Berit S Haug
Biographic Data
| ID | 6511183 |
|---|---|
| NAME | Berit S Haug |
| GIVEN NAMES | Berit S |
| FAMILY NAME | Haug |
| SIGNATURE | HAUG B S |
| AFFILIATIONS | University of Oslo |
| ORCID | 0000-0003-1993-9942 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Unveiling perceptions
Sustainable development is promoted as an interdisciplinary topic in the Norwegian curriculum, reflecting similar priorities in global policy documents and educational frameworks. However, its implementation in schools partly relies on how teachers interpret the concept of sustainable development and what they consider students should learn through environmental and sustainability education. This study explores how science teachers perceive susta…
Interdisciplinary ESE
Humanising the nature of science
If students are to acquire deep learning in science, they need to know about the nature of science (NOS), particularly not only the cognitive-epistemic but also the social-institutional aspects of NOS. In this paper, we investigate the content of the Norwegian science curriculum in order to establish how NOS is represented, in particular to the social-institutional aspects of NOS, which have been reported to be underemphasised in science curricul…
Defining knowledge domains for science teacher educators
Science teacher educators (STEs) have key roles in the educational system through their preparation of pre- and in-service science teachers and in implementing future-oriented policy reforms. Given the complexity and importance of their role, what types of knowledge do STEs need? STEs come from a range of backgrounds and there are few systematic routes for their ongoing learning. Hence, there is a need for tools that can help define and assess ST…
Taking 21st century skills from vision to classroom
The purpose of this paper is to accentuate teachers’ voice and examine what teachers consider as useful professional development for promoting 21st century skills as presented in educational reforms. The teachers participated in a professional development program designed to support teachers in bridging the gap between visionary reforms and classroom practice. Over a three-year period, 56 courses were conducted, reaching 1187 teachers. Results fr…
Taking 21st century skills from vision to classroom
The purpose of this paper is to accentuate teachers’ voice and examine what teachers consider as useful professional development for promoting 21st century skills as presented in educational reforms. The teachers participated in a professional development program designed to support teachers in bridging the gap between visionary reforms and classroom practice. Over a three-year period, 56 courses were conducted, reaching 1187 teachers. Results fr…
Defining knowledge domains for science teacher educators
Science teacher educators (STEs) have key roles in the educational system through their preparation of pre- and in-service science teachers and in implementing future-oriented policy reforms. Given the complexity and importance of their role, what types of knowledge do STEs need? STEs come from a range of backgrounds and there are few systematic routes for their ongoing learning. Hence, there is a need for tools that can help define and assess ST…
Taking 21st century skills from vision to classroom
The purpose of this paper is to accentuate teachers’ voice and examine what teachers consider as useful professional development for promoting 21st century skills as presented in educational reforms. The teachers participated in a professional development program designed to support teachers in bridging the gap between visionary reforms and classroom practice. Over a three-year period, 56 courses were conducted, reaching 1187 teachers. Results fr…
Humanising the nature of science
If students are to acquire deep learning in science, they need to know about the nature of science (NOS), particularly not only the cognitive-epistemic but also the social-institutional aspects of NOS. In this paper, we investigate the content of the Norwegian science curriculum in order to establish how NOS is represented, in particular to the social-institutional aspects of NOS, which have been reported to be underemphasised in science curricul…
Interdisciplinary ESE
Unveiling perceptions
Sustainable development is promoted as an interdisciplinary topic in the Norwegian curriculum, reflecting similar priorities in global policy documents and educational frameworks. However, its implementation in schools partly relies on how teachers interpret the concept of sustainable development and what they consider students should learn through environmental and sustainability education. This study explores how science teachers perceive susta…
Mathematics education (4 works) · Pedagogy (4 works) · Psychology (4 works) · Science education (3 works) · Educational Strategies and Epistemologies (2 works) · Environmental education (2 works) · Professional development (2 works) · Science Education and Pedagogy (2 works) · Sociology (2 works) · Sustainability (2 works)