Majken Korsager

• Korsager, Majken & Gabrielsen, Anja (2024). Naturen som læringsarena i norsk grunnskole - En oversiktsstudie. Acta Didactica Norden (ADNO). 18(2), s. 1–19. doi: 10.5617/adno.10468. Fulltekst i vitenarkiv Vis sammendrag

  Many international review studies show that outdoor education can have positive effects on social relationships, physical and mental health, and learning. However, research from Norway is rarely included in these review studies. In addition, there is greatvariation as what is meant by outdoor education, which means that outdoor education can, but does not necessarily, refer to nature being used as a learning arena. The aim of this study is to gain an overview and insight into research-based knowledge about how nature has been used as a learning arena in Norwegian schools and what benefits this can have for the students. First, relevant studies were identified through a literature search before they were analyzed using content analysis. The studies that have been included are published research studies where nature has been used as a learning arena in primary or lower secondary schools (compulsory school) in Norway during the 2000-2023 period. The literature search revealed challenges with regard to terminology use,and that the limited number of published Norwegian studies is limited. Furthermore, the content analysis shows that many of the included studies have vague context descriptions, more specifically of the outdoor areas that have been used as learningarenas. Despite these challenges, the study has provided a research-based overview and insight into how nature has been used as a learning environment in Norwegian schools, and of the benefits it can provide to the students.

• Korsager, Majken; Reitan, Berit & Iversen, Elisabeth (2023). Bærekraftig utvikling på yrkesfag: Hvilket grunnlag gir læreplanene for undervisning som skaper bærekraftsbevissthet? Skandinavisk tidsskrift for yrker og profesjoner i utvikling - SJVD. 8(1), s. 101–121. doi: 10.7577/sjvd.5216. Fulltekst i vitenarkiv Vis sammendrag

  Artikkelen har som mål å synliggjøre og skape bevissthet omkring læreplanens vektlegging av bærekraftig utvikling for elever på yrkesfag. I Opplæringslova er det et uttalt mål om at elever og lærlinger skal handle etisk og miljøbevisst og kunne ta bevisste bærekraftige valg. På bakgrunn av målet i Opplæringslova undersøker denne studien i hvilken grad læreplanen på to yrkesfaglige utdanningsprogrammer legger til rette for å støtte utviklingen av elevenes bærekraftsbevissthet slik at de er i stand til å handle etisk og miljøbevisst og ta bevisste bærekraftige valg. Datagrunnlaget består av overordnet del av læreplanen, læreplanene til de yrkesfaglige programfagene og fellesfagene på de to yrkesfaglige utdanningsprogrammene helse- og oppvekstfag og teknologi- og industrifag. Det er foretatt en innholdsanalyse av læreplanene ved bruk av et analytisk rammeverk for bærekraftsbevissthet som er tilpasset norsk kontekst. Rammeverket rommer elementene kunnskaper, ferdigheter og holdninger, i tillegg til den økonomiske, den sosiale og den miljømessige dimensjonen av bærekraftig utvikling. Resultatene viser at det er store forskjeller både mellom de ulike læreplanene og innat i læreplanene for fag samt mellom de to utdanningsprogrammene. Forskjellene består blant annet i antall kompetansemål koplet til bærekraftig utvikling samt om hovedtyngden av disse er i programfagene eller fellesfagene. Samtidig er det noen likheter som det at den sosiale dimensjonen er mest vektlagt, at læreplanene i liten grad legger opp til arbeid knyttet til holdninger, og at et stort antall kompetansemål er implisitte i forhold til bærekraftig utvikling. Implikasjonen er at selv om læreplanene på de to utdanningsprogrammene samlet sett kan legge til rette for å utvikle elevers bærekraftsbevissthet, så forutsetter det at lærere vektlegger temaet, utnytter lærerplanens handlingsrom og utøver hele læreplanen i undervisningen.

• Korsager, Majken; Reitan, Berit & Dahl, Maria Gaare (2023). Kompetanseutvikling i et profesjonelt læringsfellesskap En studie av læreres samtaler om undervisning for dybdelæring. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 19(1), s. 4–19. doi: 10.5617/NORDINA.8963. Fulltekst i vitenarkiv Vis sammendrag

  A way to facilitate schools in adapting to a changing society, is through teachers’ professional development in learning communities. This study followed a group of primary school teachers in a professional learning community at their own school, as they discussed principles of teaching for deep learning while working with a resource for professional development in science education. The purpose of the study has been to explore if and how conducting the resource in their local learning community would contribute to the teachers’ professional development in teaching for deep learning. The results indicates changes in the teachers’ perspectives during the process, from emphasizing challenges to emphasizing strengths and possibilities associated to implementing principles for deep learning in their teaching. The changes of perspectives appears to relate to how the teachers’ self-efficacy was influenced positively by the students’ response as they implemented the principles in their teaching practice.

