Anniken Furberg

Scientific Articles

Silseth, K. & Furberg, A. (2024). Bridging group work and whole-class activities through responsive teaching in science education. European Journal of Psychology of Education. ISSN 0256-2928. doi: 10.1007/s10212-023-00770-w.

Ingulfsen, L., Furberg, A. & Knain, E. (2023). The role of teacher support in students’ engagement with representational construction. Cultural Studies of Science Education, 18, 1311–1341. https://doi.org/10.1007/s11422-023-10193-0

Sjøberg, M., Furberg, A., & Knain, E. (2023). Undergraduate biology students' model-based reasoning in the laboratory: Exploring the role of drawings, talk, and gestures. Science Education, 107, 124– 148. https://doi.org/10.1002/sce.21765

Furberg, A. & Silseth, K. (2022). Invoking student resources in whole-class conversations in science education: A sociocultural perspective. Journal of the Learning Sciences, 31, 278-316, DOI: 10.1080/10508406.2021.1954521

Knain, E., Fredlund, T. & Furberg, A. (2021). Exploring Student Reasoning and Representation Construction in School Science Through the Lenses of Social Semiotics and Interaction Analysis. Research in science education. 10.1007/s11165-020-09975-1

Lund, A., Furberg, A., & Gudmundsdottir, G. (2019). Expanding and Embedding Digital Literacies: Transformative Agency in Education. Media and Communication, 7(2).

Ingulfsen, L., Furberg, A., & Strømme, T. Aa. (2018). Students’ engagement with real-time graphs in CSCL settings: scrutinizing the role of teacher support. International Journal of Computer-supported Collaborative Learning, 13, 365-390.

Furberg, A. & Silseth, K. (2018) Students’ everyday experiences as resources in whole-class conversations. In J. Kay & R. Luckin (Eds.), Rethinking learning in the digital age: Making the Learning Sciences count. The International Conference of the Learning Sciences (ICLS) 2018. Vol. 2. Publisher: International Society of the Learning Sciences.

Knain, E., Fredlund, T, Furberg, A., Mathiassen, K., Remmen, K. B., Ødegaard, M (2017) Representing to learn in science education: Theoretical framework and analytical approaches. Acta Didactica Norge/Norway, Vol. 11, issue 3.

Furberg, A. (2016). Teacher support in computer-supported lab work: bridging the gap between lab experiments and students’ conceptual understanding. International Journal of Computer-supported Collaborative Learning, 11, 89-113. DOI 10.1007/s11412-016-9229-3

Strømme, Aa Torunn & Furberg, Anniken (2015). Exploring Teacher Intervention in the Intersection of Digital Resources, Peer Collaboration, and Instructional Design. Science Education. DOI 10.1002/sce.21181: http://onlinelibrary.wiley.com/doi/10.1002/sce.21181/epdf

Lund, Andreas; Furberg, Anniken Larsen; Bakken, Jonas & Engelien, Kirsti Lyngvær (2014). What does professional digital competence mean in teacher education? . Nordic Journal of Digital Literacy.  ISSN 1891-943X.  2014(4), s 281- 299

Furberg, Anniken, Kluge, Anders & Ludvigsen, Sten (2013). Student sensemaking with diagrams in a computer-based setting. International Journal of Computer-supported Collaborative Learning. 8, s 41 - 64. http://link.springer.com/article/10.1007/s11412-013-9165-4

Furberg, Anniken Larsen (2009). Socio-cultural aspects of prompting student reflection in Web-based inquiry learning environments. Journal of Computer Assisted Learning 25(4), s 397- 409 . doi: 10.1111/j.1365-2729.2009.00320.x

Furberg, Anniken Larsen & Arnseth, Hans Christian (2009). Reconsidering conceptual change from a socio-cultural perspective: analyzing students' meaning making in genetics in collaborative learning environments. Cultural Studies of Science Education. 4, s 157- 191 . doi: 10.1007/s11422-008-9161-6

Furberg, Anniken Larsen & Arnseth, Hans Christian (2009). The importance of socio-cultural context for understanding students' meaning making in the study of genetics. Cultural Studies of Science Education. 4, s 211- 219 . doi: 10.1007/s11422-008-9158-1

Furberg, Anniken Larsen & Ludvigsen, Sten Runar (2008). Students' Meaning-making of Socio-scientific Issues in Computer Mediated Settings: Exploring learning through interaction trajectories. International Journal of Science Education. 30(13), s 1775- 1799 . doi: 10.1080/09500690701543617

Fjuk, Annita; Furberg, Anniken Larsen; Geirbo, Hanne-Cecilie & Helmersen, Per (2008). New artifacts - new practices: Putting mobile literacies into focus. Digital kompetanse - Nordic journal of digital literacy. 3(1), s 21- 38

Krange, Ingeborg; Larsen, Anniken; Fjuk, Annita; Ludvigsen, Sten (2002). Describing construction of knowledge through identification of collaboration patterns in 3D learning environments. In G. Stahl. Proceedings of CSCL 2002, Computer Support for Collaborative Learning: Foundations for a CSCL Community. Lawrence Erlbaum Associates. ISBN 0-8058-5099-6   

Book Chapters in Scientific Anthologies

Furberg, Anniken & Dolonen, Jan Arild (2016). Teacher support in technology-based science learning: Balancing procedural and conceptual support in students' learning processes. In Eyvind Elstad (ed), Educational technology and polycontextual bridging. Sense Publishers. ISBN: 978-94-6300-643-9. Chapter 5. pp. 83 - 106.

