Find Academic Supervisors

• Mathematics Education
• Metascience
• Classroom Research
• +4 more

Roar Bakken Stovner is an Associate Professor at the Department of Primary and Secondary Teacher Education within the Faculty of Education and International Studies at Oslo Metropolitan University (OsloMet), where he also serves as Head of Studies - Area of Responsibility 2. His academic career at OsloMet began as an Assistant Professor (2021-2023) before his promotion to Associate Professor in 2023. Prior to his university position, he worked as a teacher in lower and upper secondary schools in Oslo (2012-2018) and completed his PhD at the University of Oslo (2016-2020). He holds a Master of Science and Technology from NTNU (2007-2012) with a thesis on applied computational topology. Stovner's research spans several interconnected domains within educational science: Developing methodologies for describing and measuring teaching quality across multiple classrooms, with special emphasis on mathematics education Metascience research examining how citation practices distort findings and confer unwarranted authority to claims in educational research Creating programming tools for educational research, including the gptworkr package for text analysis in R using ChatGPT His scholarly work focuses on classroom research, mathematics education, mathematical competencies, metascience, and citation analysis. He actively participates in research groups focused on Classroom Research and Task Design in Mathematics Education, and leads significant involvement in the Teacher Education Panel Study (TEPS), a comprehensive longitudinal study examining teacher education implementation in Norway. Stovner's recent publications demonstrate substantial engagement with contemporary issues in educational research methodology, AI applications in education, and critical examination of scientific practices. His work on the EDUCATE project has produced influential reports on algorithmic thinking in mathematics education across different grade levels and exploratory teaching approaches in upper secondary education. His contributions to educational discourse include conference presentations, book chapters, and practical resources for teacher education, such as "Bedre masterskriving – en bok for lærerstudenter" (Better Master's Writing - A Book for Teacher Students), which supports academic writing development among future educators.

• Language Didactics
• Norwegian Language Education
• Grammar Instruction
• +7 more

Eli Anne Eiesland is an Associate Professor in the Department of Primary and Secondary Teacher Education at the Faculty of Education and International Studies, Oslo Metropolitan University (OsloMet). Her work bridges linguistic research and classroom practice, with a strong focus on grammar instruction, language didactics, and the evolution of Norwegian in educational materials. Her research interests include language didactics , grammar pedagogy , linguistic change in textbooks , second language acquisition , and exploratory approaches to language teaching . She investigates how grammar is taught in schools, how language evolves in educational contexts, and how students and teachers engage with language as a system. Her recent work explores the impact of digital tools and AI on language learning and writing motivation. The trends in her publications show a consistent focus on contextualized grammar teaching , teacher reflection , and language change in educational materials . Her interdisciplinary approach combines corpus linguistics, pedagogical theory, and classroom-based research. She frequently collaborates with colleagues such as Urd Vindenes and Signe Laake, contributing to both Norwegian and international scholarly discourse. Scientific contributions and dissemination: Over 11 scientific publications, including articles in Journal of Child Language , Nordic Journal of Linguistics , and Pedagogical Linguistics 2 textbooks, including Utforskende arbeid med grammatikk i skolen (2022) 1 research report on Norwegian noun-noun compounds (2016) 73 dissemination works, including public lectures, conference presentations, and media contributions Eiesland actively contributes to teacher education and curriculum development. She has been involved in projects integrating linguistics into teacher training and analyzing language change in national curricula. Her work supports both pre-service and in-service teachers in developing deeper metalinguistic awareness and innovative teaching strategies. She has presented at national and international conferences, including the International Conference on Construction Grammar and the NordAnd conference. She is a key member of the Text and Disciplinary Didactics research group at OsloMet, where she collaborates on projects related to language learning, grammar instruction, and textbook analysis. Her work emphasizes practical applications of linguistic research in educational settings, aiming to enhance both teaching quality and student engagement with language.