• Korsager, Majken; Reitan, Berit & Haslekås, Camilla (2023). Læreres erfaringer med kompetanseutvikling i et online profesjonelt læringsfellesskap. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 19(1), s. 49–61. doi: 10.5617/NORDINA.8985. Fulltekst i vitenarkiv Vis sammendrag

  This study presents what reflections science teachers express when they shared experiences after trying out a new teaching method in science in an online synchronous professional learning community (PLC), and how they experienced participation in the online PLC. The results indicate that the teachers experienced increased awareness about their own teaching practice. The teachers were comfortable conducting collaborative sessions synchronously online and found that this gave them flexibility in terms of time and their geographical location. However, the support provided by the module was not sufficient to create reflective discussions for all the teachers. This insight is an important contribution, which should be considered to support PLC (online or not) in schools.

• Korsager, Majken; Reitan, Berit; Dahl, Maria Gaare; Skår, Aud Ragnhild & Frøyland, Merethe (2022). The art of designing a professional development programme for teachers. Professional Development in Education. ISSN 1941-5257. doi: 10.1080/19415257.2022.2038234. Fulltekst i vitenarkiv Vis sammendrag

  In this study, we introduce an analytic framework for effective professional development programmes (PDPs) that has been synthesised and derived from the literature. The framework acknowledges that certain design features concerning how to process the content as well as the methods to facilitate teachers’ enactment are important but also complementary for effective professional development (PD). The framework is furthermore empirically validated through the analysis of how a group of primary school teachers realise an intended PD module and how its components influence the teachers’ competence development. The PD module explored is from the Norwegian PDP Maths and Science Trails (MaST), which aims to enhance teachers’ ability to teach in a way that facilitate students’ deep learning. The results provide insight to how the different design features and methods in the PD module can influence the teachers’ competence development and, hence, how the PD module can be revised and improved. Furthermore, the results demonstrate the framework’s utility and validate it as analytic framework that can be used as a tool for designers of PDPs to makes these programmes more effective in improving teachers’ competence development.

• Korsager, Majken; Fiskum, Kirsten; Reitan, Berit & Erduran, Sibel (2022). Nature of science in science textbooks for vocational training in Norway. Research in Science & Technological Education. ISSN 0263-5143. doi: 10.1080/02635143.2022.2135498. Fulltekst i vitenarkiv Vis sammendrag

  Background Teaching and learning of nature of science (NOS) is an explicit goal in the core science curriculum in Norway. Yet there is little understanding of how the content of the current textbooks in certain educational pathways such as vocational training addresses NOS. Purpose: The aim of this study is to contribute to research on NOS in VET through exploring how the cognitive and epistemic aspects of NOS are addressed in end-of-chapter tasks in Norwegian science textbooks for vocational studies. Design and Methods In this paper, we use a particular characterisation of NOS based on the Family Resemblance Approach (FRA) to investigate the cognitive-epistemic aspects of NOS in the science textbooks aimed at vocational education in Norway. The cognitive-epistemic aspects are about the aims and values, methods, practices, and knowledge in science. Three key textbooks have been selected and analysed with a focus on end-of-chapter tasks. Results The results illustrate that NOS were almost absent in the tasks in all textbooks. Patterns across the coverage of NOS in the textbooks are discussed along with some implications for future studies.

