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Festo Kayima is an Associate Professor in Chemistry Didactics at the Department of Teacher Education, Faculty of Social and Educational Sciences, Norwegian University of Science and Technology (NTNU). His research focuses on science teacher education, classroom knowledge, and pedagogical strategies in chemistry. Doctorate in Chemistry Education (2018, University of Bergen) Master’s in Science Education (2020, NTNU) Kayima’s research projects include developing science teacher trainees’ professional knowledge through reflective practice, enhancing scientific literacy, and integrating sustainability into chemistry education. He leads the Erasmus+ project STEMkey (2020–2023), emphasizing graduate attributes and key skills for educators. His recent publications (2025) with Springer explore pedagogical themes like chemical knowledge, outdoor teaching, and technology integration. These works align with broad keywords such as Science Education, Curriculum Development, and Experiential Learning, with subfields spanning digital tools, sustainability, and misconceptions in chemistry. Co-supervised Kristine Fjelldal Sunde’s thesis on teacher questioning in labs He contributes to research groups Naturfaglig Literacy i Skole og Lærerutdanning and ScienceHumanities , bridging interdisciplinary approaches in education. His teaching includes courses like Science as a School Subject (MGLU4211) and Teacher Education: Teaching Chemistry (PPU4626).

• Chemistry Didactics
• Science Teacher Education
• Pedagogy
• +6 more

Tor Ole Bigton Odden is an Associate Professor at the Center for Computing in Science Education (CCSE) , University of Oslo, specializing in physics education research. His work bridges physics, computation, and educational theory to enhance student learning. Current roles: Research, teaching, and mentorship at CCSE Research focus: Computational literacy, epistemic agency, and AI in science education Education PhD in Physics Education, University of Wisconsin-Madison MSc in Physics, University of Wisconsin-Madison BSc in Physics, St. Olaf College Research Interests Tor Ole develops computational tools to empower students in physics learning. His research explores: Programming and creative ownership in physics Machine learning for large-scale qualitative analysis Epistemic agency and sensemaking Training teaching assistants Article Trends His publications emphasize computational essays, AI applications, and sensemaking frameworks. Key subfields include computational literacy, NLP in educational analysis, and simulation-based learning. Labs & Projects He contributes to the IMPEL project (Interactive Engagement in Physics) and collaborates with the Section for Physics Didactics at the University of Oslo.

• Computational Thinking in Physics Education
• Physics Education Research
• Natural Language Processing in Science Learning
• +7 more

Rodrigo de Miguel is a Professor in the Department of Teacher Education at the Norwegian University of Science and Technology (NTNU) in Trondheim, Norway. His research bridges theoretical physics and science education, with a focus on thermodynamics and statistical mechanics applied to nanosystems. He is currently active in the department (though planning to be on leave during 2025/2026) and serves as a supervisor for master's students in science education. Professor de Miguel's research interests center on the theoretical foundations of thermodynamics, particularly as applied to small systems where classical thermodynamic frameworks break down. His work spans nanothermodynamics , strong coupling effects , non-extensive systems , and statistical mechanics at the nanoscale . He has made significant contributions to understanding how traditional thermodynamic principles must be modified when dealing with systems that are too small for classical thermodynamics but too large for quantum mechanical descriptions. His research has important implications for nanotechnology, molecular physics, and the teaching of modern physics concepts in educational settings. Analysis of his recent publications reveals a consistent trajectory exploring the boundaries of thermodynamic theory. His work demonstrates how systems at the nanoscale exhibit non-extensive and non-additive properties, challenging conventional thermodynamic paradigms. The research shows increasing sophistication in modeling thermophilic motion, surface properties at nanoscales, and the statistical mechanics of finite systems. His publications span prestigious journals including Physical Review Letters, Journal of Chemical Physics, and Nanomaterials, reflecting the interdisciplinary nature of his work which bridges physics, chemistry, and engineering. Professor de Miguel has been vocal about academic standards in teacher education, particularly criticizing what he terms 'self-accreditation' practices where faculty without proper subject didactics credentials supervise master's theses. He has argued that the mandatory master's thesis requirement for all primary school teachers in Norway may not be serving its intended purpose, as many supervisors lack the necessary academic credentials in specific subject didactics. As a supervisor, de Miguel offers master's projects focused on describing small systems, particularly examining how nanoscale phenomena challenge classical physics paradigms taught in schools. His current project description emphasizes the need to modernize science curricula to incorporate emerging understandings of nanosystems and their seemingly anomalous properties. He requires students to have strong backgrounds in quantum, statistical, and thermal physics before undertaking these advanced projects.

