Kari Beate Remmen

• Remmen, Kari Beate (2024). En kritisk diskusjon av ‘tematisk analyse etter Braun og Clarke (2006)’ i naturfagdidaktiske studier. Nordic Studies in Science Education. ISSN 1504-4556. 20(1), s. 57–71. doi: 10.5617/nordina.10094. Fulltekst i vitenarkiv
• Kostøl, Kristine Bakkemo & Remmen, Kari Beate (2022). A qualitative study of teachers’ and students’ experiences with a context-based curriculum unit designed in collaboration with STEM professionals and science educators. Disciplinary and Interdisciplinary Science Education Research (DISER). 4. doi: 10.1186/s43031-022-00066-x. Fulltekst i vitenarkiv
• Remmen, Kari Beate & Iversen, Elisabeth (2022). A scoping review of research on school-based outdoor education in the Nordic countries. Journal of Adventure Education and Outdoor Learning. ISSN 1472-9679. s. 1–19. doi: 10.1080/14729679.2022.2027796. Fulltekst i vitenarkiv
• Jegstad, Kirsti Marie; Höper, Jan & Remmen, Kari Beate (2021). Using the Schoolyard as a Setting for Learning Chemistry: A Sociocultural Analysis of Pre-service Teachers’ Talk about Redox Chemistry. Journal of Chemical Education. ISSN 0021-9584. 99(2), s. 629–638. doi: 10.1021/acs.jchemed.1c00581. Fulltekst i vitenarkiv
• Höper, Jan; Jegstad, Kirsti Marie & Remmen, Kari Beate (2021). Student teachers’ problem-based investigations of chemical phenomena in the nearby outdoor environment. Chemistry Education Research and Practice (CERP). ISSN 1756-1108. 23(2), s. 361–372. doi: 10.1039/d1rp00127b. Fulltekst i vitenarkiv
• Fredlund, Tobias; Remmen, Kari Beate & Knain, Erik (2021). The epistemological commitments of modes: opportunities and challenges for science learning. Visual Communication. ISSN 1470-3572. doi: 10.1177/14703572211038991. Fulltekst i vitenarkiv Vis sammendrag

  Meaning making in science is supported by different modes, such as spoken and written language, images and gestures, all of which have different affordances. The epistemological commitments of modes are affordances that cannot be avoided. This article investigates how the epistemological commitments of modes affect possibilities for learning. Video data was collected from a learning activity where upper secondary students drew and explained an experiment representing the greenhouse effect. The analysis uses the variation theory of learning, which assumes that students learn when they notice new aspects of objects of learning by experiencing variation against an invariant background. Such variation can be created through the representations used. Findings show that, in the learning activity, variation was created in a range of modes. Some of the variation, particularly with regards to radiation, was due to the epistemological commitments of drawing. However, these aspects of radiation went unnoticed by the students, possibly because several aspects varied simultaneously. The teacher then helped the students to become aware of certain variation. Implications for the teaching and learning of science when taking the epistemological commitment of different modes into consideration include both challenges, such as when unintended variation is created, and opportunities, such as when spontaneously occurring variation can be taken up for discussion.

• Kostøl, Kristine Bakkemo; Remmen, Kari Beate; Braathen, Anette & Stromholt, Shelley (2021). Co-designing cross-setting activities in a nationwide STEM partnership program – Teachers’ and students’ experiences. LUMAT: International Journal on Math, Science and Technology Education. ISSN 2323-7104. 9(1), s. 426–456. doi: 10.31129/LUMAT.9.1.1414. Fulltekst i vitenarkiv
• Remmen, Kari Beate; Jegstad, Kirsti Marie & Höper, Jan (2020). Preservice teachers’ reflections on outdoor science activities following an outdoor chemistry unit. Journal of Science Teacher Education. ISSN 1046-560X. s. 1–20. doi: 10.1080/1046560X.2020.1847967.
• Remmen, Kari Beate (2020). Geografi i videregående skole i Fagfornyelsen: Forslag til et rammeverk for feltarbeid som fremmer dybdelæring. Norsk Geografisk Tidsskrift. ISSN 0029-1951. doi: 10.1080/00291951.2020.1749124.
• Remmen, Kari Beate & Frøyland, Merethe (2019). Students' use of observation in geology: towards 'scientific observation' in rock classification. International Journal of Science Education. ISSN 0950-0693. doi: 10.1080/09500693.2019.1704914. Fulltekst i vitenarkiv
• Remmen, Kari Beate (2019). Sammenhenger mellom natur og samfunn gjennom feltarbeid i geografi. I Kvamme, Ole Andreas & Sæther, Elin (Red.), Bærekraftdidaktikk. Fagbokforlaget. ISSN 978-82-450-2427-2.
• Remmen, Kari Beate & Frøyland, Merethe (2019). Utvidet klasserom - hvordan inkludere andre læringsarenaer i naturfagundervisning. I Voll, Liv Oddrun; Øyehaug, Anne Bergliot & Holt, Anne (Red.), Dybdelæring i naturfag. Universitetsforlaget. ISSN 978-82-15-02811-8. s. 261–278. Vis sammendrag

