Majken Korsager

• 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.
• 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
• Korsager, Majken (2020). 6F-modellen–en god støttestruktur for undersøkelsesbasert undervisning. MONA Matematikk og naturfagdidaktik. ISSN 1604-8628. 2, s. 89–93.
• 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). ISSN 2535-8219. 13(2), s. 1–26. doi: 10.5617/adno.6451.
• 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. ISSN 1504-4556. 14(4), s. 335–349. doi: 10.5617/nordina.4442. Fulltekst i vitenarkiv
• 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; Jorde, Doris & Slotta, Jim (2014). Global Climate Exchange: Peer collaboration in a “Global classroom”. Nordic Studies in Science Education. 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 (2021). Hva vet vi om elevers læring i naturen? En reviewstudie.
• Erlien, Wenche; Sørborg, Øystein; Gregers, Tone Fredsvik; Haug, Berit S & Korsager, Majken (2021). Virus og vaksine. Vis sammendrag

  Undervisningsopplegg på fire økter for naturfag på ungdomstrinnet. Elevene skal finne ut hvorfor vi kan vi bli syke av virus, hvordan immunforsvaret virker og hva vaksiner betyr for folkehelsa. Underveis skal de bruke og lage modeller.

• Reitan, Berit & Korsager, Majken (2021). Argumentere for bærekraftig kosthold. Naturfag. ISSN 1504-4564.
• Korsager, Majken & Sørborg, Øystein (2021). Kartlegge naturmangfold. Naturfag. ISSN 1504-4564. s. 22–23.
• Fiskum, Kirsten & Korsager, Majken (2020). Fagnettverk i naturfag - Utforskende undervisning i naturfag.
• Fiskum, Kirsten & Korsager, Majken (2020). Fagnettverk i naturfag - Dybdelæring.
• Fiskum, Kirsten & Korsager, Majken (2020). Fagnettverk i naturfag - Kompetansemål og dybdelæring.
• Gabrielsen, Anja & Korsager, Majken (2020). Naturen som kilde til helse og læring. Naturfag. ISSN 1504-4564. s. 46–49.
• Erlien, Wenche; Sørborg, Øystein & Korsager, Majken (2019). Klimaendringer. Vis sammendrag

  Undervisningsopplegg på tre økter for naturfag på ungdomstrinn. Opplegget handler om hvorfor temperaturen øker, konsekvenser av klimaendringer og hva vi kan gjøre. Elevene skal trene på å delta i samtaler om klimaendringer og bidra til å finne løsninger.