• Statistical Mechanics
• Thermodynamics
• Nanothermodynamics
• +5 more

David Micheron is a Senior Lecturer at UiT The Arctic University of Norway, affiliated with the Department of Physics and Technology. His work spans two distinct research domains: optical nanoscopy and STEM education . Micheron contributes to photonic chip development for biomedical imaging and explores pedagogical strategies for large-group physics instruction. Research Focus : Photonic chip-based super-resolution microscopy, histopathology applications, and STEM education innovations Teaching : Course development for introductory physics (FYS-0100, FYS-1002, FYS-1003) and former FYS-2008 Measurement Techniques Collaborations : Active in the Optical Nanoscopy research group and Realfagsdidaktikk i høyere utdanning (Physics Education in Higher Education) Micheron’s publications highlight advances in on-chip nanoscopy for biomedical analysis and student-active learning methodologies.

• Optical Nanoscopy
• Photonics
• Histopathology
• +3 more

Heidi Iren Saure is an Associate Professor at NLA University College in Bergen, Norway, specializing in Natural Sciences and digital competence in teacher education. Vegetation ecology research focusing on Sitka spruce effects on coastal heathlands Science didactics and digital technology integration in early childhood/primary teacher training Collaboration in the DigiCross project on digital tools for educators Education Ph.D. in Vegetation Ecology, University of Bergen (2012) Science Didactics for Teacher Educators, University of Oslo (2019) Practical Pedagogical Education, University of Bergen (2001) Research Themes Her work bridges ecological studies on invasive conifers in Norway with pedagogical research on digital literacy and active teaching methods in science education. Recent publications highlight collaborations on machine learning for landscape perception and international comparative studies on digital competence in teacher training .

• Vegetation Ecology
• Science Didactics
• Digital Competence in Education
• +7 more

Mona Kvivesen is a Senior Lecturer in Science Didactics at UiT The Arctic University of Norway, specializing in primary and secondary school teacher education in science and mathematics didactics. Based at the Alta campus, she focuses on integrating Sámi traditional knowledge with modern educational frameworks. Research interests Alternative learning environments Students' attitudes toward STEM Sámi traditional knowledge in science education Key collaborations REDINOR research group KjemDiA research group STraKBU project on Sámi knowledge and sustainability Her work spans curriculum development, teacher training, and Arctic region educational initiatives, with recent publications examining Sámi knowledge contributions to sustainable development and STEM engagement in cross-cultural contexts. Key projects Outdoor school in Northern Norway (Uteskole i Nord) Chemistry textbook development for educators NArENA educational network

• Science Didactics
• Mathematics Didactics
• Sámi Traditional Knowledge
• +3 more

Kari Beate Remmen is an Associate Professor in the Department of Teacher Education and School Research at the University of Oslo, where she has been employed since 2016. Her academic work focuses on science and geography education with particular emphasis on outdoor learning environments, field-based teaching approaches, and the integration of sustainability concepts into educational practices. Dr. Remmen's research interests include exploratory field teaching in geosciences, outdoor education in science education and teacher training, collaboration between school teachers and external science professionals, video observation of teaching and learning in earth sciences, and using representations in science teaching. She has developed frameworks for effective fieldwork design that support student learning processes throughout preparation, fieldwork, and follow-up activities. Her extensive publication record from 2013-2024 reveals consistent focus on practical applications of educational theory. Remmen's work frequently addresses how fieldwork and outdoor learning can enhance deep learning experiences, with particular attention to the transition between classroom instruction and outdoor activities. Her research shows strong commitment to understanding how students and teachers engage with scientific concepts in real-world settings. As an educator, Remmen teaches courses in geography didactics for practical pedagogical education programs, geoscience didactics for the Geosciences program, and research methods courses. She has served as supervisor for numerous master's students and is currently guiding several PhD candidates from multiple institutions. Dr. Remmen actively collaborates with institutions including the Climate House (NHM, UiO), OsloMet, University of Tromsø, School Laboratories in Geosciences at UiO and UiB, Science Centre (UiO), and University of Sherbrooke (Canada). She currently leads the National Network for Sustainability and Education (NABU) and serves on the board of the Norwegian Geographical Society. Her research has been conducted through projects such as 'Representation and Participation in Science (REDE)' and as part of the 'Challenges of Sustainability in Educational Research (COSER)' research group, reflecting her commitment to sustainable educational practices and meaningful science learning experiences.