Furberg, Anniken Larsen & Lund, Andreas (2016). En profesjonsfaglig digitalt kompetent lærer? Muligheter og utfordringer i teknologirike læringsomgivelser. In Rune J. Krumsvik (ed), Digital læring i skole og lærerutdanning. Universitetsforlaget. ISBN 978-82-1502049-5. Chapter 1. pp. 9 - 28

Lund, Andreas; Furberg, Anniken Larsen; Bakken, Jonas & Engelien, Kirsti Lyngvær (2015). Hva er profesjonsfaglig digital kompetanse (PfDK) i lærerutdanningnen?  In Rindal, Ulrikke Elisabeth; Lund, Andreas & Jakhelln, Rachel Elise (eds) (2015). Veier til fremragende lærerutdanning. Universitetsforlaget.  ISBN 978 - 82-15 - 025. Chapter 10. pp. 117-126.

Furberg, Anniken Larsen & Rasmussen, Ingvill (2012). Faktaorientering og forståelsesorientering i elevers bruk av nettbaserte læringsomgivelser, In Trond Eiliv Hauge & Andreas Lund (eds), Små skritt eller store sprang? Om digitale tilstander i skolen.. Cappelen Damm Akademisk. ISBN 978-82-0236438-0. Chapter 2. s 23 - 57

Dissertation

Furberg, A. (2010). Scientific Inquiry in Web-based Learning Environments. Exploring technological, epistemic and institutional aspects of students’ meaning making. Doctoral thesis at InterMedia, University of Oslo. Oslo: Unipub.

Scientific reports

Furberg, A., Rødnes, K. A., Silseth, K., Arnseth, H. A., Kvamme, O. A., Lund, A., Sæther, E., Vasbø, K., Ernstsen, S., Fundingsrud, M. W., Øistad, J. H., Slungård, K. (2023). Dette sier EVA2020: Fagfornyelsen i møte med klasseromspraksiser: Læreres planlegging og gjennomføring av undervisning om tverrfaglige tema. Temanotat: Oppsummering av sentrale funn i EVA2020 Rapport 6. Universitetet i Oslo. 

Furberg, A., Rødnes, K. A., Silseth, K., Arnseth, H. A., Kvamme, O. A., Lund, A., Sæther, E., Vasbø, K., Ernstsen, S., Fundingsrud, M. W., Øistad, J. H., Slungård, K. (2023). Fagfornyelsen i møte med klasseromspraksiser: Læreres planlegging og gjennomføring av undervisning om tverrfaglige tema. Universitetet i Oslo (ISBN 978-82-93847-11-3).

Gilje, Øystein; Ingulfsen, Line; Dolonen, Jan A.; Furberg, Anniken Larsen; Rasmussen, Ingvill; Kluge, Anders; Knain, Erik; Mørch, Anders Irving; Naalsund, Margrethe & Skarpaas, Kaja Granum (2016). Med ARK&APP. Bruk av læremidler og ressurser for læring på tvers av arbeidsformer.

Furberg, A., Dolonen, J. & Ingulfsen, L. (2015). Lærerrollen i teknologitette klasserom. En casestudie i prosjektet Ark&App, naturfag 5. klasse. Report No. 11. ARK&APP.

Furberg, A., Dolonen, J.A., Engeness, I., & Jessen, S. (2014). Læremidler og arbeidsformer i naturfag i ungdomsskolen. En casestudie i prosjektet Ark&App, naturfag 10. klasse. Rapport nr 5. Oslo: Universitetet i Oslo og Utdanningsdirektoratet.

Kluge, Anders; Furberg, Anniken Larsen; Dolonen, Jan Arild; Ludvigsen, Sten Runar; Strømme Aanesland, Torunn; Zacharia, Zacharias; Xenofontos, Nikoletta; Tsivitanidou, Olia; Manoli, Constantinos; Hovardas, Anastasios; Kanellidou, Mamina; Theocharous, Michalis; Nicolaou, Helena; Wasson, Barbara; Vold, Vibeke; van Dijk, Alieke; Lazonder, Ard; Heerink, Jony; Piksööt, Jaanika; Sarapuu, Tago; Runnel, Maria; d'Ham, Cédric; Girault, Isabelle; Wajeman, Claire; Michel, Philippe; Julien, Rachel; Saavedra, Reinaldo; marzin, Patricia.(2012). SCY Summative evaluation report DIX.4. University of Twente: European Commission (SCY - Project number IST-212814) 2012 229 s.
UiB UiO UNI Untitled

Kluge, Anders; Furberg, Anniken Larsen; Dolonen, Jan Arild; Ludvigsen, Sten Runar; Zacharias, Zacharia; Xenofontos, Nikoletta; Tsivitanidou, Olia; Manoli, Constantinos; Hovardas, Anastasios; Kanellidou, Mamina; Theocharous, Michalis; van Dijk, Alieke; Lazonder, Ard; Geraedts, Caspar; Heerink, Jony; Piksööt, Jaanika; Sarapuu, Tago; Puusepp, Arle. (2011). SCY second formative evaluation report. University of Twente: European Commission (SCY - Project number IST-212814) 2011 289 s.
UiO Untitled

Kluge, Anders; Furberg, Anniken Larsen; Ludvigsen, Sten Runar; Dolonen, Jan Arild; Norenes, Svein Olav; Vold, Vibeke; Wasson, Barbara; Zacharia, Zacharias; Xenofontos, Nikoletta; Tsivitanidou, Olia; Manoli, Constantinos; Hovardas, Anastasios; Andreou, Stephanie; Lazonder, Ard; Weinberger, Armin; Geraedts, Caspar; Rinket, Marieke; Matteman, Yuri; marzin, Patricia; Julien, Rachel; Girault, Isabelle; d'Ham, Cédric; Bodin, Marjolaine; Wajeman, Claire; Piksööt, Jaanika; Sarapuu, Tago; Zinakov, Maksim; Puusepp, Arle; de Jong, Ton, (2010). SCY first formative evaluation report. University of Twente: European Commission (SCY - Project number IST-212814) 2010 129 s.
UiB UiO UNI Untitled

Furberg, A.L. & Berge, O. (Eds) (2003). Collaborative Learning in Networked 3D Environments. (No. 13). Oslo: Unipub.

