Anniken Furberg

Scientific Articles

Ernstsen, S., Furberg, A., & Arnseth, H. C. (2025). Students' collaborative meaning-making in life skills education: Integrating personal experiences with theoretical knowledge. Learning, Culture and Social Interaction, 54, 100943. https://doi.org/10.1016/j.lcsi.2025.100943

Silseth, K. & Furberg, A. (2024). Bridging group work and whole-class activities through responsive teaching in science education. European Journal of Psychology of Education. ISSN 0256-2928. doi: 10.1007/s10212-023-00770-w.

Ingulfsen, L., Furberg, A. & Knain, E. (2023). The role of teacher support in students’ engagement with representational construction. Cultural Studies of Science Education, 18, 1311–1341. https://doi.org/10.1007/s11422-023-10193-0

Sjøberg, M., Furberg, A., & Knain, E. (2023). Undergraduate biology students' model-based reasoning in the laboratory: Exploring the role of drawings, talk, and gestures. Science Education, 107, 124– 148. https://doi.org/10.1002/sce.21765

Furberg, A. & Silseth, K. (2022). Invoking student resources in whole-class conversations in science education: A sociocultural perspective. Journal of the Learning Sciences, 31, 278-316, DOI: 10.1080/10508406.2021.1954521

Knain, E., Fredlund, T. & Furberg, A. (2021). Exploring Student Reasoning and Representation Construction in School Science Through the Lenses of Social Semiotics and Interaction Analysis. Research in science education. 10.1007/s11165-020-09975-1

Lund, A., Furberg, A., & Gudmundsdottir, G. (2019). Expanding and Embedding Digital Literacies: Transformative Agency in Education. Media and Communication, 7(2).

Ingulfsen, L., Furberg, A., & Strømme, T. Aa. (2018). Students’ engagement with real-time graphs in CSCL settings: scrutinizing the role of teacher support. International Journal of Computer-supported Collaborative Learning, 13, 365-390.

Furberg, A. & Silseth, K. (2018) Students’ everyday experiences as resources in whole-class conversations. In J. Kay & R. Luckin (Eds.), Rethinking learning in the digital age: Making the Learning Sciences count. The International Conference of the Learning Sciences (ICLS) 2018. Vol. 2. Publisher: International Society of the Learning Sciences.

Knain, E., Fredlund, T, Furberg, A., Mathiassen, K., Remmen, K. B., Ødegaard, M (2017) Representing to learn in science education: Theoretical framework and analytical approaches. Acta Didactica Norge/Norway, Vol. 11, issue 3.

Furberg, A. (2016). Teacher support in computer-supported lab work: bridging the gap between lab experiments and students’ conceptual understanding. International Journal of Computer-supported Collaborative Learning, 11, 89-113. DOI 10.1007/s11412-016-9229-3

Strømme, Aa Torunn & Furberg, Anniken (2015). Exploring Teacher Intervention in the Intersection of Digital Resources, Peer Collaboration, and Instructional Design. Science Education. DOI 10.1002/sce.21181: http://onlinelibrary.wiley.com/doi/10.1002/sce.21181/epdf

Lund, Andreas; Furberg, Anniken Larsen; Bakken, Jonas & Engelien, Kirsti Lyngvær (2014). What does professional digital competence mean in teacher education? . Nordic Journal of Digital Literacy.  ISSN 1891-943X.  2014(4), s 281- 299

Furberg, Anniken, Kluge, Anders & Ludvigsen, Sten (2013). Student sensemaking with diagrams in a computer-based setting. International Journal of Computer-supported Collaborative Learning. 8, s 41 - 64. http://link.springer.com/article/10.1007/s11412-013-9165-4

Furberg, Anniken Larsen (2009). Socio-cultural aspects of prompting student reflection in Web-based inquiry learning environments. Journal of Computer Assisted Learning 25(4), s 397- 409 . doi: 10.1111/j.1365-2729.2009.00320.x

Furberg, Anniken Larsen & Arnseth, Hans Christian (2009). Reconsidering conceptual change from a socio-cultural perspective: analyzing students' meaning making in genetics in collaborative learning environments. Cultural Studies of Science Education. 4, s 157- 191 . doi: 10.1007/s11422-008-9161-6

Furberg, Anniken Larsen & Arnseth, Hans Christian (2009). The importance of socio-cultural context for understanding students' meaning making in the study of genetics. Cultural Studies of Science Education. 4, s 211- 219 . doi: 10.1007/s11422-008-9158-1

Furberg, Anniken Larsen & Ludvigsen, Sten Runar (2008). Students' Meaning-making of Socio-scientific Issues in Computer Mediated Settings: Exploring learning through interaction trajectories. International Journal of Science Education. 30(13), s 1775- 1799 . doi: 10.1080/09500690701543617

Fjuk, Annita; Furberg, Anniken Larsen; Geirbo, Hanne-Cecilie & Helmersen, Per (2008). New artifacts - new practices: Putting mobile literacies into focus. Digital kompetanse - Nordic journal of digital literacy. 3(1), s 21- 38

Krange, Ingeborg; Larsen, Anniken; Fjuk, Annita; Ludvigsen, Sten (2002). Describing construction of knowledge through identification of collaboration patterns in 3D learning environments. In G. Stahl. Proceedings of CSCL 2002, Computer Support for Collaborative Learning: Foundations for a CSCL Community. Lawrence Erlbaum Associates. ISBN 0-8058-5099-6   

Book Chapters in Scientific Anthologies

Furberg, Anniken & Dolonen, Jan Arild (2016). Teacher support in technology-based science learning: Balancing procedural and conceptual support in students' learning processes. In Eyvind Elstad (ed), Educational technology and polycontextual bridging. Sense Publishers. ISBN: 978-94-6300-643-9. Chapter 5. pp. 83 - 106.

Furberg, Anniken Larsen & Lund, Andreas (2016). En profesjonsfaglig digitalt kompetent lærer? Muligheter og utfordringer i teknologirike læringsomgivelser. In Rune J. Krumsvik (ed), Digital læring i skole og lærerutdanning. Universitetsforlaget. ISBN 978-82-1502049-5. Chapter 1. pp. 9 - 28

Lund, Andreas; Furberg, Anniken Larsen; Bakken, Jonas & Engelien, Kirsti Lyngvær (2015). Hva er profesjonsfaglig digital kompetanse (PfDK) i lærerutdanningnen?  In Rindal, Ulrikke Elisabeth; Lund, Andreas & Jakhelln, Rachel Elise (eds) (2015). Veier til fremragende lærerutdanning. Universitetsforlaget.  ISBN 978 - 82-15 - 025. Chapter 10. pp. 117-126.