• Science Education
• Geography Education
• Outdoor Education
• +6 more

Charlotte Aksland is a Senior Lecturer at the Primary School Teacher Training Institute (GFU) at Oslo Metropolitan University (OsloMet), specializing in science didactics. She teaches and supervises students at bachelor's and master's levels, focusing on biology didactics, nature-based learning, elementary science education, and science concept development. Master's degree in Science Education from the University of Oslo (UiO) Extensive teaching experience in upper secondary schools (science, biology, chemistry) Her research emphasizes student-active learning approaches, particularly through projects like Flipped classroom in science (FiNa) , which explores digital flipped teaching methods, and the Research-based teacher education in science (TRELIS) project. She also leads the Critical thinking in primary school (CTS) initiative, a multidisciplinary effort by OsloMet and the Norwegian Agency for Education to integrate critical thinking into primary curricula using children's literature and news. Key trends in her publications include: Advancing critical thinking via socio-scientific issues and sustainability topics Enhancing science education through flipped learning and nature-based environments Investigating pedagogical content knowledge (PCK) for outdoor education Improving research assignments and thesis supervision in teacher training Her work bridges research and classroom practice, focusing on scalable pedagogical strategies for science and sustainability education. She collaborates with institutions like the University of Oslo and VIA University College Aarhus on projects related to teacher development and educational reform.

• Biology Didactics
• Elementary Science Education
• Nature-Based Learning
• +5 more

Maarten Beerepoot is a Professor in the Department of Chemistry at UiT The Arctic University of Norway's Faculty of Science and Technology. His primary academic appointment focuses on chemistry education and computational chemistry research. He maintains an active teaching schedule across multiple chemistry courses including General Chemistry, Inorganic Chemistry, and Physical Chemistry, while also contributing to interdisciplinary courses like Philosophy of Science and Ethics. His research interests center on Chemistry Education , particularly assessment methods and digital learning tools, alongside Computational Chemistry specializing in spectroscopic modeling and molecular properties. Beerepoot leads research within the Chemical Synthesis and Analysis group and contributes to the KjemDiA and Realfagsdidaktikk i høyere utdanning (Higher Education Science Didactics) initiatives. Analysis of his recent publications reveals a strong trend toward innovative educational assessment techniques, with significant focus on automated grading systems, cumulative quiz structures, and active learning methodologies for large student cohorts. His computational work emphasizes vibrational circular dichroism protocols and accurate prediction of molecular optical properties. Merited teacher (2020) at UiT The Arctic University of Norway Beerepoot has developed extensive teaching programs for both students and teaching assistants, establishing the 'Gruppelærerdagen' (Group Teacher Day) initiative to improve instructional quality from the first teaching session. His educational grants focus on digital assessment tools and interdisciplinary collaboration for improving chemistry education. He maintains the protein laboratory in Realfagbygget C306 and actively contributes to PhD training programs within the chemistry department.

