Nora Elise Hesby Mathé

• Mathé, Nora Elise Hesby & Sandahl, Johan (2023). Between the lifeworld and academia: Defining political issues in social science education. Journal of Social Science Education. ISSN 1611-9665. 22(3). doi: 10.11576/jsse-5203. Full text in Research Archive
• Christensen, Anders S. & Mathé, Nora Elise Hesby (2023). Higher order thinking in social science education –an empirical study with classroom observations from Denmark and Norway. Sammenlignende Fagdidaktik. 7. doi: 10.7146/sammenlignendefagdidaktik.v2023i7.138199. Full text in Research Archive
• Mathé, Nora Elise Hesby (2023). Suggesting a framework for students' academic perspective-taking in secondary social science education. Acta Didactica Norden (ADNO). ISSN 2535-8219. 17(2). doi: 10.5617/adno.9202. Full text in Research Archive
• Larsen, Eivind & Mathé, Nora Elise Hesby (2022). Teachers’ Perceptions of Their Schools’ Democratic Character. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2021.2021437. Full text in Research Archive
• Brevik, Lisbeth M. & Mathé, Nora Elise Hesby (2021). Mixed methods som forskningsdesign . In Andersson-Bakken, Emilia & Dalland, Cecilie Pedersen (Ed.), Metoder i klasseromsforskning Forskningsdesign, datainnsamling og analyse. Universitetsforlaget. ISSN 9788215047508. Show summary

  Metoder i klasseromsforskning Forskningsdesign, datainnsamling og analyse Emilia Ingegerd Andersson-Bakken (red.) Cecilie Dalland (red.) Skal du forske på noe av det som foregår i et klasserom, læreres undervisning eller elevers læring? Da står du overfor mange viktige valg. Metodemangfoldet er stort. I denne boken gis forskningsbaserte presentasjoner av forskningsdesign, datainnsamlings- og analysemåter. En rekke erfarne klasseromsforskere har skrevet om sampling, mixed methods, gjenbruk av kvalitative data, intervju, videostimulert intervju, observasjon, bruk av video i klasseromsforskning, spørreundersøkelser, intervensjon og skjermopptak som forskningsmetode i og utenfor klasserommet. Kapitlene omfatter også analyse av videodata, kategorisering og koding i intervju- og observasjonsforskning, innholdsanalyse og elevtekster som empirisk materiale i kvalitative studier. Bokens redaktører er Emilia Andersson-Bakken og Cecilie Dalland, begge førsteamanuenser ved Institutt for grunnskole- og faglærerutdanning, OsloMet. Øvrige bidragsytere er erfarne forskere: Jonas Bakken, Ingrid Rodrick Beiler, Tuva Bjørkvold, Elisabeth Bjørnstad, Marte Blikstad-Balas, Lisbeth M. Brevik, Torgeir Christiansen, Harald Eriksen, Tove Stjern Frønes, Silje Hølland, Kirsti Klette, Nora Elise Hesby Mathé, Andreas Pettersen, Ingvill Krogstad Svanes, Sigrun Svenkerud og Anne Kristin Øgreid.

• Mathé, Nora Elise Hesby (2020). Preparing to Teach Democracy: Student Teachers’ Perceptions of the ‘Democracy Cake’ as a Set of Teaching Materials in Social Science Education. Journal of Social Science Education. ISSN 1611-9665. 19(3), p. 66–85. doi: 10.4119/jsse-1243. Full text in Research Archive
• Mathé, Nora Elise Hesby & Elstad, Eyvind (2020). Exploring students’ effort in social studies. Nordidactica. ISSN 2000-9879. p. 65–87. Full text in Research Archive Show summary

  Preparing young people for becoming responsible citizens is an important educational aim. The school subject of social studies contributes to this wider educational aim by focusing on knowledge, skills and values to support young people in developing their knowledgeable participation in democratic processes. As social studies combines a focus on knowledge and participation, students’ own effort is of vital importance. The purpose of this study was to explore the factors associated with students’ effort in upper-secondary social studies. The survey sample comprised 264 upper-secondary students (16 to 17 years old) from schools located in urban and rural areas in three Norwegian counties. Regression analysis was used to assess the strength of statistical associations between the dependent variable—students’ effort—and the hypothesised antecedents: students’ perceptions of citizenship preparation in social studies, students’ self-efficacy in social studies, students’ perceptions of the teacher’s expectations in social studies, students’ relational trust toward the teacher, gender and books in the home. Our findings show that all of these factors, except for teacher expectations and relational trust, were significantly related to students’ effort. The results are discussed, and implications for social studies and further research are outlined.

