Science, Arts and Argumentation for future-making Education (SAAFE)
Bringing together science and technology, arts and argumentation, creativity and critical thinking to create an amalgamate for future-making and sustainable education is what we thrive for. Particularly the role of inquiry and aesthetic forms of knowing as well as the latest didactic findings inform our research. At the same time, results obtained from research flow directly into our teaching.
Research Heads
Members
External members
VilVite Vitensenter
ViteMeir
Current projects
Recent publications
Publications
Schulze Heuling, D. & Schulze Heuling, L. (forthcoming): Naturwissenschaftliche Bildung. In: Stein, R. Müller, T. & Hascher, P., Bildung als Herausforderung. Grundlagen für die Pädagogik bei Verhaltensstörungen. Bad Heilbrunn, Klinkhardt
Schulze Heuling, Lydia (2021). Promoting student interest in science: The impact of a science theatre project. LUMAT: International Journal on Math, Science and Technology Education, 9(2), 63–81. https://doi.org/10.31129/LUMAT.9.2.1489
Schulze Heuling, Lydia & Filk, Christian. (eds) (2021). Algorithmic and Aesthetic Literacy. Emerging Transdisciplinary Explorations for the Digital Age. Barbara Budrich.
Wild, Steffen & Schulze Heuling, Lydia (2021). Re-evaluation of the D21-Digital-Index assessment instrument for measuring higher-level digital competences. Studies in Educational Evaluation, 68. https://doi.org/10.1016/j.stueduc.2021.100981
Schulze Heuling, Lydia & Wild, Steffen (2021). How Student Characteristics Affect Economy Students’ Digital Competences: A latent profile study. Nordic Journal of Vocational Education and Training, 11(1), 44-70. https://doi.org/10.3384/njvet.2242-458X.2111144
Heering, Peter & Schulze Heuling, Lydia (Hrsg) (2020). "Physik auf der Bühne" [Physics on Stage], Naturwissenschaften im Unterricht Physik, 176. https://www.friedrich-verlag.de/physik/unterricht-physik-digital/physik-auf-der-buehne-2358
Mestad, I., Kolstø, S.D. Characterizing Students’ Attempts to Explain Observations from Practical Work: Intermediate Phases of Understanding. Res Sci Educ 47, 943–964 (2017). https://doi.org/10.1007/s11165-016-9534-x
Mestad, Idar, Knain, Erik, Kolstø, Stein Dankert. (2019). Uvikle faglig innsikt gjennom snakk, skriving og visuelle uttrykk. i Knain, Erik og Kolstø, Stein Dankert Elever som forskere i naturfag. 2. utgave. Universitetsforlaget ISBN 978-82-15-03144-6. s. 134-170
Kolstø, Stein Dankert; Bjønness, Birgitte; Klevenberg, Bente; Mestad, Idar. (2019). Vurdering ved bruk av utforskende arbeidsmåter i Knain, Erik og Kolstø, Stein Dankert (red) Elever som forskere i naturfag. 2. utgave. Universitetsforlaget ISBN 978-82-15-03144-6. s. 171-211
Mestad, Idar (2019): Djupneforståing gjennom utforskande arbeidsmåtar i Voll, Liv Oddrun, Øyehaug, Anne Bergliont, og Holt, Anne (red): Dybdelæring i naturfag.Universitetsforlaget.
Mestad, I., & Kolstø, S. D. (2016). Characterizing Students’ Attempts to Explain Observations from Practical Work: Intermediate Phases of Understanding. Research in Science Education, 1-22
Mestad, I., Kolstø, S. D. (2014). Using the Concept of Zone of Proximal Development to Explore the Challenges of and Opportunities in Designing Discourse Activities Based on Practical Work. Science Education, 98(6), 1054-1076.
Myklebust, T. , Mestad, I (accepted): Om kardinaltal og det å oppfatte kardinaltal.
More information
The research group holds a weekly colloquium which is open to the public. The time plan for this semester can be found HERE.