• Nilsen, Trude; Frøyland, Merethe; Henriksen, Ellen Karoline; Kolstø, Stein Dankert; Jorde, Doris & Korsager, Majken [Vis alle 14 forfattere av denne artikkelen] (2021). Et kritisk og konstruktivt blikk på naturfaget i norsk skole. I Nilsen, Trude & Kaarstein, Hege (Red.), Med blikket mot naturfag. Nye analyser av TIMSS-data og trender 2015-2021. Universitetsforlaget. ISSN 9788215045092. s. 207–260. doi: 10.18261/9788215045108-2021-09. Fulltekst i vitenarkiv Vis sammendrag

  Dette kapitlet retter et kritisk, men konstruktivt blikk på naturfag, og foretar en gjennomgang av naturfag og naturfagdidaktikk innen forskning og i praksis. Kapitlet starter med å beskrive og diskutere naturfagets kjennetegn, verdi og relevans. Her kastes det lys på hva som er fagets og naturvitenskapens egenart, og hvorfor og hvordan naturfag er verdifullt og relevant. Videre beskrives og diskuteres naturfag på tre nivåer eller fra tre perspektiver: 1) på system- og politikknivå (antall timer til naturfag, realfagssatsing og læreplan), 2) på lærernivå (læreres kompetanse, etterutdanning og undervisning) og 3) på elevnivå (elevers kompetanse og motivasjon). Innen hvert av disse nivåene beskrives først tilstanden og hvordan gunstige betingelser ville ha vært (f.eks. hva kjennetegner god undervisning), og deretter diskuteres utfordringer og muligheter. Kapitlet avsluttes med en oppsummering og diskusjon av veien videre.

• Korsager, Majken (2020). 6F-modellen–en god støttestruktur for undersøkelsesbasert undervisning. MONA Matematikk og naturfagdidaktik. ISSN 1604-8628. 2, s. 89–93. Fulltekst i vitenarkiv
• Korsager, Majken & Scheie, Eldri (2019). Students and education for sustainable development – what matters? A case study on students’ sustainability consciousness derived from participating in an ESD project. Acta Didactica Norden (ADNO). 13(2), s. 1–26. doi: 10.5617/adno.6451. Fulltekst i vitenarkiv
• Gabrielsen, Anja & Korsager, Majken (2018). Nærmiljø som læringsarena i undervisning for bærekraftig utvikling. En analyse av læreres erfaringer og refleksjoner. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 14(4), s. 335–349. doi: 10.5617/nordina.4442. Fulltekst i vitenarkiv Vis sammendrag

  Despite an increased focus on education for sustainable development (ESD), many teachers still report insecurity in how to implement ESD in their practice. This study examined teachers’ reflections from using the local environment as a learning arena in ESD (6th-9th grade). Results from analysis of semi-structured interviews showed that the teachers experience challenges with the complexity of sustainable development, the ambiguities in the curriculum and time spent if the learning arena is some distance from school. However, the teachers strongly argue for using the local environment as a learning arena in ESD, and their arguments were mainly within four categories: 1) exemplification of various perspectives of sustainable development, 2) authentic and concrete learning, 3) opportunity for action, and 4) affective influences. The results from this study, emphasizing the teachers’ perspective, can contribute to a shift in focus from abstract education policy on what ESD should be, to a focus on contextualized practice.

• Korsager, Majken & Slotta, James D. (2015). International Peer Collaboration to Learn about Global Climate Changes. International Journal of Environmental and Science Education. ISSN 1306-3065. 10(5), s. 717–736. doi: 10.12973/ijese.2015.262a. Fulltekst i vitenarkiv
• Korsager, Majken; Jorde, Doris & Slotta, Jim (2014). Global Climate Exchange: Peer collaboration in a “Global classroom”. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 1(1), s. 105–120. doi: 10.5617/nordina.538. Fulltekst i vitenarkiv Vis sammendrag

  This paper reports on student peer collaboration in an online environment in an international shared curriculum, the Global Climate Exchange. Four cohorts of students (age 16 -19) from Canada, China, Norway and Sweden (n=157) were engaged in four wiki-based activities where they collaborated with peers locally and internationally. Previously, impact from Global Climate Exchange on students’ conceptual understanding was analysed, indicating a positive impact which might be explained by the amount of interactions with peers and international peer collaboration. This paper looks further into the details of the students’ peer interactions in terms of how they communicate in the online Global Climate Exchange learning environment. The study revealed that communication between international peers might be more constructive than when communication is limited to national peers. This might be a possible explanation for our previously findings indicating that international peer collaboration may well be an approach to enhance students’ conceptual understanding of climate change.

