Mari Heum Sjøberg

• Perlander, Annika & Sjøberg, Mari (2023). Exploring Sense-making Processes to Discover Storylines about Becoming a Mathematics and Science Teacher in Norway. Journal of Mathematics and Culture. ISSN 1558-5336. 17 (4), s. 285–307.
• 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. Fulltekst i vitenarkiv
• Sjøberg, Mari; Gregers, Tone Fredsvik; Ødegaard, Marianne & Tsigaridas, Kristin Glørstad (2020). Biologilæreres kryssing av kulturgrenser - fra en naturvitenskapelig kultur til en skolekultur. Nordic Studies in Science Education. ISSN 1504-4556. 16(1), s. 52–66. doi: 10.5617/NORDINA.6518. Fulltekst i vitenarkiv
• Bersaas, Audun Trygge Haugen; Arnoldussen, Yke Jildouw; Sjøberg, Mari; Haugen, Aage & Mollerup, Steen Kristen (2016). Epithelial-mesenchymal transition and FOXA genes during tobacco smoke carcinogen induced transformation of human bronchial epithelial cells. Toxicology in Vitro. ISSN 0887-2333. 35, s. 55–65. doi: 10.1016/j.tiv.2016.04.012. Vis sammendrag

  Lung cancer is largely an environmentally caused disease with poor prognosis. An in vitro transformation model of human bronchial epithelial cells (HBEC) was used to study long-term effects of tobacco smoke carcinogens on epithelial-mesenchymal transition (EMT) and the forkhead box transcription factors FOXA1 and FOXA2. CDK4 and hTERT immortalized HBEC2 and HBEC12 cell lines were exposed weekly to either cigarette smoke condensate (CSC), benzo[a]pyrene, or methylnitrosourea. Transformed cell lines were established from soft-agar colonies after 12 weeks of exposure. HBEC12 was transformed by all exposures while HBEC2 was only transformed by CSC. Untransformed HBEC2 showed little invasive capacity, whereas transformed cell lines completely closed the gap in a matrigel scratch wound assay. CDH1 was down-regulated in all of the transformed cell lines. In contrast, CDH2 was up-regulated in both HBEC2 and one of the HBEC12 transformed cell lines. Furthermore, transformed cells showed activation of EMT markers including SNAI1, ZEB1, VIM, and MMP2. All transformed cell lines had significant down-regulation of FOXA1 and FOXA2, indicating a possible role in cell transformation and EMT. ChIP analysis showed increased binding of Histone-H3 and macroH2A in FOXA1 and FOXA2 in the transformed HBEC2 cell lines, indicating a compact chromatin. In conclusion, long-term carcinogen exposure lead to down-regulation of FOXA1 and FOXA2 concomitantly with the occurrence of EMT and in vitro transformation in HBEC cells.

Se alle arbeider i Cristin

• Perlander, Annika & Sjøberg, Mari (2022). Student teachers’ Sense-making of becoming teachers; Identifying Storylines as Sources for Positionings. Vis sammendrag

  We apply positioning theory to analyse interviews to provide insight into how student teachers with diverse backgrounds make sense of them becoming teachers during a short post-master program in Norway.

• Sjøberg, Mari & Perlander, Annika (2022). Science Student Teachers’ sense-making of Research and Development in a short post-master teacher education program .
• Kolstø, Stein Dankert & Sjøberg, Mari Heum (2022). Utforskende læringsdialoger i naturfagundervisning. [Internett]. Naturfagsdidaktikk .
• Sjøberg, Mari Heum; Haslekås, Camilla & Gabrielsen, Anja (2022). Student teachers’ reflections on scaffolding strategies in inquiry-based teaching. .
• Sjøberg, Mari (2021). Teaching and learning through scientific practices in the laboratory in biology education: Exploring model-ling through representation construction as scientific practice. Nordic Studies in Science Education. ISSN 1504-4556.
• Sjøberg, Mari; Knain, Erik & Furberg, Anniken Larsen (2021). Students’ Model-based Reasoning in Immunology: The Role of Drawings, Gestures and Material Artefacts. .
• Sjøberg, Mari (2021). Nature of science in the Norwegian curriculum and implications for sustainability education.
• Sjøberg, Mari (2021). ‘Scientific practices and reasoning’ in the new curriculum in Norway; What are students supposed to know about nature of science? .
• Sjøberg, Mari (2018). Er naturvitenskapelige praksiser og tenkemåter et mål eller en metode i den nye læreplanen? [Internett]. Forskning.no.
• Sjøberg, Mari (2017). Biology Teachers´ Reported Practice with Laboratory Work; Learning Science or Learning to do science.
• Sjøberg, Mari (2017). How established scientists address nature of science in an undergraduate laboratory course.
• Sjøberg, Mari (2016). Laboratory work in Upper Secondary School; Norwegian Biology Teachers´ Reported Challenges.
• Sjøberg, Mari (2014). Teachers` challenges and support in the discussion phase of inquiry-based teaching .
• Sjøberg, Mari (2021). Teaching and learning through scientific practices in the laboratory in biology education. Exploring modelling as a scientific practice. Universitetet i Oslo. ISSN 1501-8962.

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