Furberg, A.L & Berge, O. (2002): Exploring the potential of handheld devices in learning situations. In: Lundby, K (ed) (2002): KNOWMOBILE - Knowledge access in distributed training. Mobile opportunities for medical students. InterMedia report 5. InterMedia:Universitetet i Oslo.

Furberg, A.L., Berge, O., Lundby, K., & Smørdal, O. (2002): KNOWMOBILE- Exploring the potential of handheld devices in learning situations. Telenor R&D report R26/2002.

Larsen, A. & S. Ludvigsen. (2000). ”Bruk av IKT i prosjektarbeid – et utgangspunkt for produktive læringsprosesser?” [The use of ICT in project work – a starting point for productive learning processes?] In S. Ludvigsen & S. Østerud (red). Ny teknologi - nye praksisformer - Teoretiske og empiriske analyser av IKT i bruk. (No. 8). Oslo: Unipub.

Ludvigsen, Sten; Østerud, Svein; Larsen, A. & Arnseth, Hans Christian (2000). Ny teknologi - nye praksisformer: innledning, I: Sten Ludvigsen & Svein Østerud (red.),  Ny teknologi - nye praksisformer..  ITU, Unipub forlag, Oslo.  ISBN 82-7947-008-5.  s 9 - 20.

Østerud, S, Larsen A. & Erstad, O. (1999). Når ideer flyter sammen… [When ideas merge]. (No. 3). Oslo: Unipub.

Conference contributions

Symposia:

Furberg, A., Lantz-Andersson, A., Silseth, K., Kumpulainen, K., & Rajala, A. (2016). Instructional Challenges in supporting students' conceptual reflections and discursive identities. Symposium at the Earli SIG 10 Meeting, Tartu, Estonia. August 28-29, 2016

Mäkitalo-Siegl, K. & Furberg, A. (2015). Pre-service Teacher Education towards the 21st century. Symposium at the 16th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Limassol, Cyprus.

Arnseth, H.C., Furberg, A., & Rasmussen, I. (2015). The Dialogic Construction of Knowledge in Science Education: Cultural Resources and Topical Orientation in Interaction. Special event session at the Computer-supported Collaborative Learning (CSCL) conference 2015. Gothenburg, Sweden.

Jahnke, I., Cerratto-Pargman, T., Furberg, A., Järvelä, S., & Wasson, B. (2015). #TMCL15 – Changing Teaching and Learning Practices in Schools with Tablet-Mediated Collaborative Learning: Nordic, European and International Views. Symposium at the Computer-supported Collaborative Learning (CSCL) conference 2015. Gothenburg, Sweden.

Furberg, A. & Rasmussen, I. (2013). "Facilitation of students' Learning processes in computer-supported Learning activities". The 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI).

Papers:

Furberg, A. & Silseth, K. (2021). Student resources as mediational means in school science conversations. Paper presented at the 19th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Gothenburg, Sweden, August 23rd-27th, 2021

Furberg, A., Silseth, K., Lund, A. .... et al., (2021). Exploring learning and teaching in interdisciplinary educational designs for future citizens. Roundtable paper presented at the 19th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Gothenburg, Sweden, August 23rd-27th, 2021

Sjøberg, M., Knain, E., & Furberg, A. (2021). Students’ Model-based Reasoning in Immunology: The Role of Drawings, Gestures and Material Artefacts. Paper presented at , 14th Conference of the European Science Education Research Association (ESERA), Braga, Portugal, August 30th to September 3rd, 2021

Ingulfsen, L., Furberg, A., & Knain, E. (2019). Sensemaking at the intersection of authoritative and student-generated representations. Paper presented at , 13th Conference of the European Science Education Research Association (ESERA). Bolognia, Italy, August 26th-30th, 2019

Silseth, K., & Furberg, A. (2019). Interactive whiteboard activities as means for facilitating productive whole-class conversations. Paper submitted to the 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany, August 12^th-16^th, 2019.

Furberg, A., & Silseth, K. (2018) Students’ everyday experiences as resources in whole-class conversations. Paper presentation at the 13th International Conference on the Learning Sciences (ICLS). London, UK, June 23^rd-27^th, 2018.

Fredlund, T., Knain, E. & Furberg, A. (2018) Using representations to learn about the greenhouse effect. Paper presentation at NARST 2018 Annual Meeting, Atlanta, Georgia. March 10^th-13^th, 2018.

Strømme T. Aa., Furberg, A., Knain, E., & Ingulfsen, L. (2018) Engaging with representations in school science. Paper presentation at NARST Annual Meeting Atlanta, Georgia. March 10^th-13^th, 2018.

Strømme T. Aa., Furberg, A., Knain, E., & Ingulfsen, L. (2018) Students' engagement with representations in Science. Paper presentation, Open seminar, ILS, University of Oslo. May 31^st, 2018.

Furberg, A. & Silseth, K. (2017) Exploring whole-class dialogues in school science settings: A socio-cultural approach to teacher-student interactions. Paper presentation at the 17th Biennal EARLI Conference for Research on Learning and Instruction, Tampere, Finland. August 29^th – September 2^nd, 2017.

Fredlund, T., Knain, E., & Furberg, A., (2017) Teaching science using underdetermined representations: Illustration and implications. Paper presentation at Nordic Research Symposium on Science Education (NFSUN), Trondheim, Norway. June 7^th-6^th, 2017.