• Child Welfare
• Systems Theory
• Family-Centered Services
• +3 more

Hilde Anette Aamodt is a Professor of Social Work at Oslo Metropolitan University's Faculty of Social Sciences, specializing in child welfare systems and family-centered interventions. Her institutional affiliation includes the Department of Social Work within the Service Organization and Innovation in Social Work and Child Welfare research group. Her research focuses on qualitative analysis of child welfare investigations, care orders, parent-child contact under public care, and family centers. Key interests include: Systems theory applications (particularly Niklas Luhmann) Parental perspectives on care orders Cultural dimensions in contact arrangements Emotional care in social work practice Discursive constructions of risk in child welfare Recent publications reveal a strong emphasis on Norwegian child welfare practices, with 15+ articles (2024-2025) analyzing parent-child contact dynamics, cultural biases in foster care, and systemic flaws in zero-tolerance policies. Her work consistently employs Luhmannian systems theory to deconstruct professional decision-making processes. Award highlights: OsloMet Work Environment Prize (2018) Aamodt leads three active research projects: Care Orders from Parental Perspectives, Parent-Child Contact Under Public Care, and Family Centers for Assessment. She served as editor for Fokus på familien (2019-2022) and teaches at bachelor, master, and PhD levels. Her outreach includes 61 public engagements, including policy briefings and stakeholder workshops on family-centered interventions. She operates within the Knowledge for Practice research group, focusing on developing practice-oriented solutions for child welfare systems through collaborative projects with municipal services and national agencies.

Enrico PollaroloView profile

Assistant Professor

• Early Childhood Education and Care (ECEC)
• Higher-Order Thinking Skills
• Critical Thinking
• +8 more

Enrico Pollarolo is an Assistant Professor in the Department of Early Childhood Education at the University of South-Eastern Norway, Faculty of Arts and Education. His research and teaching focus on fostering higher-order thinking skills in young children through innovative pedagogical practices in early childhood education and care (ECEC). He is actively involved in research projects that explore the integration of mathematics, coding toys, and outdoor learning to support cognitive development. His research interests include: Early Childhood Education and Care (ECEC) Higher-Order Thinking Skills (critical thinking, problem-solving) Computational Thinking in early years Mathematics Education for young children Semiotic mediation by educators Inclusive and participatory research methods His recent publications (2020–2025) reflect a strong emphasis on how educators can scaffold children’s learning through technology-enhanced and outdoor environments. The articles span journals such as Frontiers in Psychology , Entertainment Computing , and European Early Childhood Education Research Journal , as well as presentations at EECERA, ICSEI, and IASSIDD conferences. Key themes include the use of coding toys, transfer of problem-solving skills, and the conceptual distinctions between critical, computational, and problem-solving thinking. Scientific contributions include: Systematic literature reviews on coding toys in ECEC Case studies on outdoor mathematics education Development of pedagogical resources (DiCoTe-ressurser) Work on inclusive research practices with co-researchers Dr. Pollarolo collaborates extensively with researchers such as Francesca Granone, Elin Kirsti Lie Reikerås, and Natalia Kucirkova. He contributes to both academic knowledge and practical resources for educators. He has no listed scientific awards in the provided text, but his consistent publication record and conference presence indicate an active and impactful research trajectory. He advises on research projects and contributes to the development of inclusive educational practices, though formal student advisees are not listed. His work is grounded in both theoretical and applied perspectives, aiming to bridge research and classroom practice in early childhood settings.

• Emotions in the Workplace
• Organizational Change
• Arts-Based Interventions
• +5 more

Fay Giæver is a Professor at the Norwegian University of Science and Technology (NTNU), Department of Psychology. She holds an MSc from the University of Reading (UK) and a PhD from NTNU. Her research focuses on emotions in work contexts, including organizational change, arts-based interventions, and employee well-being. She leads the KLIMAFORSK-funded MEATigation project, addressing sustainable meat consumption practices for climate mitigation. Giæver also explores emotional resilience in sustainability work and wearable technology applications in emotion regulation. Her education includes advanced degrees in Psychology, with a PhD specialization in organizational and work psychology. Giæver’s research spans over two decades, examining topics like presenteeism among healthcare professionals, choral singing as a well-being intervention, and the emotional challenges of environmental activists. She collaborates internationally, contributing to projects such as the MEATigation initiative and interdisciplinary studies on serious games for collaboration. Research interests emphasize translating emotional experiences into actionable strategies for organizational and individual resilience. Recent work integrates digital tools like smartwatches for emotion regulation in workplaces and educational settings. Giæver’s teaching includes courses on organizational psychology (PSY2019), workplace internships (PSY3133), and master’s supervision (PSY3913). Her publications span peer-reviewed journals (e.g., Social Movement Studies, BMC Public Health) and edited volumes, with a focus on qualitative methodologies. Giæver’s contributions bridge psychological theory with practical interventions, addressing contemporary challenges like climate action and mental health in work environments.

