Eldri Scheie

• Scheie, Eldri; Berglund, Teresa; Munkebye, Eli; Staberg, Ragnhild Lyngved & Gericke, Niklas (2022). Curriculum analysis of critical thinking and sustainable development in the Norwegian and Swedish curricula. Acta Didactica Norden (ADNO). ISSN 2535-8219. 16(2). doi: 10.5617/adno.9095. Full text in Research Archive Show summary

  Kritisk tenking er beskrevet som en avgjørende kompetanse elever må tilegne seg for å kunne bidra til et bærekraftig samfunn. I denne studien undersøker vi derfor koblingen mellom kritisk tenking (KT) og bærekraftig utvikling (BU) i norsk og svensk læreplan. Bærekraftspørsmål er ofte komplekse og kan ses fra ulike perspektiv. I litteraturen anbefales ofte en fler- eller tverrfaglig undervisningstilnærming til bærekraftspørsmål. Når det gjelder KT hersker det uenighet om KT er en fagspesifikk eller generell kom-petanse, og om de kriteriene det vurderes etter kan variere fra fag til fag. Det er derfor et behov for forskning på tvers av fagdisiplinene for å finne ut av hva det innebærer å tenke kritisk i de ulike fagene i skolen og hvordan dette er koblet til undervisning for bærekraftig utvikling (UBU). I denne studien gjennomføres en dokumentanalyse, basert på et rammeverk for bærekraftkompetanser, av de generelle og fagspesifikke delene av læreplanene. Resultatene viser at både den norske og den svenske overordnede del og fagspesifikke deler av læreplanene kan vise til flere formuleringer knyttet til bærekraft-kompetansene og KT, men et fåtall av bærekraftkompetansene er koblet til kritisk tenking og direkte til BU som innholdselement. Det betyr at dersom læreren i norske og svenske skoler skal undervise helhetlig med en pluralistisk tilnærming til bærekraft-spørsmål, som legger til rette for kritisk tenking, må de gjøre disse koblingene selv.

• Scheie, Eldri; Haug, Berit S & Erduran, Sibel (2022). Critical thinking in the Norwegian science curriculum. Acta Didactica Norden (ADNO). ISSN 2535-8219. 16(2). doi: 10.5617/adno.9060. Full text in Research Archive
• Munkebye, Eli; Scheie, Eldri; Gabrielsen, Anja; Jordet, Arne N. Nikolaisen; Misund, Stig & Nergård, Tone [Show all 7 contributors for this article] (2020). Interdisciplinary primary school curriculum units for sustainable development. Environmental Education Research. ISSN 1350-4622. 26(6), p. 795–811. doi: 10.1080/13504622.2020.1750568. Full text in Research Archive Show summary

  Education for sustainable development (ESD) provides crucial opportunities for young people to be involved in complex sustainability issues. This study contributes to existing knowledge about primary school teachers’ approaches to ESD across a range of subjects. Norwegian schools can join the Sustainable Backpack programme (SBP), which supports teachers to develop projects that promote a holistic understanding of sustainable development across school subjects. The present study set out to examines teachers’ interdisciplinary approach to ESD and the SBP teachers’ perceptions of how their curriculum units promote environmental, social and economic dimensions of sustainable development. The study is a multi-case study, with curriculum units designed for students aged 10-13 years from 14 Norwegian schools. Content analysis suggest that the units used several subjects to ESD, but the teachers could have challenged the students’ reflection to a greater extent in terms of argumentation and critical thinking. The units succeeded to some extent in pursuing a holistic approach.

