Kirsti Marie Jegstad
Biographic Data
| ID | 6675228 |
|---|---|
| NAME | Kirsti Marie Jegstad |
| GIVEN NAMES | Kirsti Marie |
| FAMILY NAME | Jegstad |
| SIGNATURE | JEGSTAD K M |
| AFFILIATIONS | OsloMet – Oslo Metropolitan University |
| ORCID | 0000-0002-4723-7094 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| 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…
The role of school placement within research-based teacher education–through the eyes of science mentors
In line with international debate, there is a discussion in Norway on developing teacher education by moving from a more experience-based to a research-based approach. This ongoing change presents a challenge, not only for the development of teacher education but also for teachers working as mentors in school placements. The aim of this study was to investigate science mentors’ views on research-based teacher education and the contribution of sch…
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…
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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 role of school placement within research-based teacher education–through the eyes of science mentors
In line with international debate, there is a discussion in Norway on developing teacher education by moving from a more experience-based to a research-based approach. This ongoing change presents a challenge, not only for the development of teacher education but also for teachers working as mentors in school placements. The aim of this study was to investigate science mentors’ views on research-based teacher education and the contribution of sch…
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…
Education and Critical Thinking Development (2 works) · Educational Strategies and Epistemologies (2 works) · Epistemology (2 works) · Mathematics education (2 works) · Norwegian (2 works) · Pedagogy (2 works) · Psychology (2 works) · Sociology (2 works) · Autonomy (1 work) · Class (philosophy (1 work)