• Fiskum, Kirsten & Korsager, Majken (2018). 5E-modellen i utforskende undervisning. Naturfag. ISSN 1504-4564. s. 108–109.
• Korsager, Majken & Sørborg, Øystein (2018). Bærekraftig naturmangfold.
• Korsager, Majken & Sørborg, Øystein (2018). Bærekraftig naturmangfold.
• Sørborg, Øystein; Korsager, Majken; Tusvik, Rim; Hilmo, Olga; Svorkmo, Anne-Gunn & Kvam, Olaug Vetti (2017). Bærekraftig naturmangfold.
• Korsager, Majken & Sørborg, Øystein (2017). Utforskende metoder i naturfag.
• Sørborg, Øystein; Korsager, Majken; Tusvik, Rim & Voll, Liv Oddrun (2017). Utforskende undervisning: • Bærekraftig naturmangfold • Elektrisitet.
• Scheie, Eldri & Korsager, Majken (2017). Innføring i bærekraftig utvikling gjennom felles lesing og samtaler. Naturfag. ISSN 1504-4564. s. 54–57.
• Scheie, Eldri & Korsager, Majken (2017). KEY FACTORS IN EDUCATION FOR SUSTAINABLE DEVELOPMENT.
• Korsager, Majken & Skår, Aud Ragnhild (2017). Kreative presentasjonsformer. Naturfag. ISSN 1504-4564. s. 12–14.
• Gabrielsen, Anja & Korsager, Majken (2017). Education for Sustainable Development. Local environment as learning arena.
• Scheie, Eldri & Korsager, Majken (2016). Ta kontroll over tverrfaglig undervisning og samarbeid. Naturfag. ISSN 1504-4564. s. 22–28.
• Korsager, Majken; Gabrielsen, Anja & Husby, Jon Arve (2016). Kompetanser for bærekraftig utvikling.
• Gabrielsen, Anja & Korsager, Majken (2016). Moving the classroom for sustainable development outdoor - can it be justified?
• Korsager, Majken & Fiskum, Kirsten (2015). Kaptein i et utforskende klasserom.
• Scheie, Eldri & Korsager, Majken (2015). The Sustainable backpack - implementation of Education for Sustainable Development in Norwegian schools.
• 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 & Strømme, Alex (2015). Digital kompetanse. I Marion, Peter van & Strømme, Alex (Red.), Biologididaktikk. Cappelen Damm Akademisk. ISSN 978-82-02-41930-1. s. 187–210.
• Korsager, Majken (2015). Det økologiske håndavtrykket for en bærekraftig jord. Naturfag. ISSN 1504-4564. s. 102–103.
• Korsager, Majken & Berg, Jan Even (2015). Bruk av smarttelefon og nettbrett i naturfagundervisningen. Naturfag. ISSN 1504-4564. s. 117–118.
• Korsager, Majken; Matthiessen, Reidun Aarre & Fiskum, Kirsten (2014). Vurdering for læring.
• Korsager, Majken & Dolin, Jens (2014). Opening the Science Classroom to the Opportunities for Learning with Technology.
• Scheie, Eldri & Korsager, Majken (2014). Samarbeid med eksterne aktører i undervisning for bærekraftig utvikling. Naturfag. ISSN 1504-4564. s. 58–61.
• Scheie, Eldri & Korsager, Majken (2014). Tverrfaglig undervisning for bærekraftig utvikling. Naturfag. ISSN 1504-4564. s. 44–47.
• Korsager, Majken (2014). Utforskende undervisning for bærekraftig utvikling. Naturfag. ISSN 1504-4564. s. 32–33.
• Scheie, Eldri & Korsager, Majken (2014). Den naturlige skolesekken - implementering av utdanning for bærekraftig utvikling i norske skoler. Naturfag. ISSN 1504-4564. s. 22–25.
• Korsager, Majken & Scheie, Eldri (2014). Nøkkelfaktorer for utdanning for bærekraftig utvikling – et eksempel fra en norsk ungdomsskole. Naturfag. ISSN 1504-4564. s. 26–31.
• Scheie, Eldri & Korsager, Majken (2014). Utdanning og undervisning for bærekraftig utvikling. Naturfag. ISSN 1504-4564. s. 18–21.
• 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. s. 108–110.
• Korsager, Majken & Mork, Sonja M (2014). Brunskogsnegl - uønsket inntrenger - spennende muligheter i naturfag. Naturfag. ISSN 1504-4564. s. 48–51.
• Fiskum, Kirsten & Korsager, Majken (2013). Skoleutvikling i naturfag (SUN) - utforskende etterutdanning for naturfaglærere. Naturfag. ISSN 1504-4564. s. 55–57.
• Fiskum, Kirsten & Korsager, Majken (2013). 5E-modellen i utforskende undervisning. Naturfag. ISSN 1504-4564. s. 34–35.
• Korsager, Majken (2013). Wiki i naturfagundervisningen.
• Korsager, Majken & Strømme, Alex (2013). Bruk av smarttelefon-apps.
• Korsager, Majken & Strømme, Alex (2013). Apper i naturfagundervisning Tema:Stjernehimmelen.
• Korsager, Majken & Van Marion, Peter (2013). Hva har vi lært av SUN?
• Scheie, Eldri & Korsager, Majken (2013). Utdanning for bærekraftig utvikling og muligheter i Den naturlige skolesekken.
• Korsager, Majken (2013). Global climate exchange - Students’ science learning in a global classroom.
• 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?
• Lindstrøm, Christine & Korsager, Majken (2013). Peer Instruction: Når pedagogikk og teknologi sammen fremmer læring i naturfag.
• Korsager, Majken & Marion, Peter van (2013). Hva har vi lært av SUN?
• Korsager, Majken & Marion, Peter Van (2012). S-TEAM/SUN - Hvordan kan forskningsresultater herfra være til nytte for lærerutdanningene?
• Korsager, Majken; Fiskum, Kirsten & Marion, Peter Van (2012). SUN Teacher Professional Development.
• Marion, Peter Van; Fiskum, Kirsten & Korsager, Majken (2012). The SUN Project.
• Fiskum, Kirsten & Korsager, Majken (2012). 5E-modellen og utforskende undervisning.
• Fiskum, Kirsten & Korsager, Majken (2011). Hva slags etterutdanning vil naturfaglærere ha? Skoleutvikling i naturfag - SUN.
• Scheie, Eldri & Korsager, Majken (2017). Nordisk arbeidsmodell for Undervisning for Bærekraftig utvikling. Norwegian Centre for Science Education.
• Korsager, Majken (2013). “Globalizing the science classroom" : Exploring the development of students’ conceptual understanding of climate change from international peer collaboration. Unipub forlag. ISSN 1501-8962. 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.

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