Emilia Andersson-Bakken
Biographic Data
| ID | 6675227 |
|---|---|
| NAME | Emilia Andersson-Bakken |
| GIVEN NAMES | Emilia |
| FAMILY NAME | Andersson-Bakken |
| SIGNATURE | ANDERSSON-BAKKEN E |
| AFFILIATIONS | OsloMet – Oslo Metropolitan University |
| ORCID | 0000-0002-5110-6716 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Supporting primary students’ critical thinking in whole-class conversations about sustainability issues
In environmental and sustainability education, critical thinking is important for the pluralistic teaching tradition, creating opportunities for student autonomy, deliberation and participation. However, focusing on student participation can also result in relativism or reproduction. Consequently, this article aims to investigate how different epistemological levels in whole-class conversations about sustainability issues can support students' em…
Patterns of peer talk in consensus-oriented classrooms
In this study, we investigate peer talk in consensus-oriented first-grade classrooms. Earlier research has shown that the quality of argumentation improves when students argue to agree, because it steers the students toward patterns of argumentation that support the exploration and elaboration of perspectives that is typical of deliberative argumentation. Using multi-modal argumentation analysis, we identify four patterns in the peer talk. First,…
The textbook task as a genre
Schools today face the challenge of preparing students to live, work, and prosper in a rapidly changing world. As a response to this global challenge, Norway has adopted a national curriculum focusing on the development of 21st-century skills. In this study, we investigate if and how the tasks in science and language arts textbooks in upper-secondary school have changed after the curriculum reform. We conduct a content analysis of 5,067 tasks in …
Teachers’ use of open questions
This study identifies the various functions of open questions in whole-class teaching in language arts classrooms in primary school, and it explores how these questions may work as a mediating tool. Open questions are considered a valuable tool in classroom discourse, enhancing dialogue and students’ learning by giving the students an opportunity to elaborate on their thoughts. The analysis draws on two data sets and includes observations from fo…
Textbook tasks in the Norwegian school subject natural sciences
This study aims to investigate textbook tasks in the Norwegian school subject Natural sciences and the views of science that the tasks mediate to the pupils. Natural science is an interdisciplinary subject taught in Years 1–11 that includes chemistry, physics, biology and parts of the geosciences. We conducted a qualitative content analysis of 2,927 tasks from three Year-11 textbooks. The results showed that most of the tasks in all three textboo…
Forståelser av skjønnlitteratur og sakprosa i norskfagets oppgavekultur
Denne artikkelen utforsker hvilke forståelser av skjønnlitteratur og sakprosa elever kan utvikle gjennom oppgavene i lærebøker i norsk. Dette blir undersøkt gjennom en kvalitativ innholdsanalyse av 1943 oppgaver fra tre lærebøker for videregående skole. Resultatene viser at det er klare forskjeller mellom oppgavene i de tre hoveddelene av lærebøkene: Samlingene av skjønnlitterære tekster er dominert av åpne oppgaver der elevene inviteres til å ut…
No prominent works on this page.
Forståelser av skjønnlitteratur og sakprosa i norskfagets oppgavekultur
Denne artikkelen utforsker hvilke forståelser av skjønnlitteratur og sakprosa elever kan utvikle gjennom oppgavene i lærebøker i norsk. Dette blir undersøkt gjennom en kvalitativ innholdsanalyse av 1943 oppgaver fra tre lærebøker for videregående skole. Resultatene viser at det er klare forskjeller mellom oppgavene i de tre hoveddelene av lærebøkene: Samlingene av skjønnlitterære tekster er dominert av åpne oppgaver der elevene inviteres til å ut…
Textbook tasks in the Norwegian school subject natural sciences
This study aims to investigate textbook tasks in the Norwegian school subject Natural sciences and the views of science that the tasks mediate to the pupils. Natural science is an interdisciplinary subject taught in Years 1–11 that includes chemistry, physics, biology and parts of the geosciences. We conducted a qualitative content analysis of 2,927 tasks from three Year-11 textbooks. The results showed that most of the tasks in all three textboo…
The textbook task as a genre
Schools today face the challenge of preparing students to live, work, and prosper in a rapidly changing world. As a response to this global challenge, Norway has adopted a national curriculum focusing on the development of 21st-century skills. In this study, we investigate if and how the tasks in science and language arts textbooks in upper-secondary school have changed after the curriculum reform. We conduct a content analysis of 5,067 tasks in …
Teachers’ use of open questions
This study identifies the various functions of open questions in whole-class teaching in language arts classrooms in primary school, and it explores how these questions may work as a mediating tool. Open questions are considered a valuable tool in classroom discourse, enhancing dialogue and students’ learning by giving the students an opportunity to elaborate on their thoughts. The analysis draws on two data sets and includes observations from fo…
Patterns of peer talk in consensus-oriented classrooms
In this study, we investigate peer talk in consensus-oriented first-grade classrooms. Earlier research has shown that the quality of argumentation improves when students argue to agree, because it steers the students toward patterns of argumentation that support the exploration and elaboration of perspectives that is typical of deliberative argumentation. Using multi-modal argumentation analysis, we identify four patterns in the peer talk. First,…
Supporting primary students’ critical thinking in whole-class conversations about sustainability issues
In environmental and sustainability education, critical thinking is important for the pluralistic teaching tradition, creating opportunities for student autonomy, deliberation and participation. However, focusing on student participation can also result in relativism or reproduction. Consequently, this article aims to investigate how different epistemological levels in whole-class conversations about sustainability issues can support students' em…
Computer Science (4 works) · Mathematics education (4 works) · Pedagogy (4 works) · Psychology (4 works) · Education and Critical Thinking Development (3 works) · Educational Strategies and Epistemologies (3 works) · Epistemology (3 works) · Class (philosophy (2 works) · Language arts (2 works) · Linguistics (2 works)