Anders Mattias Lundmark
Biographic Data
| ID | 6467217 |
|---|---|
| NAME | Anders Mattias Lundmark |
| GIVEN NAMES | Anders Mattias |
| FAMILY NAME | Lundmark |
| SIGNATURE | LUNDMARK A M |
| AFFILIATIONS | University of Oslo |
| ORCID | 0000-0001-9555-0213 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Evaluating explanations of scientific concepts using image schemata
Textual descriptions and simplified examples (non-formal explanations) are commonly used to introduce science topics to students, e.g. in geoscience, but may be ambiguous and understood in different ways, potentially leading to misconceptions. This exploratory study considers how image schemata, mental patterns based on bodily experiences, can be used to investigate how non-formal explanations can be (mis)understood. We illustrate this approach b…
Student compensation and motivation in student–staff partnerships
Within Higher Education (HE), in Norway and internationally, institutions are adopting partnership and co-creation approaches to increase student agency in their own learning. Often, institutions compensate students who engage with partnership approaches. We explore the experiences and motivations of students who have been compensated for partnership work in the Universities of Oslo, Bergen, Tromsø, and Edinburgh, which are all connected to the i…
The complexities of moving topics between disciplines
‘A lack of prior knowledge in the other discipline’ is often given by geoscience instructors to explain why students struggle to apply knowledge from other disciplines to the Earth. We examine this assumption by considering the disciplinary crossing of buoyancy (physics) to isostasy (geoscience). We investigate the teachers’ perspective through workshops, and use the theoretical framework of Interdisciplinary Reasoning and Communication to explor…
Digital fieldwork with Fieldmove - how do digital tools influence geoscience students’ learning experience in the field
Third year geoscience students were introduced to digital tools for fieldwork, Fieldmove on iPads, in a capstone field mapping course at Oslo University, Norway. Despite little prior experience with digital tools for fieldwork, they became independent Fieldmove users in a few hours. They self-report positive cognitive impacts, including positive effects on quality of fieldwork, maps and reports. However, submitted course material suggest students…
Students’ negotiations of belonging in geoscience
In this study, we explore how interactions with faculty influence first-year geoscience students’ negotiations of belonging in a study programme. We situate the study within the field of retention and use the concepts of belonging and culture to analyse our empirical material, collected through ethnographic fieldwork. We explore how faculty–student interactions during geoscientific fieldwork and in an “interview exercise” give students access to …
Digital fieldwork with Fieldmove - how do digital tools influence geoscience students’ learning experience in the field
Third year geoscience students were introduced to digital tools for fieldwork, Fieldmove on iPads, in a capstone field mapping course at Oslo University, Norway. Despite little prior experience with digital tools for fieldwork, they became independent Fieldmove users in a few hours. They self-report positive cognitive impacts, including positive effects on quality of fieldwork, maps and reports. However, submitted course material suggest students…
Students’ negotiations of belonging in geoscience
In this study, we explore how interactions with faculty influence first-year geoscience students’ negotiations of belonging in a study programme. We situate the study within the field of retention and use the concepts of belonging and culture to analyse our empirical material, collected through ethnographic fieldwork. We explore how faculty–student interactions during geoscientific fieldwork and in an “interview exercise” give students access to …
Digital fieldwork with Fieldmove - how do digital tools influence geoscience students’ learning experience in the field
Third year geoscience students were introduced to digital tools for fieldwork, Fieldmove on iPads, in a capstone field mapping course at Oslo University, Norway. Despite little prior experience with digital tools for fieldwork, they became independent Fieldmove users in a few hours. They self-report positive cognitive impacts, including positive effects on quality of fieldwork, maps and reports. However, submitted course material suggest students…
Students’ negotiations of belonging in geoscience
In this study, we explore how interactions with faculty influence first-year geoscience students’ negotiations of belonging in a study programme. We situate the study within the field of retention and use the concepts of belonging and culture to analyse our empirical material, collected through ethnographic fieldwork. We explore how faculty–student interactions during geoscientific fieldwork and in an “interview exercise” give students access to …
The complexities of moving topics between disciplines
‘A lack of prior knowledge in the other discipline’ is often given by geoscience instructors to explain why students struggle to apply knowledge from other disciplines to the Earth. We examine this assumption by considering the disciplinary crossing of buoyancy (physics) to isostasy (geoscience). We investigate the teachers’ perspective through workshops, and use the theoretical framework of Interdisciplinary Reasoning and Communication to explor…
Evaluating explanations of scientific concepts using image schemata
Textual descriptions and simplified examples (non-formal explanations) are commonly used to introduce science topics to students, e.g. in geoscience, but may be ambiguous and understood in different ways, potentially leading to misconceptions. This exploratory study considers how image schemata, mental patterns based on bodily experiences, can be used to investigate how non-formal explanations can be (mis)understood. We illustrate this approach b…
Student compensation and motivation in student–staff partnerships
Within Higher Education (HE), in Norway and internationally, institutions are adopting partnership and co-creation approaches to increase student agency in their own learning. Often, institutions compensate students who engage with partnership approaches. We explore the experiences and motivations of students who have been compensated for partnership work in the Universities of Oslo, Bergen, Tromsø, and Edinburgh, which are all connected to the i…
Mathematics education (3 works) · Psychology (3 works) · Field (mathematics (2 works) · Geography (2 works) · Geography Education and Pedagogy (2 works) · Higher education (2 works) · Pedagogy (2 works) · Sociology (2 works) · Archaeology (1 works) · Bachelor (1 works)