  Hvordan kan naturfaglæreren skape interesse for naturfaget hos elevene og legge til rette for at de utvikler sin fagforståelse og evne til å anvende det de har lært? Skolens naturfagundervisning har blitt karakterisert som en mil bred og en tomme dyp, men anbefalingen nå er å konsentrere undervisningen rundt dybdelæring i noen sentrale og grunnleggende byggesteiner i faget. Hva betyr dette i praksis? I «Dybdelæring i naturfag» viser forfatterne hva dybdelæring er, og de presenterer ny forskning på hvordan man kan legge opp undervisningen for å fremme god progresjon i faglig forståelse, kunnskaper og ferdigheter. Dybdelæring er gjennomgående i alle kapitlene og sees i sammenheng med fagdidaktiske tema som valg av kjerneelementer i faget, utforskende undervisning, bruk av modeller, ulike læringsarenaer og grunnleggende ferdigheter.

• 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. Fulltekst i vitenarkiv
• Remmen, Kari Beate & Frøyland, Merethe (2017). «Utvidet klasserom» – Et verktøy for å designe uteundervisning i naturfag. Nordic Studies in Science Education. ISSN 1504-4556. 2, s. 218–229. doi: 10.5617/nordina.2957. Fulltekst i vitenarkiv
• Frøyland, Merethe; Remmen, Kari Beate & Sørvik, Gard Ove (2016). Name-Dropping or Understanding?: Teaching to Observe Geologically. Science Education. ISSN 0036-8326. 100(5), s. 923–951. doi: 10.1002/sce.21232.
• Frøyland, Merethe; Remmen, Kari Beate; Mork, Sonja Merethe; Ødegaard, Marianne & Christiansen, Torgeir (2015). Researching science learning from students'view : the potential of headcam. Nordic Studies in Science Education. ISSN 1504-4556. 11(3), s. 249–267. doi: 10.5617/nordina.1424.
• Remmen, Kari Beate & Frøyland, Merethe (2015). Supporting student learning processes during preparation, fieldwork and follow-up work: examples from upper secondary school in Norway. Nordic Studies in Science Education. ISSN 1504-4556. 11(1), s. 118–134. doi: 10.5617/nordina.908.
• Remmen, Kari Beate & Frøyland, Merethe (2015). What happens in classrooms after earth science fieldwork? Supporting student learning processes during follow-up activities. International Research in Geographical and Environmental Education. ISSN 1038-2046. 24(1), s. 24–42. doi: 10.1080/10382046.2014.967114.
• Remmen, Kari Beate & Frøyland, Merethe (2014). Implementation of guidelines for effective fieldwork designs: exploring learning activities, learning processes, and student engagement in the classroom and the field. International Research in Geographical and Environmental Education. ISSN 1038-2046. 23(2), s. 103–125. doi: 10.1080/10382046.2014.891424.
• Remmen, Kari Beate & Frøyland, Merethe (2013). How Students Can Be Supported to Apply Geoscientific Knowledge Learned in the Classroom to Phenomena in the Field: An Example From High School Students in Norway. Journal of Geoscience Education (JGE). ISSN 1089-9995. 61(4), s. 437–452.

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• Frøyland, Merethe & Remmen, Kari Beate (2019). Utvidet klasserom i naturfag. Universitetsforlaget. ISBN 9788215027197. 192 s.