Fredlund, T., Knain, E., & Furberg, A. (2017) The transition from naturalistic to theoretical representations of the greenhouse effect. Paper presentation at ESERA, Dublin, Ireland. August 21^st-25^th, 2017.

Ingulfsen, L. & Furberg, A. (2017) Supporting students' conceptual sense-making with multimodal representations in science learning. Paper presentation at the 17th Biennal EARLI Conference for Research on Learning and Instruction, Tampere, Finland. August 29^th – September 2^nd, 2017.

Knain, E., Fredlund, T., & Furberg, A. (2017) Making the invisible visible across modes and representations. Paper presentation at Nordic Research Symposium on Science Education, Trondheim, Norway. June 7^th-9^th, 2017.

Furberg, A. (2016). Teacher support in computer-supported lab work: Bridging the gap between lab experiments and students’ conceptual understanding. Paper presentation at Earli SIG 10 Meeting, Tartu, Estonia. August 28-29, 2016

Arnseth, H.C., Furberg, A., Krange, I., Ludvigsen, S., & Strømme, Aa. (2015). Middle-School Students’ Sense Making of Dynamic Visualizations in Science: Private versus Public Collaboration Tools for Building Scientific Explanations. Paper presentation at the ESERA conference 2015. Helsinki, Finland.

Furberg, A. & Lund, A. (2015). Professional Digital Competence in Teacher Education: A Conceptual Framework and Design Model. Paper presentation at the 16th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Limassol, Cyprus.

Furberg, A. & Dolonen, J. (2015). Teaching practices with tablets in primary school: a case study in science education. Paper presentation at the Computer-supported Collaborative Learning (CSCL) conference 2015. Gothenburg, Sweden.

Furberg, Anniken (2013). Exploring conceptually-oriented student-teacher interaction in the setting of computer-supported inquiry Learning. Paper presented at the 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI).. The 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI).

Furberg, Anniken & Kluge, Anders (2013). Exploring computer-environments as support for students’ reflection on lab-Experiments. Paper presented at the 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI).

Furberg, Anniken (2013). Moving together With the European School Academy: Research says... Teaching and learning in technology rich classroom settings - implications for teachers’ professional digital competence. Paper presented at The Eminent Conference 2013.

Furberg, Anniken, Kluge, Anders, & Ludvigsen, Sten (2011). Learning with multiple representations in computer-based inquiry environments. Invited paper presentation within the Earli SIG symposium “Collaboration of learners in technologically enhanced inquiry learning environments” at the 14^th Earli conference, Exeter, UK, 2011.

Furberg, Anniken & Rasmussen, Ingvill (2011). From ‘fact-orientation’ to ‘explanation-orientation’: Teacher intervention in Web-based learning environments. Paper presented at the ISCAR conference, Rome, Italy 2011.

Furberg, Anniken, Kluge, Anders & Ludvigsen, Sten (2011). Representations as discursive resources in scientific inquiry in computer-based settings. Invited paper presentation at the conference “New tools and practices for seeing and learning in medicine”. Organizers: University of Turku and the Network of Excellence NORDLEARN, Turku, Finland June, 2011.

Furberg, Anniken, Kluge, Anders & Ludvigsen, Sten (2011). Representations as discursive resources in CSCL settings. Invited and funded paper presentation at the Stellar Alpine Rendez-vous, La Clusaz, France, March, 2011.

Furberg, Anniken (2007). Students’ Meaning Making of Socioscientific issues in computer mediated settings: Exploring learning through interaction trajectories. Paper presentation at the Awards Ceremony at the Kaleidoscope Symposium in Berlin, November 2007.

Furberg, Anniken & Arnseth, Hans Christian (2007). ‘I am right and you are wrong’. Analysing the management of disagreement and conflict in collaborative learning. Paper presentation at The 12^th Earli conference Budapest, Hungary. August 2007.

Furberg, Anniken & Arnseth, Hans Christian (2007). Analysing management of disagreement and conflict in students’ collaborative learning. Individual paper session at the Forth Nordic Conference on Cultural and Activity Research (ISCAR 2007) June 2007.

Furberg, Anniken & Arnseth, Hans Christian (2007). Analysing students’ disagreements. Paper presentation at the Kaleidoscope CSCL Alpine Rendez-vous, Villars, January 2007.

Furberg, Anniken & Ludvigsen, Sten (2004). Students’ categorization in institutional talk. The tension between everyday and institutional categories in computer environments. Paper presentation at the International Conference Professional Learning in a changing society. Institute of Educational Research, University of Oslo, November 25-27, 2004.

Furberg, Anniken & Ludvigsen, Sten (2004). Students’ categorization in institutional talk. The tension between everyday and institutional categories in computer environments. Individual paper session at the 3rd Nordic Conference on Cultural and Activity Research. Copenhagen, Denmark. September 3-5, 2004.

Poster presentations

Ingulfsen, Line & Furberg, Anniken Larsen (2016). Teachers’ orchestration of resources to support students’ conceptual sense-making in computer-supported science learning. Earli SIG 10 Meeting, Tartu, Estonia. August 28-29, 2016

Strømme, Torunn Aanesland & Furberg, Anniken (2015). Exploring teacher intervention in the intersection of digital resources, peer collaboration and instructional design. Poster presentation at the 16th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Limassol, Cyprus.