Furberg, Anniken Larsen & Rasmussen, Ingvill (2012). Faktaorientering og forståelsesorientering i elevers bruk av nettbaserte læringsomgivelser, In Trond Eiliv Hauge & Andreas Lund (eds), Små skritt eller store sprang? Om digitale tilstander i skolen.. Cappelen Damm Akademisk. ISBN 978-82-0236438-0. Chapter 2. s 23 - 57

Dissertation

Furberg, A. (2010). Scientific Inquiry in Web-based Learning Environments. Exploring technological, epistemic and institutional aspects of students’ meaning making. Doctoral thesis at InterMedia, University of Oslo. Oslo: Unipub.

Scientific reports

Furberg, A., Rødnes, K. A., Silseth, K., Arnseth, H. A., Kvamme, O. A., Lund, A., Sæther, E., Vasbø, K., Ernstsen, S., Fundingsrud, M. W., Øistad, J. H., Slungård, K. (2023). Dette sier EVA2020: Fagfornyelsen i møte med klasseromspraksiser: Læreres planlegging og gjennomføring av undervisning om tverrfaglige tema. Temanotat: Oppsummering av sentrale funn i EVA2020 Rapport 6. Universitetet i Oslo. 

Furberg, A., Rødnes, K. A., Silseth, K., Arnseth, H. A., Kvamme, O. A., Lund, A., Sæther, E., Vasbø, K., Ernstsen, S., Fundingsrud, M. W., Øistad, J. H., Slungård, K. (2023). Fagfornyelsen i møte med klasseromspraksiser: Læreres planlegging og gjennomføring av undervisning om tverrfaglige tema. Universitetet i Oslo (ISBN 978-82-93847-11-3).

Gilje, Øystein; Ingulfsen, Line; Dolonen, Jan A.; Furberg, Anniken Larsen; Rasmussen, Ingvill; Kluge, Anders; Knain, Erik; Mørch, Anders Irving; Naalsund, Margrethe & Skarpaas, Kaja Granum (2016). Med ARK&APP. Bruk av læremidler og ressurser for læring på tvers av arbeidsformer.

Furberg, A., Dolonen, J. & Ingulfsen, L. (2015). Lærerrollen i teknologitette klasserom. En casestudie i prosjektet Ark&App, naturfag 5. klasse. Report No. 11. ARK&APP.

Furberg, A., Dolonen, J.A., Engeness, I., & Jessen, S. (2014). Læremidler og arbeidsformer i naturfag i ungdomsskolen. En casestudie i prosjektet Ark&App, naturfag 10. klasse. Rapport nr 5. Oslo: Universitetet i Oslo og Utdanningsdirektoratet.

Kluge, Anders; Furberg, Anniken Larsen; Dolonen, Jan Arild; Ludvigsen, Sten Runar; Strømme Aanesland, Torunn; Zacharia, Zacharias; Xenofontos, Nikoletta; Tsivitanidou, Olia; Manoli, Constantinos; Hovardas, Anastasios; Kanellidou, Mamina; Theocharous, Michalis; Nicolaou, Helena; Wasson, Barbara; Vold, Vibeke; van Dijk, Alieke; Lazonder, Ard; Heerink, Jony; Piksööt, Jaanika; Sarapuu, Tago; Runnel, Maria; d'Ham, Cédric; Girault, Isabelle; Wajeman, Claire; Michel, Philippe; Julien, Rachel; Saavedra, Reinaldo; marzin, Patricia.(2012). SCY Summative evaluation report DIX.4. University of Twente: European Commission (SCY - Project number IST-212814) 2012 229 s.
UiB UiO UNI Untitled

Kluge, Anders; Furberg, Anniken Larsen; Dolonen, Jan Arild; Ludvigsen, Sten Runar; Zacharias, Zacharia; Xenofontos, Nikoletta; Tsivitanidou, Olia; Manoli, Constantinos; Hovardas, Anastasios; Kanellidou, Mamina; Theocharous, Michalis; van Dijk, Alieke; Lazonder, Ard; Geraedts, Caspar; Heerink, Jony; Piksööt, Jaanika; Sarapuu, Tago; Puusepp, Arle. (2011). SCY second formative evaluation report. University of Twente: European Commission (SCY - Project number IST-212814) 2011 289 s.
UiO Untitled

Kluge, Anders; Furberg, Anniken Larsen; Ludvigsen, Sten Runar; Dolonen, Jan Arild; Norenes, Svein Olav; Vold, Vibeke; Wasson, Barbara; Zacharia, Zacharias; Xenofontos, Nikoletta; Tsivitanidou, Olia; Manoli, Constantinos; Hovardas, Anastasios; Andreou, Stephanie; Lazonder, Ard; Weinberger, Armin; Geraedts, Caspar; Rinket, Marieke; Matteman, Yuri; marzin, Patricia; Julien, Rachel; Girault, Isabelle; d'Ham, Cédric; Bodin, Marjolaine; Wajeman, Claire; Piksööt, Jaanika; Sarapuu, Tago; Zinakov, Maksim; Puusepp, Arle; de Jong, Ton, (2010). SCY first formative evaluation report. University of Twente: European Commission (SCY - Project number IST-212814) 2010 129 s.
UiB UiO UNI Untitled

Furberg, A.L. & Berge, O. (Eds) (2003). Collaborative Learning in Networked 3D Environments. (No. 13). Oslo: Unipub.

Furberg, A.L & Berge, O. (2002): Exploring the potential of handheld devices in learning situations. In: Lundby, K (ed) (2002): KNOWMOBILE - Knowledge access in distributed training. Mobile opportunities for medical students. InterMedia report 5. InterMedia:Universitetet i Oslo.

Furberg, A.L., Berge, O., Lundby, K., & Smørdal, O. (2002): KNOWMOBILE- Exploring the potential of handheld devices in learning situations. Telenor R&D report R26/2002.

Larsen, A. & S. Ludvigsen. (2000). ”Bruk av IKT i prosjektarbeid – et utgangspunkt for produktive læringsprosesser?” [The use of ICT in project work – a starting point for productive learning processes?] In S. Ludvigsen & S. Østerud (red). Ny teknologi - nye praksisformer - Teoretiske og empiriske analyser av IKT i bruk. (No. 8). Oslo: Unipub.

Ludvigsen, Sten; Østerud, Svein; Larsen, A. & Arnseth, Hans Christian (2000). Ny teknologi - nye praksisformer: innledning, I: Sten Ludvigsen & Svein Østerud (red.),  Ny teknologi - nye praksisformer..  ITU, Unipub forlag, Oslo.  ISBN 82-7947-008-5.  s 9 - 20.

Østerud, S, Larsen A. & Erstad, O. (1999). Når ideer flyter sammen… [When ideas merge]. (No. 3). Oslo: Unipub.