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• Jegstad, Kirsti Marie; Höper, Jan & Remmen, Kari Beate (2023). Jakten på redoxreaktioner på skolgården. Kemilärarnas informationsbrev. 1, s. 10–11.
• Hansson, Petra & Remmen, Kari Beate (2023). Museum sustainability education.
• Ervik, Hilde; Rønning, Bernt & Remmen, Kari Beate (2022). Masterstudenter i naturfagdidaktikk – studentenes erfaringer fra samarbeid med arbeidslivet om temaet bærekraftig utvikling i havet .
• Guttormsen, Julie & Remmen, Kari Beate (2020). Teaching and learning Plate tectonics in school science – a research design . Vis sammendrag

  Teaching and learning Plate tectonics in school science – a research design Guttormsen, J.1,* & Remmen, K.B.2 1 Department of Mathematics and Science Education, University of South-Eastern Norway 2 Department of Teacher Education and School Research, University of Oslo *Email: jgu@usn.no This paper presents an ongoing PhD-project focusing on lower secondary school students learning plate tectonics. In the new national science curriculum, Kunnskapsløftet 2020, plate tectonics is emphasized, and has the potential to facilitate deep learning. However, research on teaching and learning about plate tectonics is scarce, and more research is needed on instructional approaches on the subject (Mills, 2016). Additional research presents students’ misconceptions on important geological processes such as earthquakes, rock formation and volcanoes (Francek, 2013). Therefore, this PhD-project builds on the aforementioned research as well as theoretical perspectives on science learning. Together with teachers, a 12 hours teaching design has been developed and tried out with a class of 30 students (aged 13). The teaching activities aim to engage students in scientific practices across classroom and the local environment to learn about plate boundaries and consequential formation of major rock groups. Preliminary research questions are: a) How do students develop understanding of plate tectonic processes? b) How can teachers support students’ meaning making processes through a dialogic approach? c) In what way does learning activities in the teaching design contribute to students’ exploratory talk? Data comprise interviews with students and teacher(s), video data recorded through class- and field sessions, as well as students’ written material such as diagrams. In this presentation, we focus on the teaching design and preliminary results and implications for teaching plate tectonics in lower secondary school. References: Francek, M. (2013). A Compilation and Review of over 500 Geoscience Misconceptions. International Journal of Science Education, 35(1), 31-64. doi:10.1080/09500693.- 2012.736644 Mills, R., Tomas, L. & Lewthwaite, B. . (2016). Junior secondary school students' conceptions about plate tectonics. International Research in Geographical and Environmental Education, 14. doi:10.1080/10382046.2016.1262511