• Mathé, Nora Elise Hesby & Elstad, Eyvind (2018). Students' perceptions of citizenship preparation in social studies: The role of instruction and students' interests. Journal of Social Science Education. ISSN 1611-9665. 17(3), p. 74–86. doi: 10.4119/UNIBI/jsse-v17-i3-1779.
• Mathé, Nora Elise Hesby & Elstad, Eyvind (2018). Students’ Perceptions of Citizenship Preparation in Social Studies: The Role of Instruction and Students’ Interests. . Journal of Social Science Education. ISSN 1611-9665. 17(3), p. 75–87. doi: 10.4119/UNIBI/jsse-v0-i0-1779. Full text in Research Archive
• Mathé, Nora Elise Hesby (2017). Engagement, Passivity and Detachment: 16-year-old Students’ Conceptions of Politics and the Relationship between People and Politics. British Educational Research Journal (BERJ). ISSN 0141-1926. doi: 10.1002/berj.3313. Full text in Research Archive Show summary

  While there is a wealth of literature on young people and politics, most studies have examined theirinterest, trust and participation in politics as well as their attitudes toward and knowledge about for-mal politics. Little is known, however, about young people and the concept of politics. This articleinvestigates 16-year-old students’ perceptions of the concept of politics and their conceptions of therelationship between people and politics. This knowledge is valuable for citizenship and social stud-ies education, as an increasingly polarised political climate poses challenges to democratic politicsand, consequently, to young people’s political engagement and participation. In this study, semi-structured interviews were conducted with nine students at five Norwegian upper secondaryschools. The students varied in their interest and involvement in politics. A main finding is that thestudents perceived politics as processes related to shaping society, as decisions and activities relatedto ruling a country, and as the activities of discussion and debate. Three conceptions of the relation-ship between people and politics are presented: engagement, passivity, and detachment. In addi-tion, while the 16-year-olds participated in political discussions privately and at school, they statedthat they did not participate in political discussions in social media. Implications for citizenship andsocial studies education include the need to strengthen the bottom-up perspective on politics andfocus on in-depth understanding of political processes and tools and methods of social-scientificenquiry, as well as providing students with opportunities for and practice with handling oppositionin political discussions online.

• Mathé, Nora Elise Hesby & Elstad, Eyvind (2017). Elevers vurdering av politikeres bruk av sosiale medier i et postfakta-samfunn og implikasjoner for samfunnsfaget. Nordidactica. ISSN 2000-9879. 2017(3), p. 71–96. Full text in Research Archive
• Mathé, Nora Elise Hesby (2016). Students' understanding of the concept of democracy and implications for teacher education in social studies :. Acta Didactica Norge. ISSN 1504-9922. 10(2), p. 271–289. doi: 10.5617/adno.2437.