• Silseth, Kenneth & Furberg, Anniken (2023). Bridging group work and whole-class activities through responsive teaching in science education. European Journal of Psychology of Education. ISSN 0256-2928. doi: 10.1007/s10212-023-00770-w. Full text in Research Archive
• Ingulfsen, Line; Furberg, Anniken & Knain, Erik (2023). The role of teacher support in students’ engagement with representational construction. Cultural Studies of Science Education. ISSN 1871-1502. p. 1311–1341. doi: 10.1007/s11422-023-10193-0. Show summary

  In this article, we study the role of teacher support in a collaborative learning setting that involves students’ constructions of visual representations in the environmental education context. Despite the consensus in the field of science education research that engagement with visual representations—such as diagrams, animations, and graphs—can support students’ conceptual understanding, studies reveal that learning from engagement with visual representations can be challenging for students. Adopting a sociocultural approach, this study contributes to extant research by analytically scrutinizing the role of teacher support in learning activities that revolve around students’ construction of visual representations. The empirical basis is a science project in which lower secondary school students drew and refined depictions of the effects of anthropogenic climate change. The analytical focus is on student–teacher interactions during group-based drawing activities in which students created representations of the carbon cycle and interacted with authorized representations. The analyses revealed how students found it challenging to compare, contrast, and integrate authorized representations and, additionally, to constructively use authorized representations in the process of designing their own representations. To support students in their efforts to construct scientific meaning, the teacher oriented the students’ attention towards the salient features of representations, supported students in making sense of ‘semiotic signs’, and enabled them to link scientific concepts with detailed depictions. In addition to the different forms of support provided by the teacher, the analyses of the student–teacher interactions also reveal the teacher’s use of specific ‘talk moves’ of elaboration and eliciting. The key implications include that teachers should select representations that are sufficiently different in terms of how concepts and phenomena are depicted, and that teachers should be prepared to support students in how to compare and contrast multiple representations. Further, strategies for supporting students’ exploration of their own ideas and suggestions are essential in the dynamics between students’ self-made representations and authorized representations.

• Sjøberg, Mari Heum; Furberg, Anniken & Knain, Erik (2022). Undergraduate biology students' model-based reasoning in the laboratory: Exploring the role of drawings, talk, and gestures. Science Education. ISSN 0036-8326. doi: 10.1002/sce.21765. Full text in Research Archive
• Furberg, Anniken Larsen & Silseth, Kenneth (2022). Invoking student resources in whole-class conversations in science education: A sociocultural perspective. The Journal of the Learning Sciences. ISSN 1050-8406. doi: 10.1080/10508406.2021.1954521. Full text in Research Archive
• Knain, Erik; Fredlund, Tobias & Furberg, Anniken Larsen (2021). Exploring Student Reasoning and Representation Construction in School Science Through the Lenses of Social Semiotics and Interaction Analysis. Research in Science Education. ISSN 0157-244X. 51(1), p. 93–111. doi: 10.1007/s11165-020-09975-1. Full text in Research Archive
• Lund, Andreas; Furberg, Anniken Larsen & Gudmundsdottir, Greta Björk (2019). Expanding and Embedding Digital Literacies: Transformative Agency in Education. Media and Communication. ISSN 2183-2439. 7(2), p. 47–58. doi: 10.17645/mac.v7i2.1880. Full text in Research Archive
• Ingulfsen, Line; Furberg, Anniken Larsen & Strømme Aanesland, Torunn (2018). Students’ engagement with real-time graphs in CSCL settings: scrutinizing the role of teacher support. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. 13(4), p. 365–390. doi: 10.1007/s11412-018-9290-1. Full text in Research Archive Show summary

  This paper reports on a study of teacher support in experimental computer-supported collaborative learning (CSCL) settings where students engage with graphs in real-time labs within the context of school science. Real-time labs are digital devices and software connected to student-controlled sensors or probes that can measure and visualize data graphically. The empirical setting was a science project about ocean acidification (OA) where lower secondary school students conducted measurements of the pH value of water with increased concentrations of CO2. The analytical focus is on student–teacher interaction during group-work activities where the students carried out, reviewed and reported on the real-time lab experiment. The analyses show that students needed additional support from the teacher in interpreting the real-time graphs and in making connections between the graphic representation, the practical undertakings of the experiment and the underlying scientific phenomena. Most importantly, the study demonstrates the complexity of teacher support in CSCL settings and how this type of support intersects with the support provided by digital resources, peer collaboration and applied instructional design.