• Silseth, Kenneth; Fundingsrud, Marthe Wiseth & Furberg, Anniken (2026). Infusing students’ everyday experiences in classrooms: a case study of classroom conversations in life skills education. Instructional Science. ISSN 0020-4277. 54(2). doi: 10.1007/s11251-026-09820-4. Full text in Research Archive Show summary

  In recent years, the importance of developing instructional designs in schools to enhance students’ life skills has received increased attention. Placing life skills related issues on the curriculum implies that students’ personal lives and experiences are being given a more prominent role in education. However, while existing empirical studies have revealed valuable insights into aspects relevant to the practice of teaching life skills, there is lack of research on how teachers guide students in situ within life skills education settings. In this study, we explore how teachers orient to students’ personal experiences, ideas and assumptions from their everyday lives during classroom conversations in the context of life skills education. Specifically, we examine the opportunities and challenges teachers might face in this type of instructional work. Our analysis draws on video data from a life skills project in which lower secondary school students and their teachers engaged in classroom conversations about issues related to youth, identity and belonging. The analysis shows (1) how the teachers sometimes used students’ personal experiences as resources for guiding their conceptual understanding, (2) the efforts required of teachers to handle emotional and sometimes sensitive student contributions in whole-class conversations and (3) the challenges teachers sometimes faced in integrating conceptual knowledge with students’ everyday experiences. We discuss these findings in relation to the existing literature.

• Ernstsen, Sigrid; Rødnes, Kari Anne & Furberg, Anniken (2026). Joining in or opting out? A sociocultural analysis of how students navigate classroom talk about personal issues in life skills education. European Journal of Psychology of Education (EJPE). ISSN 0256-2928. 41(3). doi: 10.1007/s10212-026-01164-4. Full text in Research Archive Show summary

  In a time defined by societal instability, life skills education (LSE) has become an integral part of schooling worldwide. Through its engagement with issues closely related to the lifeworlds and personal experiences of students, LSE has the potential to facilitate meaningful classroom conversations. However, not all students find it comfortable to talk about personal issues and may hesitate to share what they regard as private in class. Since students experience such situations differently, it is important to develop a deeper understanding of how they respond to educational settings in which their own lives and experiences are a central part of the content. Employing a sociocultural and dialogic approach, this study explores how students participate in such learning activities by examining how they navigate talking about personal issues and what opportunities and challenges that emerge from their interactional approaches. The applied analytical procedure involves microanalyses of conversations in two contrasting student groups that navigated the talk in markedly different ways. The analyses show that in one group, the students interacted in a way that rendered their experiences more generalised and less personal, which opened up space for multiple perspectives and exploration of the issue. In another group, the students’ way of interacting made them accountable for providing personal answers, which resulted in contributions being withheld and the conversation breaking down. Finally, we discuss the implications of these findings and consider how teachers can support meaningful and educational discussions about personal issues in LSE.

• Ernstsen, Sigrid; Furberg, Anniken & Arnseth, Hans Christian (2025). Students' collaborative meaning-making in life skills education: Integrating personal experiences with theoretical knowledge. Learning, Culture and Social Interaction. ISSN 2210-6561. 54. doi: 10.1016/j.lcsi.2025.100943. Full text in Research Archive Show summary

  Reflecting an international policy trend, several countries have incorporated life skills education (LSE) into their school curricula. While education has always transcended mere subject mastery, embedding life skills prompts schools to engage more closely with students’ personal lives and experiences. The implications, and the opportunities and challenges that follow, remain relatively underexplored. Adopting a sociocultural and dialogic approach, this study examines students’ collaborative meaning-making processes where their personal experiences intersect with more conventional theoretical knowledge resources. The empirical context is an LSE project where lower secondary school students engaged with the topic ‘youth, identity and belonging’. Microanalyses of student interaction reveal that personal experiences became important mediational means in the sense of enabling students to collectively explore and invoke a variety of perspectives, while simultaneously fostering engagement and peer support. Although theoretical resources introduced students to ‘authorised’ conceptualisations, personal experiences and theoretical knowledge remained disjointed rather than integrated. The findings underscore the significance of building on students’ personal experiences within LSE, while also revealing challenges in integrating personal experiences with theoretical knowledge—an integral component for students’ development of conceptual understanding. Thus, this study contributes insights that support LSE facilitation, or other educational settings where personal experiences take centre stage.

• Ingulfsen, Line; Furberg, Anniken & Knain, Erik (2023). The role of teacher support in students’ engagement with representational construction. Cultural Studies of Science Education. ISSN 1871-1502. 18(4), p. 1311–1341. doi: 10.1007/s11422-023-10193-0. Full text in Research Archive Show summary

  In this article, we study the role of teacher support in a collaborative learning setting that involves students’ constructions of visual representations in the environmental education context. Despite the consensus in the field of science education research that engagement with visual representations—such as diagrams, animations, and graphs—can support students’ conceptual understanding, studies reveal that learning from engagement with visual representations can be challenging for students. Adopting a sociocultural approach, this study contributes to extant research by analytically scrutinizing the role of teacher support in learning activities that revolve around students’ construction of visual representations. The empirical basis is a science project in which lower secondary school students drew and refined depictions of the effects of anthropogenic climate change. The analytical focus is on student–teacher interactions during group-based drawing activities in which students created representations of the carbon cycle and interacted with authorized representations. The analyses revealed how students found it challenging to compare, contrast, and integrate authorized representations and, additionally, to constructively use authorized representations in the process of designing their own representations. To support students in their efforts to construct scientific meaning, the teacher oriented the students’ attention towards the salient features of representations, supported students in making sense of ‘semiotic signs’, and enabled them to link scientific concepts with detailed depictions. In addition to the different forms of support provided by the teacher, the analyses of the student–teacher interactions also reveal the teacher’s use of specific ‘talk moves’ of elaboration and eliciting. The key implications include that teachers should select representations that are sufficiently different in terms of how concepts and phenomena are depicted, and that teachers should be prepared to support students in how to compare and contrast multiple representations. Further, strategies for supporting students’ exploration of their own ideas and suggestions are essential in the dynamics between students’ self-made representations and authorized representations.

• Silseth, Kenneth & Furberg, Anniken (2023). Bridging group work and whole-class activities through responsive teaching in science education. European Journal of Psychology of Education (EJPE). ISSN 0256-2928. doi: 10.1007/s10212-023-00770-w. Full text in Research Archive Show summary

  Abstract Previous studies have shown both benefits and challenges of group work and whole-class activities in educational settings. One overall finding in the existing literature is that it is challenging for teachers to facilitate whole-class conversations that realise the rich potential of student discussions and undertakings during group work. This article investigates how teachers can facilitate productive consolidating whole-class conversations building on students’ group work experiences by enacting responsive teaching practices, implying foregrounding students’ experiences and ideas, and pursuing the substance of the students’ experiences and ideas in instructional work. Based on a sociocultural perspective, we analyse sequences of classroom interactions where students’ experiences from their lifeworld are invoked in a) settings where student engage in small group activities and b) teacher facilitated whole-class conversations. The educational context is a science project about genetics involving lower secondary school students and their science teacher. Our analysis shows that in group work settings, students’ everyday experiences are invoked but are seldom picked up on and pursued in group conversations as resources for engaging with science matters. In whole-class conversations facilitated by the teacher, especially in situations in which the teacher assumed a responsive teaching approach, students’ everyday experiences were more often realised as resources for shared meaning making and engagement with scientific concepts and ideas. We discuss this study’s implications for teachers designing productive learning activities that combine group work and whole-class activities.