• Chemistry Education
• Educational Assessment
• Digital Learning Tools
• +3 more

Jardar Karel Cyvin serves as an Associate Professor in Science at the Department of Teacher Education, Faculty of Social and Educational Sciences at the Norwegian University of Science and Technology (NTNU). With a career spanning decades, he has made significant contributions to science education, teacher training, and educational technology development. His educational background includes: Cand.mag. in Science (1983) with subjects in Biology, Zoology, Botany, Chemistry, Geology, Physical Planning and ICT Cand.scient. in Zoology (1987) specializing in Bioresources in Physical Planning Further education in ICT, University Pedagogy, GIS, and an Educational Course for PhD Candidates (30 ECTS) Cyvin's research interests center on innovative approaches to science education. He specializes in science didactics, with particular focus on education for sustainable development, entrepreneurship in schools, and interdisciplinary work. His work consistently explores how technology can enhance learning, especially through virtual reality applications, geospatial technologies, and outdoor fieldwork. He has pioneered methods for integrating digital mapping technologies like GPS and GIS into classroom instruction across multiple subject areas. His publication record reveals a strong emphasis on practical applications of educational theory. Recent work demonstrates a clear trajectory toward immersive technologies in education, with numerous publications on VR applications, fieldwork methodologies, and international collaboration through Erasmus+ projects. His research consistently bridges theory and practice, focusing on tangible classroom applications that enhance student engagement and understanding of complex scientific concepts. Among his notable recognitions: Awarded status as a meritorious lecturer at NTNU (2023) Promotion to senior lecturer in science (2013) Promotion to associate professor in science (2019) Cyvin has extensive experience in academic leadership and project management. He serves as leader of the INUBU research group (Innovative Science Education for Sustainable Development) and is a member of the NTED research group (New Technologies and Educational Design). His grant portfolio includes numerous Erasmus+ projects such as ProStem, Shape2Gether, EduChange, DigiGeo, Yard4all, and ENSITE. He has also led national initiatives focused on technology integration in primary and secondary education since 2003, including extensive work with GPS and digital mapping technologies. At NTNU, Cyvin leads significant research initiatives through the INUBU group, which develops innovative approaches to science education with sustainability as a central theme. His work connects classroom instruction with real-world environmental challenges, emphasizing hands-on learning both inside and outside traditional classroom settings.

• Science Didactics
• Teacher Education in Science
• Education for Sustainable Development
• +6 more

Dr. Juho Aleksi Kosonen is a Senior Lecturer in Chemical Synthesis and Analysis at the Department of Chemistry, UiT The Arctic University of Norway. His work focuses on educational innovation in chemistry, particularly in assessment methods and teaching strategies. Affiliation: Chemical Synthesis and Analysis research group Teaching: KJE-1001 (Introduction to Chemistry and Chemical Biology), KJE-6101 (Chemistry for Teachers) Research interests center on STEM didactics and higher education pedagogy , with specific emphasis on: Automated examination correction systems Cumulative quiz frameworks in organic chemistry Time-efficient assessment formats like oral exams Recent publications highlight his contributions to chemical education and educational assessment , demonstrating a consistent focus on improving teaching effectiveness through technological and methodological interventions. All available research outputs are cataloged in Cristin, Norway's academic publication database.

• Chemical Education
• Educational Assessment
• Organic Chemistry Teaching

Nils-Erik Anders Bomark is an Associate Professor at the University of Agder's Department of Natural Sciences. Originally trained as a Civil Engineer in Space Engineering at Luleå University of Technology, he pursued theoretical physics research with a PhD at the University of Bergen focused on particle physics. His current work bridges theoretical physics with physics didactics, particularly examining quantum physics communication and historical perspectives in science education. Education: Civil Engineer in Space Engineering (Luleå University of Technology), PhD in Particle Physics (University of Bergen) Research Interests: Bomark specializes in theoretical physics didactics, focusing on quantum mechanics misconceptions in popular literature, history of physics as educational tools, and effective communication of complex physics concepts to teachers and students. His research addresses oversimplifications in physics education while maintaining connections to particle physics through his earlier work on supersymmetry and dark matter. Publication Trends: His 2024-2023 works emphasize fundamental physics concepts, quantum objects, and historical epistemology. Earlier research (2017-2008) focused on LHC phenomenology, R-parity violation, and NMSSM Higgs studies. Teaching: He instructs physics in teacher education programs and science foundation courses, developing pedagogical approaches for advanced topics like gauge theory and Higgs mechanisms.