• Furberg, Anniken Larsen & Silseth, Kenneth (2018). Students’ everyday experiences as resources in whole-class conversations. Proceedings (International Conference of the Learning Sciences). ISSN 1814-9316. 2(2018-), p. 989–992.
• Knain, Erik; Fredlund, Tobias; Furberg, Anniken Larsen; Mathiassen, Ketil; Remmen, Kari Beate & Ødegaard, Marianne (2017). Representing to learn in science education: Theoretical framework and analytical approaches. Acta Didactica Norge. ISSN 1504-9922. 11(3). doi: 10.5617/adno.4722. Full text in Research Archive
• Furberg, Anniken Larsen & Dolonen, Jan Arild (2016). Teacher support in technology-based science learning: Balancing procedural and conceptual support in students' learning processes. In Elstad, Eyvind (Eds.), Educational Technology and Polycontextual Bridging. Brill|Sense. ISSN 978-94-6300-643-9. p. 83–106. doi: 10.1007/978-94-6300-645-3_5.
• Furberg, Anniken Larsen (2016). Teacher support in computer-supported lab work: bridging the gap between lab experiments and students’ conceptual understanding. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. 11(1), p. 89–113. doi: 10.1007/s11412-016-9229-3. Full text in Research Archive
• Furberg, Anniken Larsen & Lund, Andreas (2016). En profesjonsfaglig digitalt kompetent lærer? Muligheter og utfordringer i teknologirike læringsomgivelser. In Krumsvik, Rune Johan (Eds.), Digital læring i skole og lærerutdanning. Universitetsforlaget. ISSN 9788215020495. p. 26–48.
• Engeness, Irina & Furberg, Anniken (2015). Exploring the interplay of various support forms in CSCL settings. Computer-Supported Collaborative Learning Series (CSCL). ISSN 1573-4552. 2, p. 659–660.
• Lund, Andreas; Furberg, Anniken Larsen; Bakken, Jonas & Engelien, Kirsti Lyngvær (2015). Hva er profesjonsfaglig digital kompetanse (PfDK) i lærerutdanningen? In Rindal, Ulrikke Elisabeth; Lund, Andreas & Jakhelln, Rachel Elise (Ed.), Veier til fremragende lærerutdanning. Universitetsforlaget. ISSN 978 - 82-15 - 025. p. 117–126.
• Strømme Aanesland, Torunn & Furberg, Anniken Larsen (2015). Exploring Teacher Intervention in the Intersection of Digital Resources, Peer Collaboration, and Instructional Design. Science Education. ISSN 0036-8326. 99(5), p. 837–862. doi: 10.1002/sce.21181. Full text in Research Archive
• Lund, Andreas; Furberg, Anniken Larsen; Bakken, Jonas & Engelien, Kirsti Lyngvær (2014). What does professional digital competence mean in teacher education? Nordic Journal of Digital Literacy. ISSN 1891-943X. 2014(4), p. 281–299.
• Furberg, Anniken Larsen; Kluge, Anders & Ludvigsen, Sten Runar (2013). Student sensemaking with science diagrams in a computer-based setting. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. 8(1), p. 41–64. doi: 10.1007/s11412-013-9165-4.
• Furberg, Anniken Larsen & Rasmussen, Ingvill (2012). Faktaorientering og forståelsesorientering i elevers bruk av nettbaserte læringsomgivelser. In Hauge, Trond Eiliv & Lund, Andreas (Ed.), Små skritt eller store sprang? Om digitale tilstander i skolen. Cappelen Damm Akademisk. ISSN 978-82-0236438-0. p. 23–57.
• Furberg, Anniken Larsen & Arnseth, Hans Christian (2009). Reconsidering conceptual change from a socio-cultural perspective: analyzing students' meaning making in genetics in collaborative learning environments. Cultural Studies of Science Education. ISSN 1871-1502. 4, p. 157–191. doi: 10.1007/s11422-008-9161-6.
• Furberg, Anniken Larsen & Arnseth, Hans Christian (2009). The importance of socio-cultural context for understanding students' meaning making in the study of genetics. Cultural Studies of Science Education. ISSN 1871-1502. 4, p. 211–219. doi: 10.1007/s11422-008-9158-1.
• Furberg, Anniken Larsen (2009). Socio-cultural aspects of prompting student reflection in Web-based inquiry learning environments. Journal of Computer Assisted Learning (JCAL). ISSN 0266-4909. 25(4), p. 397–409. doi: 10.1111/j.1365-2729.2009.00320.x.
• Fjuk, Annita; Furberg, Anniken Larsen; Geirbo, Hanne-Cecilie & Helmersen, Per (2008). New artifacts - new practices: Putting mobile literacies into focus. Digital kompetanse. ISSN 0809-6724. 3(1), p. 21–38.
• Furberg, Anniken Larsen & Ludvigsen, Sten Runar (2008). Students' Meaning-making of Socio-scientific Issues in Computer Mediated Settings: Exploring learning through interaction trajectories. International Journal of Science Education. ISSN 0950-0693. 30(13), p. 1775–1799. doi: 10.1080/09500690701543617. Show summary

  This article reports on a study concerning secondary school students’ meaning making of socioscientific issues in Information and Communication Technology (ICT) mediated settings. Our theoretical argument has as its point of departure the analytical distinction between ‘doing science’ and ‘doing school,’ as two different forms of classroom activity (Jiménez-Aleixandre, Bugallo Rodríguez & Duschl, 2000). In the study we conducted an analysis of students working with web-based groupware systems concerned with genetics. The analysis identified how the students oriented their accounts of scientific concepts and how they attempted to understand the socioscientific task in different ways. Their orientations were directed towards finding scientific explanations, towards exploring the ethical and social consequences and towards ‘fact-finding.’ The students’ different orientations seemed to contribute to an ambivalent tension, which, on the one hand, was productive because it urged them into ongoing discussions and explicit meaning making. On the other hand, though, the tension elucidated how complex and challenging collaborative learning situations can be. Our findings suggest that in order to obtain a deeper understanding of students’ meaning making of socioscientific issues in ICT mediated settings, it is important not only to address how students perform the activity of ‘doing science.’ It is equally important to be sensitive with respect to how students orient their talk and activity towards more or less explicit values, demands and expectations embedded in the educational setting. In other words, how students perform the activity of ‘doing school.’

• Krange, Ingeborg; Furberg, Anniken Larsen; Fjuk, Annita & Ludvigsen, Sten Runar (2002). Describing construction of knowledge through identification of collaboration patterns in 3D learning environments. In Stahl, G. (Eds.), Proceedings of CSCL 2002, Computer Support for Collaborative Learning: Foundations for a CSCL Community. Lawrence Erlbaum Associates. ISSN 0-8058-5099-6. p. 82–91.