• 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. n/a(n/a). doi: 10.1002/sce.21765. Full text in Research Archive Show summary

  This paper reports on a case study of undergraduate biology students' drawing-based modeling and how this process plays out in naturalistic dialogues. Recent research has revealed the importance of drawings, talk, and gestures in students' model-based reasoning. This study provides further insight into the complementary role of these multimodal representations in student' model-based reasoning. The empirical basis constitutes sequences of students' interactive modeling during a laboratory exercise targeted toward the molecular mechanism behind diagnostic tests. The analytical procedure involves a social-semiotic analysis of students' drawings and microanalyses of the sequences of student interaction while engaging with this modeling activity. Our findings reveal a pattern in the use of these representations and provide insights into their roles in students' model-based reasoning. During three critical episodes in the students' modeling process, we show how drawings, deictic gestures, talk, and iconic gestures in a recurring pattern contributed to bringing students' meaning-making forward: drawings contributed to opening a creative space for their reasoning, while explorative talk together with iconic gestures became an important resource in exploring the aspects that were not shown in the drawing. We also show how the different representations took on different semiotic loads depending on where in the modeling cycle they were. We show how certain semiotic choices in the first drawing seem to support the students' model-based reasoning. Representing gestures became particularly important when the students revised and extended their models. These findings are discussed in relation to the different affordances of the various modes of representation.

• Furberg, Anniken Larsen & Silseth, Kenneth (2022). Invoking student resources in whole-class conversations in science education: A sociocultural perspective. The Journal of the Learning Sciences. ISSN 1050-8406. doi: 10.1080/10508406.2021.1954521. Full text in Research Archive Show summary

  Background While much literature has argued for the value of carefully designed instructional units building on student resources, less work details how students’ own invocation of experiences and ideas from their everyday lives plays out in naturalistic classroom dialogues. Employing a sociocultural and interactional approach, this article illuminates how student resources become mediational means in ways that support learning. Methods The empirical basis constitutes whole-class conversations involving lower secondary school students and their teacher during a science project about genetics. The applied analytical procedure involves microanalyses of sequences of student–teacher interaction in settings where students invoke resources from their everyday lives. Findings The findings demonstrate that student resources became mediational means that (a) enabled students to express and test out their conceptual understanding and scientific reasoning, (b) promoted student participation and curiosity, and (c) positioned students as authoritative and accountable participants in whole-class conversations. Furthermore, how student resources became mediational means was also dependent on the distribution of authoritative roles between students and the teacher. Contributions This article provides evidence for the value of invoking student resources in educational dialogues and displays both how they can support learning and the challenges teachers may face in doing so.

• Knain, Erik; Fredlund, Tobias & Furberg, Anniken Larsen (2021). Exploring Student Reasoning and Representation Construction in School Science Through the Lenses of Social Semiotics and Interaction Analysis. Research in Science Education. ISSN 0157-244X. 51(1), p. 93–111. doi: 10.1007/s11165-020-09975-1. Full text in Research Archive Show summary

  The meaning-making practices of science are multimodal and include representational forms such as spoken and written language, diagrams, graphs, equations, and images. Science learning proceeds through an ever-increasing grasp of such resources. This study aims at providing insight into how a combination of Interaction Analysis (IA) and social semiotic analysis can provide a deeper understanding of students’ engagement and learning with science representations. Social semiotics offers an analytical lens and categories for interpreting nuances of meaning in the visual domain. IA places a strong methodological emphasis on grounding analysis in unfolding interactions among peers, teachers, and artefacts. Investigating a teaching design where students iteratively produce multimodal drawings of the greenhouse effect, we used a multimodal analysis of the students’ drawings and an IA of transcribed video recordings of students’ interactions with each other and their teacher. The analyses show a progression towards more scientific student drawings over the course of a lesson. This progression was made possible by sustained attention to critical details in the drawings, and the drawings and interactions were instrumental in developing a more sophisticated understanding of the mechanisms behind the greenhouse effect. IA provides important analytical insights into students’ interest in the situation, which is at the heart of social semiotics. Social semiotics offers insight into the nuances of students’ interpretations of the world and how they relate to the practices of disciplinary science.

• Lund, Andreas; Furberg, Anniken Larsen & Gudmundsdottir, Greta Björk (2019). Expanding and Embedding Digital Literacies: Transformative Agency in Education. Media and Communication. 7(2), p. 47–58. doi: 10.17645/mac.v7i2.1880. Full text in Research Archive Show summary

  Socio-political, environmental, cultural, and digital changes require literacies that will be crucial for facing complex challenges. This article contributes to a notion of digital literacies as agentic and transformative and having epistemological implications. Although studies in digital literacies have examined diverse forms of understanding and relating to digitalization, we find that few studies have adopted a principled approach to transformative enactment of digital literacies. Our analytic focus is on how agents turn to digital (and other) resources when faced with problems in order to make them manageable. We conceptualize this notion of digital literacies by drawing on the Vygotskian principle of double stimulation. To demonstrate how agentic and transformative literacies appear in technology-rich learning environments, we make use of an empirical setting in which lower secondary school students and their teacher face a conundrum in a science project. We use this case as an empirical carrier of the conceptual and analytical framework employed. The analysis shows how the teacher enacts digital literacies in the design and orchestration of student activities in technology-rich learning environments where unforeseen issues occur, and how the collaborating students enact digital literacies by drawing on resources that enable them to resolve their insufficient understanding of a problem to reach insights that are shared with their peers.

• Furberg, Anniken Larsen & Silseth, Kenneth (2018). Students’ everyday experiences as resources in whole-class conversations. Proceedings (International Conference of the Learning Sciences). ISSN 1814-9316. 2(2018-), p. 989–992. Full text in Research Archive
• Ingulfsen, Line; Furberg, Anniken Larsen & Aanesland, Torunn Strømme (2018). Students’ engagement with real-time graphs in CSCL settings: scrutinizing the role of teacher support. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. 13(4), p. 365–390. doi: 10.1007/s11412-018-9290-1. Full text in Research Archive Show summary

  This paper reports on a study of teacher support in experimental computer-supported collaborative learning (CSCL) settings where students engage with graphs in real-time labs within the context of school science. Real-time labs are digital devices and software connected to student-controlled sensors or probes that can measure and visualize data graphically. The empirical setting was a science project about ocean acidification (OA) where lower secondary school students conducted measurements of the pH value of water with increased concentrations of CO2. The analytical focus is on student–teacher interaction during group-work activities where the students carried out, reviewed and reported on the real-time lab experiment. The analyses show that students needed additional support from the teacher in interpreting the real-time graphs and in making connections between the graphic representation, the practical undertakings of the experiment and the underlying scientific phenomena. Most importantly, the study demonstrates the complexity of teacher support in CSCL settings and how this type of support intersects with the support provided by digital resources, peer collaboration and applied instructional design.

