Maren Skjelstad Fredagsvik
Biographic Data
| ID | 9635513 |
|---|---|
| NAME | Maren Skjelstad Fredagsvik |
| GIVEN NAMES | Maren Skjelstad |
| FAMILY NAME | Fredagsvik |
| SIGNATURE | FREDAGSVIK M S |
| AFFILIATIONS | Norwegian University of Science and Technology |
| ORCID | 0000-0002-8869-1613 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
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…
Learning to Teach Sustainability
There is increasing recognition of the need to integrate sustainability education (SE) into school curricula, and assessments such as PISA 2025 emphasise the importance of pupils’ ability to apply sustainability knowledge in authentic contexts. Because sustain-ability issues require social, environmental, and economic perspectives, transdisciplinary real-world approaches are recommended. However, many teachers find SE challenging, and initial tea…
Student approaches to creative processes when participating in an open-ended project in science
This study examines how students in primary school (grades five and six) displayed creative thinking while working on an open-ended science project, and how they included science knowledge during the creative process. The findings show that students approached the creative process in six different ways: (1) by adaptation, (2) by transfer, (3) by synthesis, (4) by originality, (5) by practicality, and (6) by need. Students were able to make use of…
No prominent works on this page.
Student approaches to creative processes when participating in an open-ended project in science
This study examines how students in primary school (grades five and six) displayed creative thinking while working on an open-ended science project, and how they included science knowledge during the creative process. The findings show that students approached the creative process in six different ways: (1) by adaptation, (2) by transfer, (3) by synthesis, (4) by originality, (5) by practicality, and (6) by need. Students were able to make use of…
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…
Learning to Teach Sustainability
There is increasing recognition of the need to integrate sustainability education (SE) into school curricula, and assessments such as PISA 2025 emphasise the importance of pupils’ ability to apply sustainability knowledge in authentic contexts. Because sustain-ability issues require social, environmental, and economic perspectives, transdisciplinary real-world approaches are recommended. However, many teachers find SE challenging, and initial tea…
Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Computer Science (1 work) · Creative thinking (1 work) · Creativity (1 work) · Creativity in Education and Neuroscience (1 work) · Critical thinking (1 work) · Discipline (1 work) · Domain knowledge (1 work)