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• Brevik, Lisbeth M. & Mathé, Nora Elise Hesby (2023). Slik kan du jobbe med utforsking i dine fag. Bedre Skole. ISSN 0802-183X.
• Bergstrøm, Emilie-Marie; Brekke, Anne Dorthe & Mathé, Nora Elise Hesby (2023). Hvordan legge til rette for utforsking i samfunnsfagene. Bedre Skole. ISSN 0802-183X.
• Shah, Feroz Mehmood; Mathé, Nora Elise Hesby & Danbolt, Bjørn Kristian (2023). Varsellampene lyser etter NTNU-saken. Khrono.no. ISSN 1894-8995.
• Heie, Magnus; Pollen, Birgitte Grydeland; Gudmundsdottir, Greta Björk; Mathé, Nora Elise Hesby & Sæther, Elin (2023). Tre nye meritterte utdannere ved Institutt for lærerutdanning og skoleforskning. [Internet]. www.uv.uio.no.
• Dietrichs, Erik Sveberg; Kvellestad, Anders & Mathé, Nora Elise Hesby (2023). Hvitløksfedd i nesa og merkelige «kvantetolkninger». Morgenbladet. ISSN 0805-3847.
• Brevik, Lisbeth M.; Gudmundsdottir, Greta Björk; Doetjes, Gerke (Gerard); Mathé, Nora Elise Hesby; Dodou, Katherina & Barreng, Rebecca Linnéa Söderström [Show all 11 contributors for this article] (2023). Hvordan fungerer livsmestring i norske klasserom?
• Korsvoll, Nils Hallvard; Mathé, Nora Elise Hesby & Myksvoll, Mari Skuggedal (2023). Sommarens varsku om maktrelasjonar krev handling. Khrono.no. ISSN 1894-8995.
• Jemsek, Misha; Mathé, Nora Elise Hesby & Christensen, Anders S. (2023). New study on social science education in Denmark and Norway.
• Vedvik, Kari Oliv; Mejlbo, Kaja & Mathé, Nora Elise Hesby (2023). – Vi velger det vi tror vi lærer best av. [Business/trade/industry journal]. Utdanning.
• Vedvik, Kari Oliv; Mejlbo, Kaja & Mathé, Nora Elise Hesby (2023). Forsker: – Elevmedvirkning trenger ikke være så komplisert. [Internet]. Utdanningsnytt.
• Mathé, Nora Elise Hesby & Olson, Maria (2023). The student as the subject in social studies and the potential of social studies in students' lives. Acta Didactica Norden (ADNO). ISSN 2535-8219. 17(2). doi: 10.5617/adno.10211.
• Mathé, Nora Elise Hesby & Johannessen, Martin (2023). Rekk opp hånda! ep. 272: Demokrati starter i skolen: Lærere som pådrivere for elevmedvirkning - med Nora Elise Hesby Mathé . [Internet]. Podcast.
• Mathé, Nora Elise Hesby; Sandsør, Astrid Marie Jorde & Tjønndal, Anne (2023). Hvorfor er nordmenn så fanatisk opptatt av å gå på ski? Svar på ukens spørsmål i Morgenbladet. Morgenbladet. ISSN 0805-3847.
• Heie, Magnus & Mathé, Nora Elise Hesby (2023). Slik kan du som lærar bidra til elevmedverking i skulen.
• Brevik, Lisbeth M. & Mathé, Nora Elise Hesby (2022). Using PLATO within and across different school subjects. Show summary

  Lisbeth M Brevik and Nora Mathé present work from their research in several projects using the PLATO instrument to study seven different school subjects in lower secondary school: English as an additional language, Norwegian language arts, modern foreign languages (French, German, Spanish), social studies, science, mathematics, and religion. PLATO has been originally developed as a language arts protocol, but has now been used across these subjects to measure direct instruction. Using the same protocol across subjects provides a unique opportunity for interdisciplinary comparison, which offers a common language with which to understand and discuss instruction within and across subjects. In the presentation we will provide specific examples of similarities and differences between subjects identified through the use of PLATO. In this seminar, Brevik and Mathé describe their work with PLATO as an analytic tool and give examples of the affordances of a common instrument as well as important considerations when using PLATO in this way.

• Mathé, Nora Elise Hesby & Christensen, Anders S. (2022). Stillasbygging og støttestrukturer i samfunnsfag.
• Gudmundsdottir, Greta Björk; Brevik, Lisbeth M. & Mathé, Nora Elise Hesby (2022). Digital dømmekraft i engelsk og samfunnsfag.
• Mathé, Nora Elise Hesby (2022). Demokrati og medvirkning: I skolen – for samfunnet.
• Mathé, Nora Elise Hesby & Christensen, Anders S. (2022). Higher order thinking in Social Science classrooms in Denmark and Norway. Show summary

  In the Nordic countries, preparing young people to contribute to society is an important educational aim. The school subject of social science plays an important role in this mission, as it aims to contribute to young people’s knowledgeable participation in democratic and political institutions and processes. Particularly, social science in school focuses on knowledge, skills and values that contribute to equipping students to take active part in society, including analytic and higher order thinking about that society based on the subject’s content and concepts. In this presentation we aim to investigate what higher order thinking can look like in social science education. To the best of our knowledge, this is the first time this has been done in a comparative light in Scandinavian social science education. This study was guided by the following research question: Which kinds of higher order thinking are encouraged in a selection of social science lessons? By answering and discussing this question, we aim to develop a more precise understanding of what characterises teaching that encourages higher order thinking in social science education in Denmark and Norway.