• Knain, Erik; Fredlund, Tobias; Furberg, Anniken Larsen; Mathiassen, Ketil; Remmen, Kari Beate & Ødegaard, Marianne (2017). Representing to learn in science education: Theoretical framework and analytical approaches. Acta Didactica Norge. 11(3), p. 22–22. doi: 10.5617/adno.4722. Full text in Research Archive Show summary

  Being able to engage with science representations, such as graphs, drawings, animations, gestures and written and verbal texts lies at the heart of scientific literacy. This article introduces the design-based research project Representations and Participation in School Science (REDE), which aims to investigate new aspects of how representations create learning and teaching opportunities in school science in lower and secondary school. It does so by scrutinising the role of representations in three areas of science education: the learning of science content, socio-scientific issues (SSI) and the nature of science. Central to the REDE project is the development of teaching designs whereby students’ and teachers’ engagement with various forms of representations are at the core of learning activities. The teaching designs are developed by teachers together with the researchers in REDE and are tested by the teachers and their students at three partner schools. In this article, we outline the theoretical framework of the project, which is based on scientific literacy and the notion of a ‘third space’. We also introduce the design principles that inform the development of the teaching designs, as well as the two main analytical approaches that we use to analyse students’ and teachers’ engagement with science representations: multimodal analysis and interaction analysis. Finally, we illustrate the potential of the theoretical framework, the design principles and the multimodal analysis in contributing to the investigations in REDE. We do so by presenting and discussing analyses of three empirical cases from classrooms where students worked with teaching designs that focus on representations.

• Furberg, Anniken Larsen (2016). Teacher support in computer-supported lab work: bridging the gap between lab experiments and students’ conceptual understanding. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. 11(1), p. 89–113. doi: 10.1007/s11412-016-9229-3. Full text in Research Archive Show summary

  This paper reports on a study of teacher support in a setting where students engaged with computer-supported collaborative learning (CSCL) in science. The empirical basis is an intervention study where secondary school students and their teacher performed a lab experiment in genetics supported by a digital learning environment. The analytical focus is on student-teacher interactions taking place in help-seeking settings during group-based activities where students analysed and reported their findings from the lab experiment. A combination of quantitative methods in the form of frequency counts of students’ help requests and detailed micro-analyses of student-teacher interactions are used. The findings are that the majority of challenges faced by students concerned conceptually oriented issues and procedural challenges in the sense of how to practically solve the assignments provided to them in the digital learning environment. Most importantly, the analyses of student-teacher interactions provide insight into the considerable amount of support that is needed from the teacher to bridge the conceptual gap between the lab experiment and the students’ understanding of the underlying scientific principles and procedures. The findings are discussed according to possible implications for the design of digital support tools and instruction.

• Furberg, Anniken Larsen & Dolonen, Jan Arild (2016). Teacher support in technology-based science learning: Balancing procedural and conceptual support in students' learning processes. In Elstad, Eyvind (Eds.), Educational Technology and Polycontextual Bridging. Brill | Sense. ISSN 9789463006439. p. 83–106. doi: 10.1007/978-94-6300-645-3_5. Full text in Research Archive
• Furberg, Anniken Larsen & Lund, Andreas (2016). En profesjonsfaglig digitalt kompetent lærer? Muligheter og utfordringer i teknologirike læringsomgivelser. In Krumsvik, Rune Johan (Eds.), Digital læring i skole og lærerutdanning. Universitetsforlaget. ISSN 9788215020495. p. 26–48. Full text in Research Archive
• Aanesland, Torunn Strømme & Furberg, Anniken Larsen (2015). Exploring Teacher Intervention in the Intersection of Digital Resources, Peer Collaboration, and Instructional Design. Science Education. ISSN 0036-8326. 99(5), p. 837–862. doi: 10.1002/sce.21181. Full text in Research Archive Show summary

  This paper reports on a case study of the teacher's role as facilitator in computer-supported collaborative learning (CSCL) settings in science. In naturalistic classroom settings, the teacher most often acts as an important resource and provides various forms of guidance during students’ learning activities. Few studies, however, have focused on the role of teacher intervention in CSCL settings. By analyzing the interactions between secondary school students and their teacher during a science project, the current study provides insight into the concerns that teachers might encounter when facilitating students’ learning processes in these types of settings. The analyses show that one main concern was creating a balance between providing the requested information and supporting students in utilizing each other's knowledge and understanding. Another concern was balancing support on an individual versus group level, and a third concern was directing the students’ attention to coexisting conceptual perspectives. Most importantly, however, the analyses show how teacher intervention constitutes the pivotal “glue” that aids students in linking and using coexisting aspects of support such as peer collaboration, digital tools, and instructional design.

• Engeness, Irina & Furberg, Anniken (2015). Exploring the interplay of various support forms in CSCL settings. Computer-Supported Collaborative Learning Series (CSCL). ISSN 1573-4552. 2, p. 659–660. Full text in Research Archive
• Lund, Andreas; Furberg, Anniken Larsen; Bakken, Jonas & Engelien, Kirsti Lyngvær (2015). Hva er profesjonsfaglig digital kompetanse (PfDK) i lærerutdanningen? In Rindal, Ulrikke Elisabeth; Lund, Andreas & Jakhelln, Rachel Elise (Ed.), Veier til fremragende lærerutdanning. Universitetsforlaget. ISSN 9789788215028. p. 117–126. Full text in Research Archive
• Lund, Andreas; Furberg, Anniken Larsen; Bakken, Jonas & Engelien, Kirsti Lyngvær (2014). What does professional digital competence mean in teacher education? Nordic Journal of Digital Literacy. 2014(4), p. 281–299. Full text in Research Archive
• Furberg, Anniken Larsen; Kluge, Anders & Ludvigsen, Sten Runar (2013). Student sensemaking with science diagrams in a computer-based setting. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. 8(1), p. 41–64. doi: 10.1007/s11412-013-9165-4. Full text in Research Archive
• Furberg, Anniken Larsen & Rasmussen, Ingvill (2012). Faktaorientering og forståelsesorientering i elevers bruk av nettbaserte læringsomgivelser. In Hauge, Trond Eiliv & Lund, Andreas (Ed.), Små skritt eller store sprang? Om digitale tilstander i skolen. Cappelen Damm Akademisk. ISSN 9788202364380. p. 23–57. Full text in Research Archive
• Furberg, Anniken Larsen (2009). Socio-cultural aspects of prompting student reflection in Web-based inquiry learning environments. Journal of Computer Assisted Learning (JCAL). ISSN 0266-4909. 25(4), p. 397–409. doi: 10.1111/j.1365-2729.2009.00320.x. Full text in Research Archive
• Furberg, Anniken Larsen & Arnseth, Hans Christian (2009). Reconsidering conceptual change from a socio-cultural perspective: analyzing students' meaning making in genetics in collaborative learning environments. Cultural Studies of Science Education. ISSN 1871-1502. 4, p. 157–191. doi: 10.1007/s11422-008-9161-6. Full text in Research Archive
• Furberg, Anniken Larsen & Arnseth, Hans Christian (2009). The importance of socio-cultural context for understanding students' meaning making in the study of genetics. Cultural Studies of Science Education. ISSN 1871-1502. 4, p. 211–219. doi: 10.1007/s11422-008-9158-1. Full text in Research Archive
• Furberg, Anniken Larsen & Ludvigsen, Sten Runar (2008). Students' Meaning-making of Socio-scientific Issues in Computer Mediated Settings: Exploring learning through interaction trajectories. International Journal of Science Education. ISSN 0950-0693. 30(13), p. 1775–1799. doi: 10.1080/09500690701543617. Full text in Research Archive Show summary

