Eli Munkebye
Biographic Data
| ID | 6508148 |
|---|---|
| NAME | Eli Munkebye |
| GIVEN NAMES | Eli |
| FAMILY NAME | Munkebye |
| SIGNATURE | MUNKEBYE E |
| AFFILIATIONS | Norwegian University of Science and Technology |
| ORCID | 0000-0003-0903-7814 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Primary school teachers’ perceptions of critical thinking in general and in their teaching
Critical thinking (CT) is a key education goal internationally, and enables people to navigate the growing amount of information and make informed decisions on increasingly complex issues. The term CT is frequently used in educational policy documents and curricula, and teachers play a key role in delivering effective CT instruction. Studies indicate that although teachers recognize the importance of CT, many lack an understanding of what CT real…
Perspectives from science teacher educators on the potential contribution of Sámi traditional knowledge to sustainable development
Introduction This study investigates how Sámi traditional knowledge is integrated in science teacher education in Norway, and what teacher educators declare about its potential contribution to sustainable development. Methods Data was collected through an anonymous electronic survey and analyzed by means of both qualitative and quantitative methods. Thirty-nine respondents from 15 teacher education institutions in Norway participated in the study…
How to support young children's interest development during exploratory natural science activities in outdoor environments
This study examines how 4–8-year-old Norwegian children's interest in natural elements appears and develops during exploratory activities in various natural outdoor environments, and how teachers can support such interest in these settings. The results indicate that children's interest develops through three phases. Each phase can be recognised by how children relate to the natural element in question. They gain first-hand experience, are recepti…
Young children’s questions about science topics when situated in a natural outdoor environment
Asking questions is an important way of acquiring information and knowledge and plays a significant role in a child’s learning processes. In this study, we examine what characterises the questions asked by children to their teachers in two kindergartens (4–6-year-olds) and six primary school classes (2nd–4th grade) when situated in a natural outdoor environment. Recordings are undertaken by means of action cameras and audio recorders. We also exa…
How to support young children's interest development during exploratory natural science activities in outdoor environments
This study examines how 4–8-year-old Norwegian children's interest in natural elements appears and develops during exploratory activities in various natural outdoor environments, and how teachers can support such interest in these settings. The results indicate that children's interest develops through three phases. Each phase can be recognised by how children relate to the natural element in question. They gain first-hand experience, are recepti…
Young children’s questions about science topics when situated in a natural outdoor environment
Asking questions is an important way of acquiring information and knowledge and plays a significant role in a child’s learning processes. In this study, we examine what characterises the questions asked by children to their teachers in two kindergartens (4–6-year-olds) and six primary school classes (2nd–4th grade) when situated in a natural outdoor environment. Recordings are undertaken by means of action cameras and audio recorders. We also exa…
How to support young children's interest development during exploratory natural science activities in outdoor environments
This study examines how 4–8-year-old Norwegian children's interest in natural elements appears and develops during exploratory activities in various natural outdoor environments, and how teachers can support such interest in these settings. The results indicate that children's interest develops through three phases. Each phase can be recognised by how children relate to the natural element in question. They gain first-hand experience, are recepti…
Perspectives from science teacher educators on the potential contribution of Sámi traditional knowledge to sustainable development
Introduction This study investigates how Sámi traditional knowledge is integrated in science teacher education in Norway, and what teacher educators declare about its potential contribution to sustainable development. Methods Data was collected through an anonymous electronic survey and analyzed by means of both qualitative and quantitative methods. Thirty-nine respondents from 15 teacher education institutions in Norway participated in the study…
Primary school teachers’ perceptions of critical thinking in general and in their teaching
Critical thinking (CT) is a key education goal internationally, and enables people to navigate the growing amount of information and make informed decisions on increasingly complex issues. The term CT is frequently used in educational policy documents and curricula, and teachers play a key role in delivering effective CT instruction. Studies indicate that although teachers recognize the importance of CT, many lack an understanding of what CT real…
Psychology (4 works) · Mathematics education (3 works) · Pedagogy (3 works) · Cognition (2 works) · Cognitive development (2 works) · Environmental Education and Sustainability (2 works) · Science Education and Pedagogy (2 works) · Sociology (2 works) · Animal and Plant Science Education (1 work) · Child and Animal Learning Development (1 work)