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• Furberg, Anniken & Silseth, Kenneth (2023). Læreres undervisning om tverrfaglige tema - erfaringer fra en klasseromsstudie. Bedre Skole. ISSN 0802-183X.
• Ernstsen, Sigrid; Furberg, Anniken & Arnseth, Hans Christian (2022). Enriching wellbeing competencies by bridging students’ personal experiences with canonical resources in collaborative interdisciplinary settings.
• Fundingsrud, Marthe Wiseth; Silseth, Kenneth & Furberg, Anniken (2022). Teachers' orientation to students' personal experiences in an instructional design about life skills and well-being.
• Furberg, Anniken & Arnseth, Hans Christian (2022). The role of students’ personal experiences in a collaborative interdisciplinary project about well-being.
• Silseth, Kenneth & Furberg, Anniken (2022). Bridging group work and whole-class activities through responsive teaching.
• Furberg, Anniken & Silseth, Kenneth (2021). Invoking student resources in whole-class conversations in science education.
• Sjøberg, Mari; Knain, Erik & Furberg, Anniken Larsen (2021). Students’ Model-based Reasoning in Immunology: The Role of Drawings, Gestures and Material Artefacts. .
• Silseth, Kenneth & Furberg, Anniken (2019). Interactive whiteboard activities as means for facilitating productive whole-class conversations.
• Ingulfsen, Line; Furberg, Anniken Larsen & Knain, Erik (2019). Sensemaking at the intersection of authorized and student-generated representations. Nordic Research Symposium on Dialogical Perspectives in Science Education .
• Strømme Aanesland, Torunn; Furberg, Anniken Larsen; Knain, Erik & Ingulfsen, Line (2018). Students' engagement with representations in Science.
• Strømme Aanesland, Torunn; Furberg, Anniken Larsen; Knain, Erik & Ingulfsen, Line (2018). Engaging with representations in school science .
• Knain, Erik & Furberg, Anniken Larsen (2018). Læring gjennom visuelle kunnskapsrepresentasjoner i naturfag.
• Fredlund, Tobias; Knain, Erik & Furberg, Anniken Larsen (2018). Using representations to learn about the greenhouse effect.
• Furberg, Anniken & Silseth, Kenneth (2017). “So, what do you know about genetics?” - A dialogic approach to consolidating activities in an inquiry-based learning project in science.
• Fredlund, Tobias; Knain, Erik & Furberg, Anniken Larsen (2017). The transition from naturalistic to theoretical representations of the greenhouse effect .
• Fredlund, Tobias; Knain, Erik & Furberg, Anniken Larsen (2017). Teaching science using underdetermined representations: Illustration and implications .
• Furberg, Anniken Larsen (2017). Teaching in technology rich settings - Scrutinizing teacher-student interaction in dialogic classroom settings.
• Knain, Erik; Fredlund, Tobias & Furberg, Anniken Larsen (2017). Making the invisible visible across modes and representations.
• Ingulfsen, Line & Furberg, Anniken Larsen (2017). Supporting students' conceptual sense-making with multimodal representations in science learning.
• Ødegaard, Marianne & Furberg, Anniken Larsen (2016). Representations and Participation in Science Education.
• Furberg, Anniken Larsen (2016). REDE – Representasjon og deltakelse i naturfag.
• Ingulfsen, Line & Furberg, Anniken Larsen (2016). Teachers’ orchestration of resources to support students’ conceptual sense-making in computer-supported science learning.
• Furberg, Anniken Larsen & Lund, Andreas (2015). Professional digital competence in teacher education: A conceptual framework and design model.
• Furberg, Anniken Larsen & Dolonen, Jan Arild (2015). Teaching practices with tablets in primary school: A case study in science education.
• Furberg, Anniken Larsen (2014). Innlegg om IKT og læring, Kulturnytt NRK P2 - 16.01.2014. [Radio]. NRK P2.
• Furberg, Anniken Larsen (2013). Exploring conceptually-oriented student-teacher interaction in the setting of computer-supported inquiry Learning.
• Furberg, Anniken Larsen (2013). Classroom practices and teacher roles. Lecture at the PhD course What does Professional Learning mean for Teachers and teacher educators. Organized by Andreas Lund and Anniken Furberg, ILS - University of Oslo.
• Furberg, Anniken Larsen (2013). Tapping into classroom practices through accounts. Lecture at the PhD course Interaction Analysis. Organizors: NATED Track 2, Department of Education and Department of Teacher Education and School Research, University of Oslo.
• Furberg, Anniken Larsen (2013). Moving together With the European School Academy: Research says... Teaching and learning in technology rich classroom settings - implications for teachers’ professional digital competence.
• Furberg, Anniken Larsen (2013). Teaching and learning in technology rich classroom settings - implications for teachers’ professional digital competence.
• Furberg, Anniken Larsen & Kluge, Anders (2013). Exploring computer-environments as support for students’ reflection on lab-Experiments. Paper presented at the 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI).
• Furberg, Anniken Larsen (2013). Exploring conceptually-oriented student-teacher interaction in the setting of computer-supported inquiry Learning. Paper presented at the 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI).
• Furberg, Anniken Larsen & Rasmussen, Ingvill (2013). Symposium organizers of the symposium "Facilitation of students' Learning processes in computer-supported Learning activities". The 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI).
• Furberg, Anniken Larsen (2011). Representations as discursive resources in CSCL settings.
• Furberg, Anniken Larsen (2011). Representations as discursive resources in scientific inquiry in computer-based settings.
• Furberg, Anniken Larsen & Ingvill, Rasmussen (2011). From ‘fact-orientation’ to ‘explanation-orientation’: Teacher intervention in Web-based learning environments.
• Furberg, Anniken Larsen (2011). Learning with multiple representations in computer-based inquiry environments.
• Furberg, Anniken Larsen (2011). Designer miljøhus. [Newspaper]. Aftenposten.
• Furberg, Anniken Larsen & Kluge, Anders (2011). Elever løser gamle krimgåter. [Newspaper]. Aftenposten.
• Furberg, Anniken Larsen (2008). Learning and ICT in Science Education.
• Furberg, Anniken Larsen & Ludvigsen, Sten Runar (2007). Students' Meaning-making of Socio.scientific Issues in Computer mediated Settings: Exploring learning through interaction trajectories.
• Furberg, Anniken Larsen (2007). Analysing students' interaction in web-based learning environments.
• Furberg, Anniken Larsen & Arnseth, Hans Christian (2007). "I am right and you are wrong" Analysing the management of disagreements and conflict in collaborative learning.
• Furberg, Anniken Larsen & Arnseth, Hans Christian (2007). Analysing students' interaction in science education.
• Furberg, Anniken Larsen & Arnseth, Hans Christian (2007). Analysing management of disagreement and conflict in students' collaborative learning.
• Furberg, Anniken Larsen & Arnseth, Hans Christian (2007). Analysing students' disagreements.
• Furberg, Anniken Larsen (2007). Learning and ICT in Science Education.
• Furberg, Anniken Larsen & Ludvigsen, Sten Runar (2005). Making meaning of genetics in netbased environments. Students argumentation in an institutional perspective.
• Furberg, Anniken; Rødnes, Kari Anne; Silseth, Kenneth; Arnseth, Hans Christian; Kvamme, Ole Andreas & Lund, Andreas [Show all 12 contributors for this article] (2023). Fagfornyelsen i møte med klasseromspraksiser: Læreres planlegging og gjennomføring av undervisning om tverrfaglige tema. Universitetet i Oslo. ISSN 978-82-93847-11-3. Full text in Research Archive
• Gilje, Øystein; Ingulfsen, Line; Dolonen, Jan A.; Furberg, Anniken Larsen; Rasmussen, Ingvill & Kluge, Anders [Show all 10 contributors for this article] (2016). Med ARK&APP. Bruk av læremidler og ressurser for læring på tvers av arbeidsformer. Universitetet i Oslo.
• Furberg, Anniken Larsen; Dolonen, Jan Arild & Ingulfsen, Line (2015). Lærerrollen i teknologitette klasserom - En casestudie i prosjektet ARK&APP, naturfag, 5. klasse. Universitetet i Oslo. ISSN 978-82-569-7022-3.
• Furberg, Anniken Larsen; Dolonen, Jan Arild; Engeness, Irina & Jessen, Stian (2014). Læremidler og arbeidsformer i naturfag i ungdomsskolen. En casestudie i prosjektet ARK&APP, naturfag, 10. klasse. Universitetet i Oslo. ISSN 978-82-569-7008-7. Show summary