• Raddum, Elisabeth Stormoen & Remmen, Kari Beate (2020). How do upper secondary students construct a geological time line of their local area? .
• Jegstad, Kirsti Marie; Höper, Jan & Remmen, Kari Beate (2019). The outdoors as a setting for learning chemistry in teacher education.
• Jegstad, Kirsti Marie; Höper, Jan & Remmen, Kari Beate (2019). The outdoors as a setting for talking chemistry in teacher education.
• Kostøl, Kristine Bakkemo; Remmen, Kari Beate; Braathen, Anette & Stromholt, Shelley (2019). 'I was part of something big' - student outcomes of using a co-design tool in a STEM partnership program.
• Remmen, Kari Beate (2018). Feltstudier i geografi.
• Knain, Erik; Remmen, Kari Beate & Fredlund, Tobias (2018). Representations in students’ argumentation on SSI.
• Fredlund, Tobias; Knain, Erik & Remmen, Kari Beate (2017). Two central aspects of sign-making for the learning of science: differentiation and integration .
• Knain, Erik; Remmen, Kari Beate & Fredlund, Tobias (2017). The role of representations in students' argumentation on SSI.
• Remmen, Kari Beate & Frøyland, Merethe (2017). DEVELOPING A LEARNING PROGRESSION FOR STUDENTS: FROM EVERYDAY TO SCIENTIFIC OBSERVATION IN GEOLOGY.
• Frøyland, Merethe; Remmen, Kari Beate & Lundmark, Anders Mattias (2017). Etter- og videreutdanning for lærere – hva skal til for å lykkes?
• Remmen, Kari Beate & Frøyland, Merethe (2017). Hvordan kan elever i videregående skole lære å observere som geologer?
• Remmen, Kari Beate; Lundmark, Anders Mattias & Frøyland, Merethe (2017). Smakebit på EVU for geofaglærere - what's in it for you?
• Remmen, Kari Beate (2016). CO2-oppdraget. Naturfag. ISSN 1504-4564. s. 46–48.
• Kostøl, Kristine Bakkemo & Remmen, Kari Beate (2016). Læring gjennom oppdrag. Naturfag. ISSN 1504-4564. s. 38–43.
• Remmen, Kari Beate & Kostøl, Kristine Bakkemo (2015). Andre læringsarena i undervisningen - hvordan?
• Remmen, Kari Beate & Kostøl, Kristine Bakkemo (2015). Lærer + arbeidslivet = bedre realfagundervisning?
• Remmen, Kari Beate (2015). Hvordan samarbeide om å designe undervisningsopplegg?
• Frøyland, Merethe; Remmen, Kari Beate & Sørvik, Gard Ove (2015). Contrasting elementary and upper secondary school students’ learning of geological observation .
• Remmen, Kari Beate & Kostøl, Kristine Bakkemo (2015). Lektor2-modellen - Et verktøy for samarbeid om undervisningsopplegg.
• Remmen, Kari Beate & Frøyland, Merethe (2015). Investigating students' learning processes: Reconsidering pedagogical recommendations for fieldwork .
• Remmen, Kari Beate (2015). Kan vi bli rike på gråstein? Geoprogrammet og veien videre.
• Remmen, Kari Beate & Frøyland, Merethe (2015). Kan vi bli rike på gråstein? Naturfag. ISSN 1504-4564. 1, s. 64–67.
• Remmen, Kari Beate (2015). Lager klima for geodidaktikk. Naturfag. ISSN 1504-4564. 1, s. 4–8.
• Remmen, Kari Beate; Delsett, Lene Liebe & Vesterkjær, Kristin (2015). Hvordan kan forskere og lærere samarbeide? Naturfag. ISSN 1504-4564. 1, s. 72–75.
• Delsett, Lene Liebe; Vesterkjær, Kristin & Remmen, Kari Beate (2015). Hva og hvordan kan elever, lærere og stipendiater på NHM samarbeide om undervisning? Eksempler fra samarbeidsprosjekt mellom Hersleb VGS og NHM.
• Remmen, Kari Beate & Frøyland, Merethe (2014). Lærerløftet som glemmer eleven. Utdanningsnytt.no.
• Remmen, Kari Beate (2014). Erfaring med bruk av det teoretiske rammeverket for samarbeid skole-energibedrift.
• Remmen, Kari Beate (2014). To videregående skoler under UiOs vinger. [Avis]. Uniforum.
• Remmen, Kari Beate (2014). Student learning processes during geoscience fieldwork.
• Remmen, Kari Beate (2014). Hva er et godt feltarbeid? Resultater fra forskningsprosjekt på geofag i videregående skole.
• Remmen, Kari Beate (2014). Hva skjer før, under og etter uteaktiviteter? Eksempel fra forskningsprosjekt på feltarbeid i geofag med elever i videregående skole.
• Remmen, Kari Beate & Frøyland, Merethe (2014). The Implementation of Fieldwork and Student Learning Processes during Preparation,Field Activity and Follow-Up Work.
• Remmen, Kari Beate & Frøyland, Merethe (2013). Etterarbeid i klasserommet - oppgaver som hjelper elevene til å bearbeide dataene fra feltarbeid. Kimen. ISSN 1890-5137. s. 82–87.
• Remmen, Kari Beate & Frøyland, Merethe (2013). "Jammen vi vet jo ikke hva vi skal se etter..." - Hvordan "geobriller" kan hjelpe elevene til å anvende geofaglig kunnskap ute i felt. Kimen. ISSN 1890-5137. s. 73–87.
• Remmen, Kari Beate & Frøyland, Merethe (2013). Feltarbeid i en geotop - et rammeverk. Kimen. ISSN 1890-5137. s. 57–72.
• Remmen, Kari Beate & Frøyland, Merethe (2013). What happens in classrooms after field activities? Identifying follow-up activities which enhance students’ understanding.
• Remmen, Kari Beate & Frøyland, Merethe (2013). Classroom preparation and fieldwork: A case study of upper secondary students' ability to apply geoscience knowledge in the field.
• Remmen, Kari Beate & Frøyland, Merethe (2013). How to support students to apply knowledge learned in the classroom to a field setting.
• Frøyland, Merethe & Remmen, Kari Beate (2013). Utvidet klasserom. Naturfag. ISSN 1504-4564. s. 44–46.
• Sørvik, Gard Ove & Remmen, Kari Beate (2011). Gjett hva lærer'n tenker på: Betydningen av faglig snakk for et utforskende læringsmiljø. Naturfag. ISSN 1504-4564. s. 40–43.
• Remmen, Kari Beate (2011). Elevspørsmål for meningsfull undervisning og læring. Naturfag. ISSN 1504-4564. 2, s. 44–47.

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