designed controversy-based educational programme. The final educational programme addressed the bacterial resistance issue. The programme’s aim was to engage students in discussion and decisions-making concerning how they could deal with the bacterial resistance issue in their daily lives. The programme also sought to illustrate the complexity of controversial issues having no clear right or wrong answers. The data for this article consisted of video recordings from two upper secondary school classes. In each class, two students were wearing head-mounted cameras, which were used as a form of data collection to obtain detailed insight into the dialogues and interactions between the students and the teaching material, as well as student–student and teacher/educator–student interactions. The analysis was especially interested in investigating how the overarching aims and intentions of the educational programme worked out in practice. The findings suggested that the educational programme on bacterial resistance was successful in being open-ended and making room for students to explore and express their own opinions about bacterial resistance. However, the programme also sparked a sense of hopelessness and confusion among the students by giving them the sense of their actions would not matter in the larger picture. The findings from this thesis provide detailed insight into ways to move towards the desired learning shift called for in science centres. From a design perspective, this thesis highlights possible barriers and solutions addressed by science centre educators, students and me as a researcher when dealing with controversial issues. In addition, the findings illustrate the complexity, but also the beneficial outcomes, of implementing a process through which educators and a researcher collectively explore different ways to address controversial issues.

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