  This article reports on a study concerning secondary school students’ meaning making of socioscientific issues in Information and Communication Technology (ICT) mediated settings. Our theoretical argument has as its point of departure the analytical distinction between ‘doing science’ and ‘doing school,’ as two different forms of classroom activity (Jiménez-Aleixandre, Bugallo Rodríguez & Duschl, 2000). In the study we conducted an analysis of students working with web-based groupware systems concerned with genetics. The analysis identified how the students oriented their accounts of scientific concepts and how they attempted to understand the socioscientific task in different ways. Their orientations were directed towards finding scientific explanations, towards exploring the ethical and social consequences and towards ‘fact-finding.’ The students’ different orientations seemed to contribute to an ambivalent tension, which, on the one hand, was productive because it urged them into ongoing discussions and explicit meaning making. On the other hand, though, the tension elucidated how complex and challenging collaborative learning situations can be. Our findings suggest that in order to obtain a deeper understanding of students’ meaning making of socioscientific issues in ICT mediated settings, it is important not only to address how students perform the activity of ‘doing science.’ It is equally important to be sensitive with respect to how students orient their talk and activity towards more or less explicit values, demands and expectations embedded in the educational setting. In other words, how students perform the activity of ‘doing school.’

• Fjuk, Annita; Furberg, Anniken Larsen; Geirbo, Hanne-Cecilie & Helmersen, Per (2008). New artifacts - new practices: Putting mobile literacies into focus. Digital kompetanse. ISSN 0809-6724. 3(1), p. 21–38. Full text in Research Archive
• Krange, Ingeborg; Furberg, Anniken Larsen; Fjuk, Annita & Ludvigsen, Sten Runar (2002). Describing construction of knowledge through identification of collaboration patterns in 3D learning environments. In Stahl, G. (Eds.), Proceedings of CSCL 2002, Computer Support for Collaborative Learning: Foundations for a CSCL Community. Lawrence Erlbaum Associates. ISSN 9780805850994. p. 82–91. Full text in Research Archive

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• Bjermeland, Monica; Furberg, Anniken & Karseth, Berit (2026). 1 av 4 elever er lite motivert. Dette anbefaler forskerne. Forskning.no. ISSN 1891-635X. Full text in Research Archive Show summary

  EVA2020: Forskerne anbefaler mer praktiske læringsaktiviteter orientert mot handling. Her kan de tverrfaglige temaene folkehelse og livsmestring, bærekraftig utvikling og demokrati og medborgerskap være til nytte.

