Kristine Bakkemo Kostøl

• Kostøl, Kristine Bakkemo & Remmen, Kari Beate (2022). A qualitative study of teachers’ and students’ experiences with a context-based curriculum unit designed in collaboration with STEM professionals and science educators. Disciplinary and Interdisciplinary Science Education Research (DISER). 4. doi: 10.1186/s43031-022-00066-x. Fulltekst i vitenarkiv Vis sammendrag

  Context-based science teaching aims to increase students’ motivation for science learning by demonstrating the personal and societal relevance of science knowledge and practices. However, designing and implementing context-based science teaching can be challenging for teachers. Moreover, context-based learning can be challenging for students as well. The purpose of this study is to describe the experiences of two science teachers and their 16-year-old students after implementing a context-based curriculum unit designed in collaboration with STEM professionals and facilitated by us – science educators and researchers. The research approach is informed by participatory methods involving collaboration between teachers and us as science educators, with the intention of supporting teachers in developing new teaching practices. Data were collected through three focus group interviews with two teachers and two groups of students (N = 9). The transcripts were analysed by inductive coding combined with a refined, literature-driven analysis. Besides positive influences on students’ learning, we found that the context-based curriculum provided an opportunity for the students to contribute to society, which served as another purpose for learning science than traditional science teaching. However, we discuss some challenges that may have implications for this type of collaboration between teachers, science educators, and STEM professionals: the importance of authenticity, teacher involvement in field trip planning, and misalignment between the curriculum unit and assessment.

• 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.

• Kostøl, Kristine Bakkemo; Remmen, Kari Beate; Braathen, Anette & Stromholt, Shelley (2021). Co-designing cross-setting activities in a nationwide STEM partnership program – Teachers’ and students’ experiences. LUMAT: International Journal on Math, Science and Technology Education. 9(1), s. 426–456. doi: 10.31129/LUMAT.9.1.1414. Fulltekst i vitenarkiv Vis sammendrag

  STEM partnerships are popular initiatives but can be challenging to implement in practice. Accordingly, within the context of a nationwide, cross-setting STEM partnership program in Norway – Lektor2 – a co-design tool was introduced to support teachers to collaborate with STEM professionals in developing curriculum units involving authentic STEM problems and practices. Thus, the purpose of this study was to describe the teachers’ and students’ experiences from the curriculum units based on the co-design tool and how the tool might help facilitate partnerships in STEM education. Teacher and student data were collected in 2015-2018 (N= 2479), and responses to open-ended questions were coded using a grounded theory approach. Findings indicate that the co-design tool, particularly “the commission” – where students are commissioned by STEM professionals to design solutions to authentic problems – enhanced teachers’ collaboration with STEM professionals, led to changes in pedagogical approaches, and enabled the teachers to differentiate in their teaching. Student experiences from participating in the co-designed curriculum units are characterised as more expansive views of STEM, STEM learning, and increased STEM engagement. We discuss how the co-design tool enabled teachers to overcome partnership challenges and what aspects of the commission appeared to be important for the students’ experiences. This study provides a specific example of a co-design tool that can enhance pedagogical designs developed through STEM partnerships.

• Kostøl, Kristine B; Magraso, Anna & Norby, Truls (2012). On the hydration of grain boundaries and bulk of proton conducting BaZr0.7Pr0.2Y0.1O3-delta. International Journal of Hydrogen Energy. ISSN 0360-3199. 37(9), s. 7970–7974. doi: 10.1016/j.ijhydene.2011.11.094. Fulltekst i vitenarkiv

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• Korsager, Majken; Gabrielsen, Anja; Frøyland, Merethe; Reitan, Berit; Kostøl, Kristine Bakkemo & Sonesson, Kerstin [Vis alle 8 forfattere av denne artikkelen] (2024). Å ta steget ut: lærere og lærerstudenters syn på bruk av uteundervisning. Fulltekst i vitenarkiv
• Korsager, Majken; Reitan, Berit; Kostøl, Kristine Bakkemo & Frøyland, Merethe (2024). TEACHERS' TALK ABOUT OUTDOOR EDUCATION IN A PROFESSIONAL LEARNING COMMUNITY - Competence development as snake and ladder game. Fulltekst i vitenarkiv
• Kostøl, Kristine Bakkemo & Braathen, Anette (2021). Spørsmål som drivkraft. Naturfag. ISSN 1504-4564. s. 16–17. Fulltekst i vitenarkiv
• Kostøl, Kristine Bakkemo & Braathen, Anette (2021). Når formidlingen blir målet. Naturfag. ISSN 1504-4564. s. 62–63. 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
• Kostøl, Kristine Bakkemo (2019). Mugg er i hvert fall naturlig! Naturfag. ISSN 1504-4564. 1, s. 18–19. Fulltekst i vitenarkiv
• Kostøl, Kristine Bakkemo; Remmen, Kari Beate; Braathen, Anette & Stromholt, Shelley (2019). 'I was part of something big' - student outcomes of using a co-design tool in a STEM partnership program. Fulltekst i vitenarkiv
• Kostøl, Kristine Bakkemo; Braathen, Anette & Frøyland, Merethe (2018). Fra boller og refleksvest til læring - Hvordan lykkes med undervisning som involverer andre læringsarenaer? Naturfag. ISSN 1504-4564. s. 34–37. Fulltekst i vitenarkiv
• Braathen, Anette; Frøyland, Merethe & Kostøl, Kristine Bakkemo (2018). Gjer tenkinga til elevane synleg! Naturfag. ISSN 1504-4564. s. 50–53. Fulltekst i vitenarkiv
• Frøyland, Merethe; Braathen, Anette & Kostøl, Kristine Bakkemo (2018). Elever på vei mot forståelse - hvordan kan det se ut? Naturfag. ISSN 1504-4564. s. 86–89. 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
• Kostøl, Kristine Bakkemo & Remmen, Kari Beate (2016). Læring gjennom oppdrag. Naturfag. ISSN 1504-4564. s. 38–43. Fulltekst i vitenarkiv
• Remmen, Kari Beate & Kostøl, Kristine Bakkemo (2015). Lærer + arbeidslivet = bedre realfagundervisning? Fulltekst i vitenarkiv
• Remmen, Kari Beate & Kostøl, Kristine Bakkemo (2015). Lektor2-modellen - Et verktøy for samarbeid om undervisningsopplegg. Fulltekst i vitenarkiv
• Remmen, Kari Beate & Kostøl, Kristine Bakkemo (2015). Andre læringsarena i undervisningen - hvordan? Fulltekst i vitenarkiv

Se alle arbeider i NVA