• Mathé, Nora Elise Hesby & Christensen, Anders S. (2022). Higher order thinking in social studies.
• Lund, Bjarte Aarmo; Korsvoll, Nils Hallvard & Mathé, Nora Elise Hesby (2022). Ukens spørsmål: Hva er egentlig ytringsfrihet? Morgenbladet. ISSN 0805-3847.
• Mathé, Nora Elise Hesby; Ole Martin, Bakkevold & Bjermeland, Monica (2022). Vil helst være anonyme i sosiale medier (aktueltsak, UV). [Internet]. https://www.uv.uio.no/forskning/aktuelt/podkast/laering/podk.
• Mathé, Nora Elise Hesby; Bjermeland, Monica & Ole Martin, Bakkevold (2022). Podcast: Vil helst være anonyme i sosiale medier. [Internet]. https://www.uv.uio.no/forskning/aktuelt/podkast/laering/podk.
• Mathé, Nora Elise Hesby & Christensen, Anders Stig (2021). Hovedinnlegg: Høyere ordens tenkning i samfunnsfag .
• Lohne, Kjersti; Mathé, Nora Elise Hesby; Myksvoll, Mari Skuggedal & Reinertsen, Hilde (2021). Akademisk ytringsfrihet: Tre løsningsforslag. Khrono.no. ISSN 1894-8995. Show summary

  Midlertidighet, eksternfinansiering og press fra eksterne interesser kan utfordre yngre forskeres akademiske ytringsfrihet.

