Erik Knain

Image of Erik Knain
Norwegian version of this page
Phone +47 22858252
Mobile phone +47 93403219
Username
Visiting address Moltke Moes vei 35 Niels Henrik Abels hus 0851 Oslo
Postal address Postboks 1099 Blindern 0317 Oslo

Academic interests

 

Key research themes are the development of open schooling networks and interdisciplinary teaching approaches focusing on complex sustainability challenges. Knain is leader of the H2020 project Science Education for Action and Engagement towards Sustainability (SEAS), 2019-2022. 

Related research interests are scientific literacy, socio-scientific issues and inquiry-based science teaching. Knain has analyzed students' learning in a language perspective in a variety of projects, including teaching focusing on multimodal representations. Knain led project the project Representation and participation in School science (REDE), funded by the Research Council of Norway (2016-2019). REDE aims to develop teaching practices by way of visual representations such as graphs, diagrams, images and simulations.

Knain was also project leader for the project "Elevers som forskere i naturfag" (Students' as researchers in School science), funded by the Norwegian Research  Council 2007-2012. The project analyzed and developed teaching practices in secondary school in Norway in cooperation with teachers.

 

Courses taught

Background

  • Professor of Science Education, The Norwegian University of Life Sciences (UMB), Dep. of Mathematical Sciences and Technology, Section for Learning and Teacher Education (SLL) 2007-2015. Associate professor 2004-2007.
  • Postdoc at University of Oslo, Dep. of Teacher Education and School Development, 2002-2005.
  • Dr. scient, 1999, University of Oslo, Dep. of Teacher Education and School Development (ILS). Thesis title: “Naturfagets tause stemme. Diskursanalyse av læreboker for Natur- og miljøfag i et allmenndannelsesperspektiv» (The silent voice of science education. Discourse analysis of science textbooks in the perspective of scientific literacy).
  • Teacher Education Program (PPU) 1993, University of Oslo, Dep. of Teacher Education and School Development (ILS).
  • Hovedfag (master) in astronomy 1991, University of Oslo, Institute for theoretical astrophysics.

Awards

H. M. King's Gold Medal, 2001

 

Tags: Sustainability education, Inquiry-based learning, socio-scientific issues, scientific literacy