Majken KorsagerView profile

Professor

• Science Education
• Education for Sustainable Development
• Inquiry-Based Science Teaching
• +3 more

Majken Korsager is a Professor at the Norwegian Centre for Science Education , University of Oslo, Norway. Her work focuses on Science Education , Education for Sustainable Development , and Inquiry-Based Science Teaching , with an emphasis on teacher professional development, digital resource creation, and integrating outdoor learning into science curricula. Education: PhD in Science Education (2013, University of Oslo), Master of Science Education (2006, Halmstad University), Cand. Scient. in biology (2004, University of Oslo) Research Interests: Majken leads projects like Uterommet (local environment as a learning arena) and Realfagsløyper (didactic competence development in sciences). Her research explores how teachers develop competencies for sustainable development education, inquiry-based teaching methods, and leveraging digital platforms (e.g., naturfag.no/uterommet , realfagsloyper.no ) to disseminate educational resources. Publication Trends: Her recent work analyzes curriculum design for sustainability awareness in vocational subjects, the role of online professional learning communities in teacher development, and frameworks like the 6F model for inquiry-based teaching. Themes include environmental education , digital tools , and pedagogical innovation . Projects: As project leader for Uterommet and Science Pathways , she drives initiatives connecting natural environments to formal learning and enhances science teachers’ didactic competencies through structured programs.

Andreas PettersenView profile

Researcher

• Mathematical Competence Assessment
• Mathematical Task Analysis
• Educational Equity
• +3 more

Andreas Pettersen is a Researcher at the Department of Teacher Education within the University of Oslo . He holds a PhD in Mathematics Education from the University of Oslo (2014–2019) and previously worked as an Adviser developing national mapping tests in mathematics for grades 1–3. His research focuses on mathematical competence assessment, task analysis, educational equity, and large-scale data analysis. Key research interests include understanding mathematical competence assessment methods, analyzing task demands in education, and exploring students' attitudes and equity in education. His work is methodologically quantitative, leveraging large-scale datasets like PISA to investigate educational outcomes. Recent publications (2024) examine resilient student profiles, Nordic mathematics education practices, and comparisons between PISA results and Norwegian curriculum standards. He co-edits a book series on PISA 2022 outcomes and contributes to the Large-scale Educational Assessment (LEA) research group. Pettersen collaborates on projects like Kartleggingsprøver i regning and contributes to national educational policy discussions. His interdisciplinary approach bridges mathematics education, psychology, and policy analysis.

Erik KnainView profile

Professor

• Sustainability education
• Inquiry-based learning
• Socio-scientific issues
• +3 more

Erik Knain is a Professor at the University of Oslo’s Department of Teacher Education and School Research, specializing in science education with a focus on sustainability, inquiry-based learning, and socio-scientific issues. He leads the H2020-funded SEAS project (2019-2022) and previously directed the REDE (2016-2019) and ElevForsk (2007-2012) projects. His research explores scientific literacy, multimodal representations in teaching, and fostering student agency through science education. Knain holds a Dr. scient from the University of Oslo (1999) and has extensive academic experience, including roles as a Postdoc (2002-2005) and Professor at the Norwegian University of Life Sciences (2004-2007). He has authored over 50 publications, focusing on topics like climate change education, student reasoning, and teacher support strategies. Awards : HM The King's Gold Medal (2001) Key Projects : SEAS, REDE, ElevForsk Labs/Teams : Challenges of Sustainability in Educational Research (COSER) group