• Theoretical Physics
• Quantum Mechanics
• Physics Education
• +5 more

Jorunn Larsen is an Associate Professor at the University of Agder (UiA) in the Department of Natural Sciences . She has held a permanent position since 2021, teaching science education to kindergarten and primary school teacher education students, as well as biology and science didactics. Previously, she worked as a researcher at the Bjerknes Centre for Climate Research at the University of Bergen (2000–2007), served as an advisor to Kristiansand Municipality, and worked as a museum educator at Agder Nature Museum and as a secondary school teacher. Research Interests: Lake history and paleolimnology Climate change and biodiversity Diatoms as environmental indicators Science education for sustainable development Quantitative reconstruction of environmental variables in lake sediments Scientific Contributions: Jorunn Larsen has published extensively in peer-reviewed journals such as Journal of Paleolimnology , Water, Air, and Soil Pollution , Hydrobiologia , and Quaternary Science Reviews . Her work includes reconstructing Holocene climate and environmental histories using diatoms, pollen, and geochemical proxies in Norwegian lake sediments. She has also contributed to understanding pollution histories using spheroidal carbonaceous particles (SCPs) and heavy metal analysis. Outreach and Education: She has co-authored educational books and teacher guides under the Next Generation Nordic Diet (NextGenDiet) project, promoting sustainable food culture and science education. She has also written popular science articles and opinion pieces in Norwegian media on environmental and sustainability issues.

• Lake history
• Climate change
• Biodiversity
• +5 more

Jessica Lönn-Stensrud is Section Head of the Section for Health Science Pedagogy at the University of Oslo’s Faculty of Medicine, where she leads strategic development of education, e-learning resources and digital examinations. Between 2010 and 2013 she was Associate Professor and Post-doctoral fellow in microbiology at the Faculty of Dentistry, and from 2013–2024 she held successive leadership roles in UiO’s library system, most recently as Section Head of Teaching Development at the Library for Medicine and Science. Education Educational Leadership Programme, University of Oslo (2019) PhD in Microbiology, Faculty of Dentistry, University of Oslo (2009) MSc in Biochemistry, University of Gothenburg (2005) Master of Education, University of Gothenburg (2004) Research Interests Dr Lönn-Stensrud’s research bridges life sciences and educational science. In microbiology she has investigated quorum sensing , biofilm formation , antibiotic resistance and bacterial communication as targets for novel infection-control strategies. Her pedagogical scholarship focuses on educational development , information literacy , digital assessment and subject didactics in health-profession education. Across 15 peer-reviewed publications since 2006, her work demonstrates a consistent trajectory from mechanistic studies of thiophenones and furanones as anti-biofilm agents, through translational research on titanium implant decontamination, to educational innovation aimed at improving evidence-based teaching in medicine and dentistry. Scientific Awards & Recognition No specific prizes or fellowships are listed in the provided material. Advising & Grants While the source does not enumerate individual students or grant numbers, her roles as Post-doctoral fellow, Associate Professor and Academic Director imply significant mentoring of graduate students and junior researchers. Her leadership programmes further indicate involvement in capacity-building grants for educational development. Laboratory & Teams Jessica Lönn-Stensrud currently heads the Section for Health Science Pedagogy, a cross-faculty unit responsible for advancing educational research, digital learning resources and assessment systems at the University of Oslo.

• Educational development
• Health science pedagogy
• E-learning
• +4 more

Ragnhild Gya is a Research Fellow in Biology Didactics and Head of Department at the University of Bergen. She completed her Master's degree in 2017 as part of an associate professorship in biology and chemistry, followed by a doctorate in 2022 focusing on the effects of climate change on mountain plants. Education: Master's degree from University of Bergen (2017) Doctorate from University of Bergen (2022) Her research interests center on plant ecology, particularly how climate change and land use alterations affect plant distribution and interactions in alpine environments. She is also engaged in biology didactics, emphasizing educational strategies and curriculum development. Since 2023, Ragnhild has been responsible for the subject area "Plant Distribution" and has contributed to 4 publications as an author and 11 as a technical consultant. Her work spans diverse ecosystems, including rainforests, boreonemoral zones, and tundra.

• Plant Ecology
• Climate Change Impact
• Land Use Effects
• +2 more