• Korsager, Majken & Scheie, Eldri (2019). Students and education for sustainable development – what matters? A case study on students’ sustainability consciousness derived from participating in an ESD project. Acta Didactica Norden (ADNO). ISSN 2535-8219. 13(2), p. 1–26. doi: 10.5617/adno.6451.
• Scheie, Eldri & Stromholt, Shelley (2019). “The Sustainable Backpack”: Exploring possibilities in education for sustainable development through a nationwide professional development program. Acta Didactica Norden (ADNO). ISSN 2535-8219. 13(2). doi: 10.5617/adno.6473.
• Wisløff, Helene; Uhlig, Silvio; Scheie, Eldri; Loader, Jared; Wilkins, Alistair Lawrence & Flåøyen, Arne (2008). Toxicity testing of saponin-containing Yucca schidigera Roetzl. juice in relation to hepato- and nephrotoxicity of Narthecium ossifragum (L.) Huds. Toxicon. ISSN 0041-0101. 51, p. 140–150.
• Scheie, Eldri & Flåøyen, Arne (2003). Fluorescence spectra and measurement of phylloerythrin (phytoporphyrin) in plasma from clinically healthy sheep, goats, cattle and horses. New Zealand Veterinary Journal. ISSN 0048-0169. 51(4), p. 191–193.
• Scheie, Eldri; Smith, B.L.; Cox, N. & Flåøyen, Arne (2003). Spectrofluorometric analysis of phylloerythrin (phytoporphyrin) in plasma and tissues from sheep suffering from facial eczema. New Zealand Veterinary Journal. ISSN 0048-0169. 51(3), p. 104–110.
• Scheie, Eldri; Ryste, Eivind & Flåøyen, Arne (2003). Measurement of phylloerythrin (phytoporphyrin) in plasma or serum and skin from sheep photosensitised after ingestion of Narthecium ossifragum. New Zealand Veterinary Journal. ISSN 0048-0169. 51(3), p. 99–103.
• Wisløff, Helene; Wilkins, Alistair Lawrence; Scheie, Eldri & Flåøyen, Arne (2002). Accumulation of sapogenin conjugates and histological changes in the liver and kidneys of lambs suffering from alveld; a hepatogenous photosensitization disorder of sheep grazing Narthecium ossifragum. Veterinary research communications. ISSN 0165-7380. 26(5), p. 381–396.

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• Staberg, Ragnhild Lyngved; Scheie, Eldri & Gericke, Niklas Markus (2023). How do the CriThiSE PD-model support teachers in implementing critical thinking in sustainability education at upper primary school? Show summary

  This study is conducted within the project CriThiSE (Critical Thinking in Sustainability Education), which is a large-scale three year longitudinal initiative that aims at scaling-up the implementation of Critical Thinking (CT) in the context of sustainability education in primary school. In cooperation with teachers, we develop their CT instructions and investigate if and how these instructions are enacted in their classrooms, and further investigate the influence on students' development as critical thinkers. In this paper we focus on the structural and context dependent aspects of the professional development project based on the experiences of using a specifically developed professional-development model (PD-model) in the five different intervention schools. By using a mixed method approach including interviews and questionnaires with the teachers from the ongoing project we discuss their experiences of the PD-model and its implementation at the different local schools. Most of the teachers perceived that they got a new and developed understanding of how to teach critical thinking in the context of sustainability education. However, we also discuss the experienced obstacles relating to structural issues such as school leadership and the working organization.

• Staberg, Ragnhild Lyngved; Munkebye, Eli & Scheie, Eldri (2023). Critical thinking in science education. Show summary

  This study is a literature review of peer-reviewed empirical studies from 1994 to 2022 regarding critical thinking (CT) in sciences education. The purpose of the review is to showcase and establish knowledge about empirical research on CT in primary- and lower secondary school science education, and contribute with an overview of approaches for researchers, teacher educators, and teachers on how science education develop students’ CT competences. A total of 20 studies met the inclusion criteria and were included in the review. Based on a thematic analysis of the studies, including coding and categorization strategies, 11 main approaches were identified, in which inquiry-based, argumentation-based and problem-based were the most prominent. The approaches involved skills and dispositions that promote students’ CT competences, e.g., asking questions, make and test hypothesis, analyze, explain, reflect, interpret, evaluate, draw conclusions. Authenticity and interdisciplinary learning, dialog, debate, and argumentation were promoted in ten studies. Group work and group discussions were also highlighted. When examining students’ learning, the following skills were the most commonly improved: analyze, interpret, explain, evaluate, draw conclusions. Few dispositions were mentioned and improved. A cautious conclusion of this study may be to suggest expanding Abrami and colleagues' recommendations of strategies promoting CT to include an exploratory approach, which emphasizes authenticity, dialogue and mentoring as highlighted by Abrami and colleagues.