• Science Education
• Biology Didactics
• Outdoor School
• +5 more

Bård Knutsen is an Academic Director of USSiT and Associate Professor in Science/Biology Didactics at the Department of Teacher Education, NTNU. His work focuses on educational leadership, science teaching methods, and inclusive schooling practices. He specializes in fostering exploratory learning environments, outdoor education, and supporting students with high learning potential. Research areas: Inclusive education, professional learning communities, nature-based learning, and differentiated instruction Key contributions: Co-authored books on inclusive school leadership and gifted education, led ERASMUS+ projects on school leader development Knutsen advocates for innovative teaching strategies like inquiry-based learning and has published extensively on curriculum design for sustainability education. His recent work emphasizes connecting outdoor learning to sustainable development goals. He coordinates interdisciplinary initiatives at NTNU, including the Schivevollen nature school project. Knutsen frequently collaborates with schools and educational institutions to implement evidence-based teaching practices.

Ida Friestad PedersenView profile

Associate Professor

• Mathematics Didactics
• Exploratory Mathematics Teaching
• Formative Assessment
• +4 more

Ida Friestad Pedersen is an Associate Professor in the Department of Mathematics and Statistics at UiT The Arctic University of Norway. She teaches beginner mathematics courses and supervises master's and PhD students in subject didactics. She serves as the program chair for Associate Professor in Science grades 8-13, demonstrating her commitment to teacher education across multiple educational levels. Her research focuses on mathematics didactics, with special emphasis on exploratory mathematics teaching , formative assessment , student-active teaching methods , and the transition from school to university . Her work bridges theory and practice, connecting classroom observations with educational research to improve mathematics instruction. She investigates how inquiry-based approaches affect students' mathematical beliefs and motivation, and examines the challenges students face when transitioning between educational levels. Her recent publications demonstrate a strong focus on the SUM project, which examines inquiry-based mathematics teaching and its effects on both teachers and students. Her research shows how exploratory teaching methods can be effectively implemented, how to assess students' mathematical beliefs and motivation, and how to improve the continuity between secondary school and university mathematics education. Her scientific contributions include: Development of survey instruments for assessing mathematical beliefs and motivation Analysis of exploratory teaching methods and their implementation Research on the transition challenges between school and university mathematics Studies on formative assessment and student-active learning approaches Investigations into students' choices of learning resources in STEM education Dr. Pedersen is an active member of the Mathematics Didactics research group and the Science Didactics in Higher Education group at UiT, where she contributes to advancing research in mathematics education. Her teaching portfolio includes courses for engineering students (Mat-1052, Mat-1060, Mat-2050), teacher education (MAT-6101), and preparatory programs (Tek-0002), demonstrating her versatility across different educational contexts and student populations.

Ragnhild Lie AndersonView profile

Associate Professor

• Language Attitudes
• Sociolinguistics
• Dialectology
• +2 more

Ragnhild Lie Anderson is an Associate Professor in Subject Didactics of Nordic Languages at the University of Bergen's Department of Linguistic, Literary and Aesthetic Studies. Her research centers on sociolinguistic aspects of Norwegian dialects and language education. Key research themes include: Language attitudes among youth toward dialects Didactic approaches to grammar instruction Perceptions of linguistic variation in educational contexts Teaching methodologies for Norwegian written standards Her work bridges sociolinguistic research and pedagogical applications, frequently examining attitudes toward Bergen dialects (Strile) and Nynorsk. Anderson actively contributes to public language education through the Språkprat initiative.

Kari Beate RemmenView profile

Associate Professor

• Science Education
• Geography Education
• Outdoor Education
• +6 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.

Camilla Blikstad HalstvedtView profile

Associate Professor

• Science Education
• Early Childhood Science Education
• Teacher Education
• +6 more

