Kristine Bakkemo Kostøl

• Kostøl, Kristine Bakkemo; Bøe, Maria Vetleseter & Skår, Aud Ragnhild (2022). Nature of Science in Norway’s Recent Curricula Reform: Analysis of the Biology, Chemistry, and Physics Curricula. Science & Education. ISSN 0926-7220. doi: 10.1007/s11191-022-00399-z. Full text in Research Archive Show summary

  Developing students’ understanding of the nature of science (NOS) is seen as critical for educating scientifically literate citizens, and has emerged as an important curricular goal internationally. In Norway, a new curriculum reform has recently been implemented, intended to improve the Norwegian education in several ways. The reform aims to promote deep learning, and there has been an increased focus on twenty-first-century skills, including critical thinking, problem solving, and collaboration. The purpose of this study is to analyse the coverage of various NOS aspects in the new national curriculum for biology, chemistry, and physics, year 12 and 13. The curricula were analysed deductively, using the Family Resemblance Approach (FRA) to identify and categorise different NOS aspects, providing insight into how NOS is addressed. Findings include that NOS aspects from the cognitive-epistemic system of the FRA framework—aims and values, methods, practices, and knowledge—are predominant in all three curricula, whereas aspects concerning how science interacts with society are scarce. The exception is several occurrences of the aspect social values, i.e. the need for responsible interaction between science, society, and nature, especially in the biology curriculum. Furthermore, different NOS aspects are found in different parts of the curriculum, e.g. practices are found in the basic skills sections more than in the competence aims sections. Findings are discussed in terms of how the new curriculum reform can promote Norwegian students’ learning of NOS.

• 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. Full text in Research Archive
• 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), p. 426–456. doi: 10.31129/LUMAT.9.1.1414. Full text in Research Archive
• Kostøl, Kristine B; Magraso, Anna & Norby, Truls (2012). On the hydration of grain boundaries and bulk of proton conducting BaZr0.7Pr0.2Y0.1O3-delta. International Journal of Hydrogen Energy. ISSN 0360-3199. 37(9), p. 7970–7974. doi: 10.1016/j.ijhydene.2011.11.094.

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• Korsager, Majken; Reitan, Berit; Dahl, Maria Gaare; Frøyland, Merethe; Kostøl, Kristine Bakkemo & Ruben, Subashini Parameswaran [Show all 9 contributors for this article] (2024). Uterommet – nærmiljøet som læringsarena . Show summary

  Læring utendørs kan gi fordeler som motivasjon, økt forståelse og elevaktiv læring. Fordelene er særlig viktig for barn som ikke finner seg til rette i egen læringshverdag og som trenger å føle tilhørighet og mestring. Gjennom Uterommet utvikler vi læringsressurser, kompetanseutviklingspakker og didaktiske verktøy som kan bidra til å gjøre uteundervisning i skolen meningsfull og gjennomførbar for alle. Ressursene utvikles i samarbeid med barn, lærere, barnehageansatte, ansatte fra UH-sektoren og frivillige organisasjoner.

• Korsager, Majken; Reitan, Berit; Kostøl, Kristine Bakkemo & Frøyland, Merethe (2024). TEACHERS' TALK ABOUT OUTDOOR EDUCATION IN A PROFESSIONAL LEARNING COMMUNITY - Competence development as snake and ladder game .
• Kostøl, Kristine Bakkemo & Braathen, Anette (2021). Når formidlingen blir målet. Naturfag. ISSN 1504-4564. p. 62–63.
• Kostøl, Kristine Bakkemo & Braathen, Anette (2021). Spørsmål som drivkraft. Naturfag. ISSN 1504-4564. p. 16–17.
• Kostøl, Kristine Bakkemo (2019). Mugg er i hvert fall naturlig! Naturfag. ISSN 1504-4564. 1, p. 18–19.
• Bøe, Maria Vetleseter & Kostøl, Kristine Bakkemo (2019). Energi og materie - svaret på (nesten) alt. Naturfag. ISSN 1504-4564. p. 4–6.
• 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.
• Frøyland, Merethe; Braathen, Anette & Kostøl, Kristine Bakkemo (2018). Elever på vei mot forståelse - hvordan kan det se ut? Naturfag. ISSN 1504-4564. p. 86–89.
• Braathen, Anette; Frøyland, Merethe & Kostøl, Kristine Bakkemo (2018). Gjer tenkinga til elevane synleg! Naturfag. ISSN 1504-4564. p. 50–53.
• Kostøl, Kristine Bakkemo; Braathen, Anette & Frøyland, Merethe (2018). Fra boller og refleksvest til læring - Hvordan lykkes med undervisning som involverer andre læringsarenaer? Naturfag. ISSN 1504-4564. p. 34–37.
• Reitan, Berit; Bøe, Maria Vetleseter; Kostøl, Kristine Bakkemo & Braathen, Anette (2018). Undervisning for naturfaglig kapital: Hva har elevene dine i ryggsekken? Naturfag. ISSN 1504-4564.
• Kostøl, Kristine Bakkemo & Remmen, Kari Beate (2016). Læring gjennom oppdrag. Naturfag. ISSN 1504-4564. p. 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 & Kostøl, Kristine Bakkemo (2015). Lektor2-modellen - Et verktøy for samarbeid om undervisningsopplegg.

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