• Mathé, Nora Elise Hesby & Sæther, Elin (2021). Klasseledelse og utvikling av ytringsnormer i samfunnsfag. In Erdal, Silje Førland & Granlund, Lise (Ed.), Samfunnsfagdidaktikk. Universitetsforlaget. ISSN 9788215031019. p. 310–324.
• Mathé, Nora Elise Hesby (2021). Samfunnsfag og unges politiske engasjement. In Erdal, Silje Førland & Granlund, Lise (Ed.), Samfunnsfagdidaktikk. Universitetsforlaget. ISSN 9788215031019. p. 191–207.
• Mathé, Nora Elise Hesby (2021). Arbeid med fagbegreper i samfunnsfag. In Erdal, Silje Førland & Granlund, Lise (Ed.), Samfunnsfagdidaktikk. Universitetsforlaget. ISSN 9788215031019. p. 156–172.
• Mathé, Nora Elise Hesby & Brevik, Lisbeth M. (2021). Forord, Fortellinger om flukt. Universitetsforlaget. ISSN 9788215047614.
• Bragdø, Magnus Børre & Mathé, Nora Elise Hesby (2021). Ungdomsskoleelevers demokratiske deltagelse. Bedre Skole. ISSN 0802-183X. 2021(1), p. 68–72.
• Mathé, Nora Elise Hesby (2020). Hvordan kan lærere inspirere elever til å delta aktivt i samfunnet?
• Mathé, Nora Elise Hesby (2020). Kritiske øyeblikk i møter mellom kunnskapsdomener i samfunnsfag.
• Mathé, Nora Elise Hesby (2020). Demokrati i skolen.
• Mathé, Nora Elise Hesby & Lomsdalen, Christian (2019). Nora Mathé om demokrati og politikk. [Internet]. https://lektorlomsdalen.no/2019/05/ll-155-nora-mathe-om-demo.
• Biseth, Heidi; Lenz, Claudia; Leming, Tove; Huang, Lihong; Anker, Trine & Erdal, Silje Førland [Show all 31 contributors for this article] (2019). La elevene bli rustet til å møte de store samfunnsutfordringene, Jan Tore Sanner! Forskning.no. ISSN 1891-635X.
• Mathé, Nora Elise Hesby (2019). Preparing to teach democracy: Student teachers’ assessment of a democracy exercise in social studies teacher education.
• Mathé, Nora Elise Hesby & Sandahl, Johan (2019). Between the lifeworld and academia: Defining political issues in social science education.
• Mathé, Nora Elise Hesby (2019). PhD revisited: Students’ Perceptions of Democracy, Politics, and Citizenship Preparation and Implications for Social Studies Education. Nordic Journal of Comparative and International Education (NJCIE). ISSN 2535-4051. 3(1), p. 105–115. doi: 10.7577/njcie.3355.
• Brevik, Lisbeth M. & Mathé, Nora Elise Hesby (2018). Diskusjon som flerfaglig demokratisk ferdighet . Bedre Skole. ISSN 0802-183X.
• Brøyn, Tore & Mathé, Nora Elise Hesby (2018). Intervju: Ungdommers forhold til politikk og demokrati. [Business/trade/industry journal]. Bedre skole.
• Aashamar, Peter Nicolai; Mathé, Nora Elise Hesby & Brevik, Lisbeth M. (2018). Diskusjon som flerfaglig demokratisk ferdighet. Bedre Skole. ISSN 0802-183X. p. 31–35.
• Mathé, Nora Elise Hesby (2018). Seminar, University of Oxford: Students’ Perceptions of Democracy, Politics, and Citizenship Preparation in Upper Secondary Social studies.
• Mathé, Nora Elise Hesby (2017). Conference presentation ECPR: Similarities and differences between 16-year-old students’ and academics’ characterisation of criteria for more or less political issues.
• Mathé, Nora Elise Hesby (2017). Conference presentation Nofa6: How do 16-year-old students characterise political issues?
• Mathé, Nora Elise Hesby (2017). Conference presentation ECER: Students’ conceptions of politics and the relationship between people and politics.
• Mathé, Nora Elise Hesby (2016). Conference presentation, AERA: Students' understanding of the concept of democracy and implications for teacher education in social studies .
• Mathé, Nora Elise Hesby (2016). Presentation, University of Oxford: 16-year-old students' understanding of the concept of politics: Some conceptual challenges in a PhD project.
• Mathé, Nora Elise Hesby (2015). Begrepsforståelse i samfunnsfag. Hva vil vi med begrepene? Bedre Skole. ISSN 0802-183X. p. 68–72.
• Brevik, Lisbeth M.; Gudmundsdottir, Greta Björk; Aashamar, Peter Nicolai; Barreng, Rebecca Linnéa Söderström; Dodou, Katherina & Doetjes, Gerard [Show all 12 contributors for this article] (2024). Å jobbe utforskende på vg1 og vg2. Den enkelte lærers undervisning har mer å si enn fagenes egenart. Rapport 3 fra forsknings- og evalueringsprosjektet EDUCATE ved Institutt for lærerutdanning og skoleforskning, Universitetet i Oslo. ISSN 978-82-69249.
• Brevik, Lisbeth M.; Gudmundsdottir, Greta Björk; Barreng, Rebecca Linnéa Söderström; Dodou, Katherina; Doetjes, Gerke (Gerard) & Evertsen, Ingrid [Show all 15 contributors for this article] (2023). Å mestre livet i 8. klasse. Perspektiver på livsmestring i klasserommet i sju fag. Rapport 2 fra forsknings- og evalueringsprosjektet EDUCATE ved Institutt for lærerutdanning og skoleforskning, Universitetet i Oslo. Universitetet i Oslo. ISSN 978-82-692498-4-2.
• Mathé, Nora Elise Hesby (2019). Democracy and Politics in Upper Secondary Social Studies: Students’ Perceptions of Democracy, Politics, and Citizenship Preparation. Universitetet i Oslo. ISSN 1501-8962. Show summary

  This thesis comprises three articles and investigates students’ perceptions concerning the theme of democracy and politics in social studies in upper secondary school in Norway. It uses a multiple methods approach to study qualitative and quantitative aspects of students’ perceptions. Article I investigated 23 16-year-old students’ understanding of the concept of democracy, using focus groups. Article II investigated nine 16-year-old students’ perceptions of the concepts of politics and conceptions of the relationship between people and politics, using individual interviews. Article III investigated students’ perceptions of citizenship preparation in social studies and factors related to these, using a quantitative survey. The findings show that the students perceived ‘democracy’ and ‘politics’ both in terms of top-down and bottom-up perspectives. Moreover, the findings indicated that students perceived social studies as valuable in terms of preparing them for current and future citizenship and that their interests and aspects of instruction were associated with these perceptions. The findings are relevant for developing social studies education sensitive to students’ perspectives.

• Aashamar, Peter Nicolai; Mathé, Nora Elise Hesby & Brevik, Lisbeth M. (2017). MA thesis: Diskusjon og demokrati. En videostudie av muligheter for diskusjon om samfunnsfaglige tema. Universitetet i Oslo.

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