Publications

  • Ødegaard, Marianne; Knain, Erik; Kvamme, Ole Andreas & Sæther, Elin (2021). Making sense of frustration and complexity when introducing sustainability in teacher education. Acta Didactica Norden (ADNO). ISSN 2535-8219. 15(3). doi: 10.5617/adno.8184.
  • Nilsen, Trude; Frøyland, Merethe; Henriksen, Ellen Karoline; Kolstø, Stein Dankert; Jorde, Doris & Korsager, Majken [Show all 14 contributors for this article] (2021). Et kritisk og konstruktivt blikk på naturfaget i norsk skole. In Nilsen, Trude & Kaarstein, Hege (Ed.), Med blikket mot naturfag. Nye analyser av TIMSS-data og trender 2015-2021. Universitetsforlaget. ISSN 9788215045092. p. 207–260. doi: 10.18261/9788215045108-2021-09.
  • Fredlund, Tobias; Remmen, Kari Beate & Knain, Erik (2021). The epistemological commitments of modes: opportunities and challenges for science learning. Visual Communication. ISSN 1470-3572. doi: 10.1177/14703572211038991. Full text in Research Archive
  • 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.
  • Kolstø, Stein Dankert & Knain, Erik (2019). Hvordan lykkes med utforskende arbeidsmåter. In Knain, Erik & Kolstø, Stein Dankert (Ed.), Elever som forskere i naturfag. Universitetsforlaget. ISSN 978-82-15-03144-6.
  • Knain, Erik; Bjønness, Birgitte & Kolstø, Stein Dankert (2019). Rammer og støttestrukturer i utforskende arbeidsmåter. In Knain, Erik & Kolstø, Stein Dankert (Ed.), Elever som forskere i naturfag. Universitetsforlaget. ISSN 978-82-15-03144-6.
  • Mestad, Idar; Knain, Erik & Kolstø, Stein Dankert (2019). Utvikle faglig innsikt gjennom snakk, skriving og visuelle uttrykk. In Knain, Erik & Kolstø, Stein Dankert (Ed.), Elever som forskere i naturfag. Universitetsforlaget. ISSN 978-82-15-03144-6.
  • Knain, Erik & Kolstø, Stein Dankert (2019). Utforskende arbeidsmåter - en oversikt. In Knain, Erik & Kolstø, Stein Dankert (Ed.), Elever som forskere i naturfag. Universitetsforlaget. ISSN 978-82-15-03144-6.
  • Knain, Erik & Ødegaard, Marianne (2019). Naturfagets rolle i bærekraftdidaktikk. In Kvamme, Ole Andreas & Sæther, Elin (Ed.), Bærekraftdidaktikk. Fagbokforlaget. ISSN 978-82-450-2427-2. p. 135–151.
  • Knain, Erik & Ødegaard, Marianne (2018). The Implementation of Scientific Literacy as Basic Skills in Norway After the School Reform of 2006. In Tang, Kok-Sing & Danielsson, Kristina (Ed.), Global Developments in Literacy Research for Science Education. Springer Nature. ISSN 978-3-319-69196-1. p. 15–28. doi: 10.1007/978-3-319-69197-8_2.
  • Bjønness, Birgitte & Knain, Erik (2018). A science teacher's complex beliefs about nature of scientific inquiry. Nordic Studies in Science Education. ISSN 1504-4556. doi: 10.5617/nordina.2676. Full text in Research Archive
  • 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. ISSN 1504-9922. 11(3). doi: 10.5617/adno.4722. Full text in Research Archive
  • Nordby, Mette; Knain, Erik & Jonsdottir, Gudrun (2017). Vocational students' meaning-making in school science - negotiating authenticity through multimodal mobile learning :. Nordic Studies in Science Education. ISSN 1504-4556. 13(1), p. 52–65. doi: 10.5617/nordina.2976. Full text in Research Archive
  • Knain, Erik (2016). En språkfundert kompetansemodell for planlegging av undervisning. Acta Didactica Norge. ISSN 1504-9922. 10(1). doi: 10.5617/adno.2380.
  • Byhring, Anne Kristine & Knain, Erik (2015). Intertextuality for Handling Complex Environmental Issues. Research in Science Education. ISSN 0157-244X. 46(1), p. 1–19. doi: 10.1007/s11165-014-9454-6.
  • Byhring, Anne Kristine & Knain, Erik (2014). Framing student dialogue and argumentation: Content knowledge development and procedural knowing in SSI inquiry group work. Nordic Studies in Science Education. ISSN 1504-4556. 10(2), p. 146–161. doi: 10.5617/nordina.661. Full text in Research Archive
  • Nordby, Mette Synøve & Knain, Erik (2014). Elevers møte med komplekse utfordringer i digitalt [i.e. digitale] spill i naturfag :. Nordic Studies in Science Education. ISSN 1504-4556. 10(2), p. 195–211. doi: 10.5617/nordina.779. Full text in Research Archive
  • Albe, Virginie; Barrué, Catherine; Bencze, Larry; Byhring, Anne Kristine; Carter, Lyn & Grace, Marcus [Show all 10 contributors for this article] (2014). Teachers’ beliefs, classroom practices and professional development towards socio-scientific issues. In Bruguière, Catherine; Tiberghien, Andree & Clément, Pierre (Ed.), Topics and Trends in Current Science Education. 9th ESERA Conference Selected Contributions. Springer. ISSN 978-94-007-7280-9. p. 55–69. doi: 10.1007/978-94-007-7281-6_4.
  • Knain, Erik & Klevenberg, Bente (2012). Bevegelse mellom praksis og teori i det tredje rom. In Melby, Guri & Matre, Synnøve (Ed.), Å skrive seg inn i læreryrket. Akademika forlag. ISSN 978-82-519-2896-0. p. 113–129.
  • Kolstø, Stein Dankert & Knain, Erik (2011). Hvordan lykkes med utforskende arbeidsmåter, Elever som forskere i naturfag. Universitetsforlaget. ISSN 978-82-15-01733-4. p. 255–283.
  • Mestad, Idar; Knain, Erik & Kolstø, Stein Dankert (2011). Begrepslæring gjennom snakk og skriving, Elever som forskere i naturfag. Universitetsforlaget. ISSN 978-82-15-01733-4. p. 164–208.
  • Knain, Erik; Bjønness, Birgitte & Kolstø, Stein Dankert (2011). Rammer og støttestrukturer i utforskende arbeidsmåter, Elever som forskere i naturfag. Universitetsforlaget. ISSN 978-82-15-01733-4. p. 85–126.
  • Knain, Erik & Kolstø, Stein Dankert (2011). Utforskende arbeidsmåter - en oversikt, Elever som forskere i naturfag. Universitetsforlaget. ISSN 978-82-15-01733-4. p. 13–55.
  • Klevenberg, Bente & Knain, Erik (2011). IKT-støttet kunnskapsbygging om klimautfordringer. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 95(1), p. 54–69.
  • Knain, Erik (2011). Hvordan åpne for vitenskapshistorie i naturfagundervisning? :. Nordic Studies in Science Education. ISSN 1504-4556. 7(1), p. 32–42. doi: 10.5617/nordina.247.
  • Knain, Erik (2009). Et praksisbasert kategorisystem for vurdering av tekstutvikling i Wiki. Digital kompetanse. ISSN 0809-6724. 4(2), p. 86–103.