• Teresa, Berglund; Staberg, Ragnhild Lyngved; Fredagsvik, Maren Skjelstad; Scheie, Eldri; Munkebye, Eli & Gericke, Niklas (2023). Primary school teachers’ views and teaching of critical thinking​ - Implications for sustainability education.
• Staberg, Ragnhild Lyngved; Lykknes, Annette; Berglund, Teresa; Munkebye, Eli; Scheie, Eldri & Fredagsvik, Maren Skjelstad [Show all 11 contributors for this article] (2022). Biology and science teachers view on critical thinking in sustainability education – The need for a multidisciplinary approach for action competence.
• Munkebye, Eli & Scheie, Eldri (2022). Tilrettelegge for samtale og meningsbryting. I Tverrfaglige tema. Naturfag. ISSN 1504-4564.
• Munkebye, Eli & Scheie, Eldri (2022). Manglende åpenhet, et hinder for pluralistisk bærekraftundervisning?
• Staberg, Ragnhild Lyngved; Munkebye, Eli; Fredagsvik, Maren Skjelstad; Berglund, Teresa; Scheie, Eldri & Daus, Stephan [Show all 7 contributors for this article] (2022). Læreres oppfatning av kritisk tenkning.
• Staberg, Ragnhild Lyngved; Lønnum, Marthe; Fredagsvik, Maren Skjelstad; Berglund, Teresa; Munkebye, Eli & Scheie, Eldri [Show all 11 contributors for this article] (2022). Symposium, Paper session 6c: The call for action in environmental and sustainability education. Paper: Biology and science teachers view on critical thinking in sustainability education – The need for a multidisciplinary approach for action competence .
• Scheie, Eldri & Daus, Stephan (2022). Hvordan lære om bærekraft? Kritisk tenkning og bærekraft i skolen.
• Munkebye, Eli & Scheie, Eldri (2022). Elevenes åpenhet – en forutsetning for pluralistisk bærekraftundervisning.
• Scheie, Eldri & Haug, Berit (2021). Analyse av kritisk tenkning i læreplan i naturfag.
• Scheie, Eldri & Stromholt, Shelley (2019). Interdiciplinarity in Education for Sustainable Development.
• Scheie, Eldri (2018). Fremtiden er i klasserommet ditt! Kritisk tenkning i arbeid med bærekraftig utvikling. Naturfag. ISSN 1504-4564. p. 103–107.
• Scheie, Eldri & Korsager, Majken (2017). Innføring i bærekraftig utvikling gjennom felles lesing og samtaler. Naturfag. ISSN 1504-4564. p. 54–57.
• Scheie, Eldri & Korsager, Majken (2017). KEY FACTORS IN EDUCATION FOR SUSTAINABLE DEVELOPMENT.
• Scheie, Eldri & Munkebye, Eli (2017). Education for Sustainable Development in primary schools - in a Norwegian perspective.
• Scheie, Eldri (2016). Tid - en barriere for klimakommunikasjon? Naturfag. ISSN 1504-4564. p. 80–83.
• Scheie, Eldri & Korsager, Majken (2016). Ta kontroll over tverrfaglig undervisning og samarbeid. Naturfag. ISSN 1504-4564. p. 22–28.
• Scheie, Eldri & Korsager, Majken (2015). The Sustainable backpack - implementation of Education for Sustainable Development in Norwegian schools.
• Korsager, Majken & Scheie, Eldri (2015). Key Factors for Education for Sustainable Development – case studies from two secondary schools in Norway.
• Korsager, Majken & Scheie, Eldri (2015). Key Factors for Education for Sustainable Development – case studies from two secondary schools in Norway.
• Scheie, Eldri & Korsager, Majken (2014). Samarbeid med eksterne aktører i undervisning for bærekraftig utvikling. Naturfag. ISSN 1504-4564. p. 58–61.
• Scheie, Eldri & Korsager, Majken (2014). Tverrfaglig undervisning for bærekraftig utvikling. Naturfag. ISSN 1504-4564. p. 44–47.
• Scheie, Eldri & Korsager, Majken (2014). Den naturlige skolesekken - implementering av utdanning for bærekraftig utvikling i norske skoler. Naturfag. ISSN 1504-4564. p. 22–25.
• Korsager, Majken & Scheie, Eldri (2014). Nøkkelfaktorer for utdanning for bærekraftig utvikling – et eksempel fra en norsk ungdomsskole. Naturfag. ISSN 1504-4564. p. 26–31.
• Scheie, Eldri & Korsager, Majken (2014). Utdanning og undervisning for bærekraftig utvikling. Naturfag. ISSN 1504-4564. p. 18–21.
• Halvorsen, Lene; Scheie, Eldri & Munkebye, Eli (2014). Fra søppeldynge til læringsarena – Lusetjern skole ser muligheter i nærmiljøet. Naturfag. ISSN 1504-4564. p. 100–103.
• Scheie, Eldri & Korsager, Majken (2013). Utdanning for bærekraftig utvikling og muligheter i Den naturlige skolesekken.
• Wisløff, Helene; Scheie, Eldri; Hove, Knut; Loader, Jared; Wilkins, A.L. & Flåøyen, Arne (2002). Toksisitetstesting av saponiner fra Yucca schidigera - relatert til alveld og forgiftning med rome (Narthecium ossifragum).
• Scheie, Eldri & Korsager, Majken (2017). Nordisk arbeidsmodell for Undervisning for Bærekraftig utvikling. Norwegian Centre for Science Education.

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