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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
• Reitan, Berit & Korsager, Majken (2024). Bruk av modellar for å vurdere berekraft i teknologiske produkt. Naturfag : tidsskrift for Nasjonalt nettverk for naturfag. ISSN 1501-8601. Fulltekst i vitenarkiv
• Korsager, Majken & Gabrielsen, Anja (2022). Hva vet vi om norske elevers læring i naturen? En reviewstudie. Fulltekst i vitenarkiv
• Korsager, Majken & Gabrielsen, Anja (2021). Hva vet vi om elevers læring i naturen? En reviewstudie. Fulltekst i vitenarkiv
• Korsager, Majken & Sørborg, Øystein (2021). Kartlegge naturmangfold. Naturfag. ISSN 1504-4564. s. 22–23. Fulltekst i vitenarkiv
• Reitan, Berit & Korsager, Majken (2021). Argumentere for bærekraftig kosthold. Naturfag. ISSN 1504-4564. Fulltekst i vitenarkiv
• Gabrielsen, Anja & Korsager, Majken (2020). Naturen som kilde til helse og læring. Naturfag. ISSN 1504-4564. s. 46–49. Fulltekst i vitenarkiv
• Fiskum, Kirsten & Korsager, Majken (2020). Fagnettverk i naturfag - Kompetansemål og dybdelæring. Fulltekst i vitenarkiv
• Fiskum, Kirsten & Korsager, Majken (2020). Fagnettverk i naturfag - Dybdelæring. Fulltekst i vitenarkiv
• Fiskum, Kirsten & Korsager, Majken (2020). Fagnettverk i naturfag - Utforskende undervisning i naturfag. Fulltekst i vitenarkiv
• Korsager, Majken & Sørborg, Øystein (2018). Bærekraftig naturmangfold. Fulltekst i vitenarkiv
• Fiskum, Kirsten & Korsager, Majken (2018). 5E-modellen i utforskende undervisning. Naturfag. ISSN 1504-4564. s. 108–109. Fulltekst i vitenarkiv
• Korsager, Majken & Sørborg, Øystein (2018). Bærekraftig naturmangfold. Fulltekst i vitenarkiv
• Scheie, Eldri & Korsager, Majken (2017). Innføring i bærekraftig utvikling gjennom felles lesing og samtaler. Naturfag. ISSN 1504-4564. s. 54–57. Fulltekst i vitenarkiv
• Sørborg, Øystein; Korsager, Majken; Tusvik, Rim & Voll, Liv Oddrun (2017). Utforskende undervisning: • Bærekraftig naturmangfold • Elektrisitet. Fulltekst i vitenarkiv
• Korsager, Majken & Skår, Aud Ragnhild (2017). Kreative presentasjonsformer. Naturfag. ISSN 1504-4564. s. 12–14. Fulltekst i vitenarkiv
• Gabrielsen, Anja & Korsager, Majken (2017). Education for Sustainable Development. Local environment as learning arena. Fulltekst i vitenarkiv
• Scheie, Eldri & Korsager, Majken (2017). KEY FACTORS IN EDUCATION FOR SUSTAINABLE DEVELOPMENT. Fulltekst i vitenarkiv
• Korsager, Majken & Sørborg, Øystein (2017). Utforskende metoder i naturfag. Fulltekst i vitenarkiv
• Scheie, Eldri & Korsager, Majken (2016). Ta kontroll over tverrfaglig undervisning og samarbeid. Naturfag. ISSN 1504-4564. s. 22–28. Fulltekst i vitenarkiv
• Gabrielsen, Anja & Korsager, Majken (2016). Moving the classroom for sustainable development outdoor - can it be justified? Fulltekst i vitenarkiv
• Korsager, Majken; Gabrielsen, Anja & Husby, Jon Arve (2016). Kompetanser for bærekraftig utvikling. Fulltekst i vitenarkiv
• Korsager, Majken & Scheie, Eldri (2015). Key Factors for Education for Sustainable Development – case studies from two secondary schools in Norway. Fulltekst i vitenarkiv
• Korsager, Majken (2015). Det økologiske håndavtrykket for en bærekraftig jord. Naturfag. ISSN 1504-4564. s. 102–103. Fulltekst i vitenarkiv
• Korsager, Majken & Scheie, Eldri (2015). Key Factors for Education for Sustainable Development – case studies from two secondary schools in Norway. Fulltekst i vitenarkiv
• Korsager, Majken & Berg, Jan Even (2015). Bruk av smarttelefon og nettbrett i naturfagundervisningen. Naturfag. ISSN 1504-4564. s. 117–118. Fulltekst i vitenarkiv
• Korsager, Majken & Strømme, Alex (2015). Digital kompetanse. I Marion, Peter van & Strømme, Alex (Red.), Biologididaktikk. Cappelen Damm Akademisk. ISSN 9788202419301. s. 187–210. Fulltekst i vitenarkiv
• Scheie, Eldri & Korsager, Majken (2015). The Sustainable backpack - implementation of Education for Sustainable Development in Norwegian schools. Fulltekst i vitenarkiv
• Korsager, Majken & Fiskum, Kirsten (2015). Kaptein i et utforskende klasserom. Fulltekst i vitenarkiv
• Korsager, Majken & Mork, Sonja M (2014). Brunskogsnegl - uønsket inntrenger - spennende muligheter i naturfag. Naturfag. ISSN 1504-4564. s. 48–51. Fulltekst i vitenarkiv