• Furberg, Anniken; Silseth, Kenneth & Rødnes, Kari Anne (2025). Elevers møte med tverrfaglige tema i klasserommet. Bedre Skole. ISSN 0802-183X. 37(2), p. 22–29. Full text in Research Archive
• Tengberg, Michael; Furberg, Anniken; Magnusson, Camilla Gudmundsdatter & Svanes, Ingvill Krogstad (2025). Å skape rom for elevenes stemmer: utforskende og dialogiske klasseromssamtaler. Full text in Research Archive
• Furberg, Anniken; Silseth, Kenneth; Rødnes, Kari Anne & Arnseth, Hans Christian (2024). Students’ meaningmaking of societal challenges in interdisciplinary instructional settings. Full text in Research Archive
• Furberg, Anniken & Silseth, Kenneth (2023). Interdisciplinary teaching about socioscientific issues in Norwegian classrooms. Full text in Research Archive
• Furberg, Anniken & Silseth, Kenneth (2023). Læreres undervisning om tverrfaglige tema - erfaringer fra en klasseromsstudie. Bedre Skole. ISSN 0802-183X. Full text in Research Archive
• Ernstsen, Sigrid; Furberg, Anniken & Arnseth, Hans Christian (2022). Enriching wellbeing competencies by bridging students’ personal experiences with canonical resources in collaborative interdisciplinary settings. Full text in Research Archive
• Silseth, Kenneth & Furberg, Anniken (2022). Bridging group work and whole-class activities through responsive teaching. Full text in Research Archive
• Furberg, Anniken & Arnseth, Hans Christian (2022). The role of students’ personal experiences in a collaborative interdisciplinary project about well-being. Full text in Research Archive
• Fundingsrud, Marthe Wiseth; Silseth, Kenneth & Furberg, Anniken (2022). Teachers' orientation to students' personal experiences in an instructional design about life skills and well-being. Full text in Research Archive
• Sjøberg, Mari; Knain, Erik & Furberg, Anniken Larsen (2021). Students’ Model-based Reasoning in Immunology: The Role of Drawings, Gestures and Material Artefacts. Full text in Research Archive
• Furberg, Anniken & Silseth, Kenneth (2021). Invoking student resources in whole-class conversations in science education. Full text in Research Archive
• Silseth, Kenneth & Furberg, Anniken (2019). Interactive whiteboard activities as means for facilitating productive whole-class conversations. Full text in Research Archive
• Ingulfsen, Line; Furberg, Anniken Larsen & Knain, Erik (2019). Sensemaking at the intersection of authorized and student-generated representations. Nordic Research Symposium on Dialogical Perspectives in Science Education. Full text in Research Archive
• Knain, Erik & Furberg, Anniken Larsen (2018). Læring gjennom visuelle kunnskapsrepresentasjoner i naturfag. Full text in Research Archive
• Fredlund, Tobias; Knain, Erik & Furberg, Anniken Larsen (2018). Using representations to learn about the greenhouse effect. Full text in Research Archive
• Aanesland, Torunn Strømme; Furberg, Anniken Larsen; Knain, Erik & Ingulfsen, Line (2018). Engaging with representations in school science. Full text in Research Archive
• Aanesland, Torunn Strømme; Furberg, Anniken Larsen; Knain, Erik & Ingulfsen, Line (2018). Students' engagement with representations in Science. Full text in Research Archive
• Fredlund, Tobias; Knain, Erik & Furberg, Anniken Larsen (2017). Teaching science using underdetermined representations: Illustration and implications. Full text in Research Archive
• Fredlund, Tobias; Knain, Erik & Furberg, Anniken Larsen (2017). The transition from naturalistic to theoretical representations of the greenhouse effect. Full text in Research Archive
• Furberg, Anniken & Silseth, Kenneth (2017). “So, what do you know about genetics?” - A dialogic approach to consolidating activities in an inquiry-based learning project in science. Full text in Research Archive
• Ingulfsen, Line & Furberg, Anniken Larsen (2017). Supporting students' conceptual sense-making with multimodal representations in science learning. Full text in Research Archive
• Knain, Erik; Fredlund, Tobias & Furberg, Anniken Larsen (2017). Making the invisible visible across modes and representations. Full text in Research Archive
• Furberg, Anniken Larsen (2017). Teaching in technology rich settings - Scrutinizing teacher-student interaction in dialogic classroom settings. Full text in Research Archive
• Ingulfsen, Line & Furberg, Anniken Larsen (2016). Teachers’ orchestration of resources to support students’ conceptual sense-making in computer-supported science learning. Full text in Research Archive
• Ødegaard, Marianne & Furberg, Anniken Larsen (2016). REDE – Representasjon og deltakelse i naturfag. Full text in Research Archive
• Furberg, Anniken Larsen (2016). REDE – Representasjon og deltakelse i naturfag. Full text in Research Archive
• Furberg, Anniken Larsen & Dolonen, Jan Arild (2015). Teaching practices with tablets in primary school: A case study in science education. Full text in Research Archive
• Furberg, Anniken Larsen & Lund, Andreas (2015). Professional digital competence in teacher education: A conceptual framework and design model. Full text in Research Archive
• Furberg, Anniken Larsen (2014). Innlegg om IKT og læring, Kulturnytt NRK P2 - 16.01.2014. [Radio]. NRK P2. Full text in Research Archive
• Furberg, Anniken Larsen (2013). Exploring conceptually-oriented student-teacher interaction in the setting of computer-supported inquiry Learning. Full text in Research Archive
• Furberg, Anniken Larsen (2013). Moving together With the European School Academy: Research says... Teaching and learning in technology rich classroom settings - implications for teachers’ professional digital competence. Full text in Research Archive
• Furberg, Anniken Larsen (2013). Exploring conceptually-oriented student-teacher interaction in the setting of computer-supported inquiry Learning. Paper presented at the 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Full text in Research Archive
• Furberg, Anniken Larsen (2013). Tapping into classroom practices through accounts. Lecture at the PhD course Interaction Analysis. Organizors: NATED Track 2, Department of Education and Department of Teacher Education and School Research, University of Oslo. Full text in Research Archive
• Furberg, Anniken Larsen (2013). Classroom practices and teacher roles. Lecture at the PhD course What does Professional Learning mean for Teachers and teacher educators. Organized by Andreas Lund and Anniken Furberg, ILS - University of Oslo. Full text in Research Archive
• Furberg, Anniken Larsen & Kluge, Anders (2013). Exploring computer-environments as support for students’ reflection on lab-Experiments. Paper presented at the 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Full text in Research Archive
• Furberg, Anniken Larsen (2013). Teaching and learning in technology rich classroom settings - implications for teachers’ professional digital competence. Full text in Research Archive
• Furberg, Anniken Larsen & Rasmussen, Ingvill (2013). Symposium organizers of the symposium "Facilitation of students' Learning processes in computer-supported Learning activities". The 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Full text in Research Archive
• Furberg, Anniken Larsen (2011). Representations as discursive resources in scientific inquiry in computer-based settings. Full text in Research Archive
• Furberg, Anniken Larsen (2011). Representations as discursive resources in CSCL settings. Full text in Research Archive
• Furberg, Anniken Larsen (2011). Designer miljøhus. [Journal]. Aftenposten. Full text in Research Archive
• Furberg, Anniken Larsen & Ingvill, Rasmussen (2011). From ‘fact-orientation’ to ‘explanation-orientation’: Teacher intervention in Web-based learning environments. Full text in Research Archive
• Furberg, Anniken Larsen (2011). Learning with multiple representations in computer-based inquiry environments. Full text in Research Archive
• Furberg, Anniken Larsen & Kluge, Anders (2011). Elever løser gamle krimgåter. [Journal]. Aftenposten. Full text in Research Archive
• Furberg, Anniken Larsen (2008). Learning and ICT in Science Education. Full text in Research Archive
• Furberg, Anniken Larsen (2007). Learning and ICT in Science Education. Full text in Research Archive
• Furberg, Anniken Larsen & Arnseth, Hans Christian (2007). Analysing management of disagreement and conflict in students' collaborative learning. Full text in Research Archive
• Furberg, Anniken Larsen & Ludvigsen, Sten Runar (2007). Students' Meaning-making of Socio.scientific Issues in Computer mediated Settings: Exploring learning through interaction trajectories. Full text in Research Archive
• Furberg, Anniken Larsen & Arnseth, Hans Christian (2007). Analysing students' disagreements. Full text in Research Archive
• Furberg, Anniken Larsen (2007). Analysing students' interaction in web-based learning environments. Full text in Research Archive
• Furberg, Anniken Larsen & Arnseth, Hans Christian (2007). Analysing students' interaction in science education. Full text in Research Archive
• Furberg, Anniken Larsen & Arnseth, Hans Christian (2007). "I am right and you are wrong" Analysing the management of disagreements and conflict in collaborative learning. Full text in Research Archive
• Furberg, Anniken Larsen & Ludvigsen, Sten Runar (2005). Making meaning of genetics in netbased environments. Students argumentation in an institutional perspective. Full text in Research Archive
• Furberg, Anniken; Karseth, Berit; Gunnulfsen, Ann Elisabeth; Brandmo, Christian; Olsen, Rolf Vegar & Silseth, Kenneth [Show all 9 contributors for this article] (2026). Evaluering av fagfornyelsen — Intensjoner, prosesser og praksiser: Sluttrapport fra prosjektet EVA2020. Det utdanningsvitenskapelige fakultet, Universitetet i Oslo . ISSN 9788293847236. doi: https:/www.uv.uio.no/forskning/prosjekter/fagfornyelsen-evaluering/publikasjoner/sluttrapport_eva2020.pdf. Full text in Research Archive Show summary