  I Læremidler og arbeidsformer i naturfag i ungdomsskolen følger vi én lærer og en gruppe med 74 elever på 10. trinn som jobbet med et naturfagsprosjekt om «Arv og miljø». Undervisningsopplegget bestod av en kombinasjon av helklasseaktiviteter, gruppeaktiviteter og individuelle aktiviteter der både elever og lærer brukte digitale og trykte læremidler og ressurser. Analysene viser en variert bruk av læremidler og -ressurser, og kan sies å stå i kontrast til tidligere forskning som viser at læreboka ofte dominerer naturfagundervisningen. Læreboka ble brukt som et strukturerende element, og digitale verktøy fungerte som komplementære ressurser både for lærer og elever. Undervisningsopplegget besto av varierte arbeidsformer, med lik fordeling av helklasseaktiviteter, gruppearbeid og individuelt arbeid. Selv om kombinasjonen av ulike arbeidsformer isolert sett bekrefter et velkjent undervisningsmønster i norske klasserom, så blir bildet mer komplekst og nyansert når elever og lærere også tar i bruk digitale læringsressurser. Når det gjelder elevenes læringsutbytte viser analysene av pre- og posttestresultatene at elevene hadde et stort læringsutbytte av det gjennomførte prosjektet. For det første viser analysene at det er viktig for elevene å vise fram for klassen den faglige forståelsen de har utviklet i gruppearbeidet. For det andre viste analysene hvor viktige visuelle representasjoner er for elevens forståelse av komplekse fenomener og begreper i naturfag. For det tredje viser denne casen hvordan bruk av varierte arbeidsformer og læringsressurser ga elevene mulighet til å overskride innholdet i læreboka. Dette ble mulig fordi læreren evnet å bygge videre på elevenes erfaringer i situasjoner der de fant motstridende forklaringer og perspektiver på faglige tema. Casen er derfor et bidrag til å forstå klasseledelse i teknologirike klasserom ved at den synliggjør betydningen av hvordan læreren strukturerer elevenes arbeidsforløp og støtter dem i deres utvikling av faglig forståelse.

• Kluge, Anders; Furberg, Anniken Larsen; Dolonen, Jan Arild; Ludvigsen, Sten Runar; Strømme Aanesland, Torunn & Zacharia, Zacharias [Show all 28 contributors for this article] (2012). SCY Summative evaluation report DIX.4. European Commission (SCY - Project number IST-212814).
• Furberg, Anniken Larsen (2011). SCY-mission 4. DVIII.3. Project number IST-212814. European Commission. Project number IST-212814. European Commission..
• Kluge, Anders; Furberg, Anniken Larsen; Dolonen, Jan Arild; Ludvigsen, Sten Runar; Zacharias, Zacharia & Xenofontos, Nikoletta [Show all 18 contributors for this article] (2011). SCY second formative evaluation report. European Commission (SCY - Project number IST-212814).
• Kluge, Anders; Furberg, Anniken Larsen; Ludvigsen, Sten Runar; Dolonen, Jan Arild; Norenes, Svein Olav & Vold, Vibeke [Show all 29 contributors for this article] (2010). SCY first formative evaluation report. European Commission (SCY - Project number IST-212814).
• Furberg, Anniken Larsen (2010). Scientific Inquiry in Web-based Learning Environments. Exploring technological, epistemic and institutional aspects of students' meaning making. Unipub forlag.

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