Camilla Blikstad Halstvedt serves as an Associate Professor in Science at the Department of Natural Sciences, Practical-Aesthetic, Social and Religious Studies at Østfold University College. Her academic career spans over a decade at the institution since 2008, with additional experience at the Norwegian Institute for Water Research (NIVA) from 2002-2008. She holds a PhD in freshwater cyanobacteria research from NIVA/University of Oslo, completed in 2008, along with a Cand. scient. in biology with marine zoology specialization from the University of Oslo. Halstvedt's research focuses on science education in early childhood settings, particularly exploring science in kindergarten, exploratory working methods, alternative learning venues, and basic science skills development. She has made significant contributions to education for sustainable development and teacher training methodologies. Her academic interests extend to science and mathematics activities in kindergarten education and science subject didactics for teacher education programs covering grades 5-10. Her recent publications reveal a strong emphasis on the Storyline approach as a cross-curricular and creative teaching method in teacher education. She has extensively researched how this methodology can enhance sustainability education, health education, and interdisciplinary learning. Her work demonstrates a consistent focus on innovative pedagogical approaches that bridge theoretical knowledge with practical classroom application, particularly examining how teacher students understand and implement exploratory learning methods. Halstvedt actively collaborates with science centers including Inspiria Science Center in Sarpsborg and Oslo Science Center, integrating these alternative learning environments into teacher education. She participates in research groups focused on cross-curricular teaching for 21st century skills and creativity, art, and innovation in education. Her projects emphasize innovation in teacher education environments and she has contributed to multiple completed research initiatives in this domain.

• Physics Didactics
• Science Didactics
• Mathematics Didactics
• +5 more

Maria Immaculata Maya Febri is an Associate Professor in Science/Science Didactics specializing in Physics at the Department of Teacher Education, Faculty of Social and Educational Sciences at the Norwegian University of Science and Technology (NTNU). Her work focuses on teacher education for primary and secondary schools, with emphasis on science and mathematics didactics. Education: 2007: Practical pedagogical education, NTNU (mathematics, physics and science didactics) 1995: Ph.D. Physics, materials science, Univ. Joseph Fourier, Grenoble I, France 1992: French master's degree, DEA, materials structure, Univ. Joseph Fourier, Grenoble I, France 1992: French PhD. Engineering education, ENSPG, Grenoble, France Maria Febri's research interests span across physics didactics, science didactics with focus on exploratory working methods, mathematics didactics, and materials science (particularly magnetic materials). Her work emphasizes inquiry-based science teaching, formative assessment, and connecting school science with real-world applications. She has been instrumental in developing curricula for science education in Norwegian teacher training programs. Her recent publications demonstrate a strong focus on international STEM education projects, particularly those addressing inquiry-based learning, formative assessment, and community connections in science education. Many of her recent works stem from EU-funded projects like MOST (Meaningful Open Schooling Connects Schools to Communities) and NORHED II, with significant contributions to understanding science education in diverse contexts including Ethiopia. Maria Febri has been actively involved in supervising master's students since 2017 and PhD candidates since 2019. Her research has been supported by multiple international grants including EU Horizon2020 funding for the MOST project (2020-2023) and NORHED II project (2021-2026) focused on enhancing science and mathematics education in Ethiopia and South Sudan. She is a member of several research groups including the Lesson Design Study and Teaching Resources group and the Science Literacy in Schools and Teacher Education group at NTNU. She also serves on the European Impact Board for the MaSDiv EU project and has been involved in numerous international STEM education initiatives through the International Center for STEM Education (ICSE).

• Science Education
• Teacher Education
• Education for Sustainable Development
• +4 more

Eli Munkebye is a Professor of Science Didactics in the Department of Teacher Education at the Norwegian University of Science and Technology (NTNU). His work focuses on science education, teacher development, and innovative pedagogical approaches in primary science education. He maintains an active research profile with numerous publications spanning from 2003 to projected 2025. His research interests center on science education methodology, particularly dialogue-based approaches to teaching science. Munkebye has extensively explored how conversation and dialogue can enhance science learning experiences, especially in outdoor environments and in the context of sustainable development education. His work often examines how teachers implement critical thinking strategies and how students develop scientific understanding through exploratory activities. Munkebye's publication record shows a clear progression toward sustainability education and critical thinking in recent years, with numerous collaborative works appearing in 2022-2025. His research employs qualitative methodologies, particularly case studies and lesson studies, to examine classroom practices and student experiences in science education. He has contributed significantly to educational resources through textbooks like the Solaris Naturfag series for primary grades, demonstrating his commitment to bridging research and practice in science education. Munkebye completed his doctoral dissertation in 2012 titled 'Dialog for læring - den utforskende samtalen i uteskole' (Dialogue for learning - the exploratory conversation in outdoor school), establishing the foundation for his ongoing research in dialogic teaching approaches.