• Knutsen, Bård & Korsager, Majken (2014). 5E-modellen i naturfagsundervisning. Fulltekst i vitenarkiv
• Scheie, Eldri & Korsager, Majken (2014). Samarbeid med eksterne aktører i undervisning for bærekraftig utvikling. Naturfag. ISSN 1504-4564. s. 58–61. Fulltekst i vitenarkiv
• Scheie, Eldri & Korsager, Majken (2014). Utdanning og undervisning for bærekraftig utvikling. Naturfag. ISSN 1504-4564. s. 18–21. Fulltekst i vitenarkiv
• Korsager, Majken & Scheie, Eldri (2014). Nøkkelfaktorer for utdanning for bærekraftig utvikling – et eksempel fra en norsk ungdomsskole. Naturfag. ISSN 1504-4564. s. 26–31. Fulltekst i vitenarkiv
• Korsager, Majken & Dolin, Jens (2014). Opening the Science Classroom to the Opportunities for Learning with Technology. Fulltekst i vitenarkiv
• Scheie, Eldri & Korsager, Majken (2014). Tverrfaglig undervisning for bærekraftig utvikling. Naturfag. ISSN 1504-4564. s. 44–47. Fulltekst i vitenarkiv
• Korsager, Majken (2014). Utforskende undervisning for bærekraftig utvikling. Naturfag. ISSN 1504-4564. s. 32–33. Fulltekst i vitenarkiv
• Scheie, Eldri & Korsager, Majken (2014). Den naturlige skolesekken - implementering av utdanning for bærekraftig utvikling i norske skoler. Naturfag. ISSN 1504-4564. s. 22–25. Fulltekst i vitenarkiv
• Korsager, Majken; Matthiessen, Reidun Aarre & Fiskum, Kirsten (2014). Vurdering for læring. Fulltekst i vitenarkiv
• Knutsen, Bård & Korsager, Majken (2014). Velg et eple - utforskende undervisning for bærekraftig utvikling. Naturfag. ISSN 1504-4564. s. 108–110. Fulltekst i vitenarkiv
• Scheie, Eldri & Korsager, Majken (2013). Utdanning for bærekraftig utvikling og muligheter i Den naturlige skolesekken. Fulltekst i vitenarkiv
• Korsager, Majken & Marion, Peter Van (2013). Hva har vi lært av SUN? Fulltekst i vitenarkiv
• Korsager, Majken (2013). Global climate exchange - Students’ science learning in a global classroom. Fulltekst i vitenarkiv
• Korsager, Majken (2013). Wiki i naturfagundervisningen. Fulltekst i vitenarkiv
• Korsager, Majken & Strømme, Alex (2013). Apper i naturfagundervisning Tema:Stjernehimmelen. Fulltekst i vitenarkiv
• Korsager, Majken & Strømme, Alex (2013). Bruk av smarttelefon-apps. Fulltekst i vitenarkiv
• Lindstrøm, Christine & Korsager, Majken (2013). Peer Instruction: Når pedagogikk og teknologi sammen fremmer læring i naturfag. Fulltekst i vitenarkiv
• Korsager, Majken & Marion, Peter van (2013). Hva har vi lært av SUN? Fulltekst i vitenarkiv
• Korsager, Majken & Fiskum, Kirsten (2013). SUN – An effective model for teacher professional development and school development in science? Fulltekst i vitenarkiv
• Korsager, Majken & Jorde, Doris (2013). What is this thing called inquiry, and why is it so important for teaching and learning science? Fulltekst i vitenarkiv
• Fiskum, Kirsten & Korsager, Majken (2013). Skoleutvikling i naturfag (SUN) - utforskende etterutdanning for naturfaglærere. Naturfag. ISSN 1504-4564. s. 55–57. Fulltekst i vitenarkiv
• Fiskum, Kirsten & Korsager, Majken (2013). 5E-modellen i utforskende undervisning. Naturfag. ISSN 1504-4564. s. 34–35. Fulltekst i vitenarkiv
• Fiskum, Kirsten & Korsager, Majken (2012). 5E-modellen og utforskende undervisning. Fulltekst i vitenarkiv
• Korsager, Majken & Marion, Peter Van (2012). S-TEAM/SUN - Hvordan kan forskningsresultater herfra være til nytte for lærerutdanningene? Fulltekst i vitenarkiv
• Marion, Peter Van; Fiskum, Kirsten & Korsager, Majken (2012). The SUN Project. Fulltekst i vitenarkiv
• Korsager, Majken; Fiskum, Kirsten & Marion, Peter Van (2012). SUN Teacher Professional Development. Fulltekst i vitenarkiv
• Fiskum, Kirsten & Korsager, Majken (2011). Hva slags etterutdanning vil naturfaglærere ha? Skoleutvikling i naturfag - SUN. Fulltekst i vitenarkiv
• Scheie, Eldri & Korsager, Majken (2017). Nordisk arbeidsmodell for Undervisning for Bærekraftig utvikling. Norwegian Centre for Science Education. Fulltekst i vitenarkiv
• Korsager, Majken (2013). “Globalizing the science classroom" : Exploring the development of students’ conceptual understanding of climate change from international peer collaboration. Universitetet i Oslo. Fulltekst i vitenarkiv Vis sammendrag