  Denne rapporten er tolvte og siste i rekken av EVA2020-rapporter, og representerer en syntetisering av analyser og funn i våre tidligere rapporter. På bakgrunn av dette presenterer vi en rekke råd og anbefalinger til ulike aktører i utdanningsfeltet. Prosjektet har et forskningsdesign som har gjort det mulig å undersøke iverksettingen av fagfornyelsen på ulike nivåer. Vi har rettet søkelys mot prosessen som førte frem til det nye læreplanverket og hvordan politiske intensjoner følges opp i læreplanen og gjennom sentrale støtteressurser til læreplanverket. Videre har vi undersøkt endringsprosessene i spennet mellom sentrale og lokale skolemyndigheter, skolenivå, profesjonsfaglig samarbeid og undervisningspraksis. Sist, men ikke minst har vi undersøkt iverksettelsen av fagfornyelsen i møte med skolens praksis og elevenes læring. Her har vi rettet særlig oppmerksomhet mot lærere og elevers arbeid med de tverrfaglige temaene, og elevers læring, motivasjon og trivsel.

• Furberg, Anniken; Silseth, Kenneth; Rødnes, Kari Anne; Arnseth, Hans Christian; Kvamme, Ole Andreas & Rasmussen, Ingvill [Show all 11 contributors for this article] (2024). Dette sier EVA2020: Fagfornyelsen i møte med klasseromspraksiser: Elevers læring i møte med de tverrfaglige temaene. Universitetet i Oslo. Full text in Research Archive
• Furberg, Anniken; Silseth, Kenneth; Rødnes, Kari Anne; Arnseth, Hans Christian; Kvamme, Ole Andreas & Rasmussen, Ingvill [Show all 11 contributors for this article] (2024). Fagfornyelsen i møte med klasseromspraksiser: Elevers læring i møte med de tverrfaglige temaene. Universitetet i Oslo. ISSN 9788293847144. Full text in Research Archive
• Furberg, Anniken; Rødnes, Kari Anne; Silseth, Kenneth; Arnseth, Hans Christian; Kvamme, Ole Andreas & Lund, Andreas [Show all 12 contributors for this article] (2023). Fagfornyelsen i møte med klasseromspraksiser: Læreres planlegging og gjennomføring av undervisning om tverrfaglige tema. Universitetet i Oslo. ISSN 9788293847113. Full text in Research Archive
• Gilje, Øystein; Ingulfsen, Line; Dolonen, Jan A.; Furberg, Anniken Larsen; Rasmussen, Ingvill & Kluge, Anders [Show all 10 contributors for this article] (2016). Med ARK&APP. Bruk av læremidler og ressurser for læring på tvers av arbeidsformer. Universitetet i Oslo. Full text in Research Archive
• Furberg, Anniken Larsen; Dolonen, Jan Arild & Ingulfsen, Line (2015). Lærerrollen i teknologitette klasserom - En casestudie i prosjektet ARK&APP, naturfag, 5. klasse. Universitetet i Oslo. ISSN 9788256970223. Full text in Research Archive
• Furberg, Anniken Larsen; Dolonen, Jan Arild; Engeness, Irina & Jessen, Stian (2014). Læremidler og arbeidsformer i naturfag i ungdomsskolen. En casestudie i prosjektet ARK&APP, naturfag, 10. klasse. Universitetet i Oslo. ISSN 9788256970087. Full text in Research Archive Show summary

  I Læremidler og arbeidsformer i naturfag i ungdomsskolen følger vi én lærer og en gruppe med 74 elever på 10. trinn som jobbet med et naturfagsprosjekt om «Arv og miljø». Undervisningsopplegget bestod av en kombinasjon av helklasseaktiviteter, gruppeaktiviteter og individuelle aktiviteter der både elever og lærer brukte digitale og trykte læremidler og ressurser. Analysene viser en variert bruk av læremidler og -ressurser, og kan sies å stå i kontrast til tidligere forskning som viser at læreboka ofte dominerer naturfagundervisningen. Læreboka ble brukt som et strukturerende element, og digitale verktøy fungerte som komplementære ressurser både for lærer og elever. Undervisningsopplegget besto av varierte arbeidsformer, med lik fordeling av helklasseaktiviteter, gruppearbeid og individuelt arbeid. Selv om kombinasjonen av ulike arbeidsformer isolert sett bekrefter et velkjent undervisningsmønster i norske klasserom, så blir bildet mer komplekst og nyansert når elever og lærere også tar i bruk digitale læringsressurser. Når det gjelder elevenes læringsutbytte viser analysene av pre- og posttestresultatene at elevene hadde et stort læringsutbytte av det gjennomførte prosjektet. For det første viser analysene at det er viktig for elevene å vise fram for klassen den faglige forståelsen de har utviklet i gruppearbeidet. For det andre viste analysene hvor viktige visuelle representasjoner er for elevens forståelse av komplekse fenomener og begreper i naturfag. For det tredje viser denne casen hvordan bruk av varierte arbeidsformer og læringsressurser ga elevene mulighet til å overskride innholdet i læreboka. Dette ble mulig fordi læreren evnet å bygge videre på elevenes erfaringer i situasjoner der de fant motstridende forklaringer og perspektiver på faglige tema. Casen er derfor et bidrag til å forstå klasseledelse i teknologirike klasserom ved at den synliggjør betydningen av hvordan læreren strukturerer elevenes arbeidsforløp og støtter dem i deres utvikling av faglig forståelse.

• Kluge, Anders; Furberg, Anniken Larsen; Dolonen, Jan Arild; Ludvigsen, Sten Runar; Aanesland, Torunn Strømme & Zacharia, Zacharias [Show all 28 contributors for this article] (2012). SCY Summative evaluation report DIX.4. European Commission (SCY - Project number IST-212814). Full text in Research Archive
• Furberg, Anniken Larsen (2011). SCY-mission 4. DVIII.3. Project number IST-212814. European Commission. Project number IST-212814. European Commission.. Full text in Research Archive
• Kluge, Anders; Furberg, Anniken Larsen; Dolonen, Jan Arild; Ludvigsen, Sten Runar; Zacharias, Zacharia & Xenofontos, Nikoletta [Show all 18 contributors for this article] (2011). SCY second formative evaluation report. European Commission (SCY - Project number IST-212814). Full text in Research Archive
• Kluge, Anders; Furberg, Anniken Larsen; Ludvigsen, Sten Runar; Dolonen, Jan Arild; Norenes, Svein Olav & Vold, Vibeke [Show all 29 contributors for this article] (2010). SCY first formative evaluation report. European Commission (SCY - Project number IST-212814). Full text in Research Archive
• Furberg, Anniken Larsen (2009). Scientific Inquiry in Web-based Learning Environments : Exploring technological, epistemic and institutional aspects of students’ meaning making. Universitetet i Oslo. Full text in Research Archive

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