Majken Korsager

• Gabrielsen, Anja & Korsager, Majken (2018). Nærmiljø som læringsarena i undervisning for bærekraftig utvikling. En analyse av læreres erfaringer og refleksjoner. Nordina: Nordic studies in science education.  ISSN 1894-1257.  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 & Berg, Jan Even (2015). Bruk av smarttelefon og nettbrett i naturfagundervisningen. Naturfag.  ISSN 1504-4564.  (2), s 117- 118
• Korsager, Majken & Scheie, Eldri (2015). Det økologiske håndavtrykket for en bærekraftig jord. Naturfag.  ISSN 1504-4564.  (1), s 102- 103
• 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
• Korsager, Majken (2014). Utforskende undervisning for bærekraftig utvikling. Naturfag.  ISSN 1504-4564.  (2), s 32- 33
• Korsager, Majken; Jorde, Doris & Slotta, Jim (2014). Global Climate Exchange: Peer collaboration in a “Global classroom”. NorDiNa : Nordic Studies in Science Education.  ISSN 1504-4556.  1(1), s 105- 120 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.

• Korsager, Majken & Scheie, Eldri (2014). Den naturlige skolesekken - implementering av utdanning for bærekraftig utvikling i norske skoler. Naturfag.  ISSN 1504-4564.  (2), s 22- 25
• Korsager, Majken & Scheie, Eldri (2014). Nøkkelfaktorer for utdanning for bærekraftig utvikling – et eksempel fra en norsk ungdomsskole. Naturfag.  ISSN 1504-4564.  (2), s 26- 31
• Korsager, Majken & Scheie, Eldri (2014). Samarbeid med eksterne aktører i undervisning for bærekraftig utvikling. Naturfag.  ISSN 1504-4564.  (2), s 58- 61
• Korsager, Majken & Scheie, Eldri (2014). Tverrfaglig undervisning for bærekraftig utvikling. Naturfag.  ISSN 1504-4564.  (2), s 44- 47
• Korsager, Majken & Scheie, Eldri (2014). Utdanning og undervisning for bærekraftig utvikling. Naturfag.  ISSN 1504-4564.  (2), s 18- 21

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• Gabrielsen, Anja & Korsager, Majken (2017). Education for Sustainable Development. Local environment as learning arena.
• Korsager, Majken & Skår, Aud Ragnhild (2017). Kreative presentasjonsformer. Naturfag.  ISSN 1504-4564.  (1), s 12- 14
• Gabrielsen, Anja & Korsager, Majken (2016). Moving the classroom for sustainable development outdoor - can it be justified?.
• Korsager, Majken; Gabrielsen, Anja & Husby, Jon Arve (2016). Kompetanser for bærekraftig utvikling.
• Korsager, Majken & Scheie, Eldri (2015). Key Factors for Education for Sustainable Development – case studies from two secondary schools in Norway.
• Korsager, Majken & Scheie, Eldri (2015). Key Factors for Education for Sustainable Development – case studies from two secondary schools in Norway.
• Korsager, Majken & Scheie, Eldri (2015). The Sustainable backpack - implementation of Education for Sustainable Development in Norwegian schools.
• Korsager, Majken & Strømme, Alex (2015). Digital kompetanse, I: Peter van Marion & Alex Strømme (red.),  Biologididaktikk.  Cappelen Damm Akademisk.  ISBN 978-82-02-41930-1.  Digital kompetanse.  s 187 - 210
• Knutsen, Bård & Korsager, Majken (2014). 5E-modellen i naturfagsundervisning.
• Knutsen, Bård & Korsager, Majken (2014). Velg et eple - utforskende undervisning for bærekraftig utvikling. Naturfag.  ISSN 1504-4564.  (2), s 108- 110
• Korsager, Majken & Dolin, Jens (2014). Opening the Science Classroom to the Opportunities for Learning with Technology.
• Korsager, Majken & Mork, Sonja M (2014). Brunskogsnegl - uønsket inntrenger - spennende muligheter i naturfag. Naturfag.  ISSN 1504-4564.  (1), s 48- 51
• Korsager, Majken (2013). Global climate exchange - Students’ science learning in a global classroom.
• Korsager, Majken (2013). “Globalizing the science classroom" : Exploring the development of students’ conceptual understanding of climate change from international peer collaboration. Doktoravhandlinger forsvart ved Det utdanningsvitenskapelige fakultet, Universitetet i Oslo. 179. 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. 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. 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. 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. 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.

• Korsager, Majken (2013). Wiki i naturfagundervisningen.
• Korsager, Majken & Fiskum, Kirsten (2013). SUN – An effective model for teacher professional development and school development in science?.
• Korsager, Majken & Jorde, Doris (2013). What is this thing called inquiry, and why is it so important for teaching and learning science?.
• Korsager, Majken & Marion, Peter van (2013). Hva har vi lært av SUN?.
• Korsager, Majken & Scheie, Eldri (2013). Utdanning for bærekraftig utvikling og muligheter i Den naturlige skolesekken.
• Korsager, Majken & Strømme, Alex (2013). Apper i naturfagundervisning Tema:Stjernehimmelen.
• Korsager, Majken & Strømme, Alex (2013). Bruk av smarttelefon-apps.
• Korsager, Majken & Van Marion, Peter (2013). Hva har vi lært av SUN?.
• Lindstrøm, Christine & Korsager, Majken (2013). Peer Instruction: Når pedagogikk og teknologi sammen fremmer læring i naturfag.
• Korsager, Majken; Fiskum, Kirsten & Marion, Peter Van (2012). SUN Teacher Professional Development.
• Korsager, Majken & Marion, Peter Van (2012). S-TEAM/SUN - Hvordan kan forskningsresultater herfra være til nytte for lærerutdanningene?.
• Marion, Peter Van; Fiskum, Kirsten & Korsager, Majken (2012). The SUN Project.
• Fiskum, Kirsten & Korsager, Majken (2011). Hva slags etterutdanning vil naturfaglærere ha? Skoleutvikling i naturfag - SUN.

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