  Climate change is not local, it is global. This means that many environmental issues related to climate change are not geographically limited and hence concern humans in more than one location. There is a growing body of research indicating that today’s increased climate change is caused by human activities and our modern lifestyle. Consequently, climate change awareness and attention from the entire world’s population needs to be a global priority and we need to work collaboratively to attain a sustainable future. A powerful tool in this process is to develop understanding of climate change through education. Recognizing this, climate change has been included in many science curricula as a part of science education in school. However, teaching a complex and global topic as climate change is not easy. The research in this thesis has been driven by this challenge.<br> The aim of the study is to understand the development of students’ conceptual understanding of climate change from international peer collaboration. The research has used both quantitative and qualitative methods, through analyses of questionnaires, interviews and student text responses from 157 secondary students (age 16-19) from Canada (n=30), China (n=46), Sweden (n=52) and Norway (n=29). These students were engaged for six weeks in an inquiry-based science module, Global Climate Exchange, which was developed for this study. In addition an assessment tool, the Ecological Understanding Tool, was developed to enable tracing the development of students’ conceptual ecological understanding.<br> The results from the studies in this thesis show that giving students opportunities to collaborate with international peers can be productive for them to develop a coherent understanding of the complexity of global climate change. The results also show that one way to allow and support this development is to implement an inquiry-based science module like Global Climate Exchange, and the Ecological Understanding Tool can be applied to assess this development.<br> The findings are valuable for development of secondary science education, in particular when teaching global and complex topics, like climate change. Additionally, the development of the assessment tool is a valuable contribution for analytic work in science education research.<br> This dissertation is a contribution to the field of science education research. The work has been conducted from 2008 to 2012, at the Department of Teacher Training and School Research, Faculty of Educational Sciences, University of Oslo.<br><br> List of papers. The papers are removed from the thesis due to publisher restrictions.<br><br> Paper I: Korsager, M. (2012). The Ecological Understanding Tool (ECUT): Assessing General and Subject Specific Aspects of Students’ Ecological Conceptual Understanding. Manuscript submitted 20.07.12 to IJESE - International Journal of Environmental and Science Education.<br><br> Paper II: Korsager, M., & Slotta, J. D. (2012). “Climate change is global, not local” – A study of the Development of Students’ Ecological and Global Understanding of Climate Change. Manuscript submitted 02.07.12 to IJESE - International Journal of Environmental and Science Education.<br><br> Paper III: Korsager, M., Slotta, J. D. & Jorde, D. (2012). Global Climate Exchange – Peer Collaboration in a “Global Classroom”. Manuscript submitted 21.12.12 to NorDiNa – Nordic Studies in Science Education.

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