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  • Knain, Erik & Kolstø, Stein Dankert (2019). Elever som forskere i naturfag. Universitetsforlaget. ISBN 978-82-15-03144-6. 255 p.
  • Knain, Erik (2015). Scientific literacy for participation. A systemic functional approach to School science discourses. Brill|Sense. ISBN 978-94-6209-894-7. 180 p.
  • Knain, Erik & Kolstø, Stein Dankert (2011). Elever som forskere i naturfag. Universitetsforlaget. ISBN 978-82-15-01733-4. 288 p.

View all works in Cristin

  • Sjøberg, Mari; Knain, Erik & Furberg, Anniken Larsen (2021). Students’ Model-based Reasoning in Immunology: The Role of Drawings, Gestures and Material Artefacts. .
  • Fredlund, Tobias & Knain, Erik (2019). Science students' noticing of appropriate frames.
  • 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 .
  • Knain, Erik (2019). Vår tids månelanding. Klassekampen. ISSN 0805-3839.
  • Knain, Erik (2019). Utforskende arbeidsmåter og representasjoner.
  • Knain, Erik (2019). Representasjoner og bærekraft.
  • Sinnes, Astrid Tonette; Knain, Erik; Kolstø, Stein Dankert & Ødegaard, Marianne (2019). Må forstå sammenhengene. Dagsavisen. ISSN 1503-2892.
  • Knain, Erik (2019). Nå er det alvor. Dagsavisen. ISSN 1503-2892.
  • Lunde, Mai Lill Suhr; Mathiassen, Ketil; Fredlund, Tobias & Knain, Erik (2018). Student teachers’ perspective of representations in science teaching and learning.
  • Lunde, Mai Lill Suhr; Mathiassen, Ketil; Fredlund, Tobias & Knain, Erik (2018). Representations and Students Teachers’ Experiences from Teacher Practice .
  • Strømme Aanesland, Torunn; Furberg, Anniken Larsen; Knain, Erik & Ingulfsen, Line (2018). Students' engagement with representations in Science.
  • Strømme Aanesland, Torunn; Furberg, Anniken Larsen; Knain, Erik & Ingulfsen, Line (2018). Engaging with representations in school science .
  • Knain, Erik & Furberg, Anniken Larsen (2018). Læring gjennom visuelle kunnskapsrepresentasjoner i naturfag.
  • Fredlund, Tobias & Knain, Erik (2018). Analysing school science group work in terms of multimodal text development and its interplay with context of situation.
  • Fredlund, Tobias; Knain, Erik & Furberg, Anniken Larsen (2018). Using representations to learn about the greenhouse effect.
  • Knain, Erik; Remmen, Kari Beate & Fredlund, Tobias (2018). Representations in students’ argumentation on SSI.
  • Knain, Erik (2017). Dybdelæring i naturfag.
  • Knain, Erik (2017). Dybdelæring med representasjoner i naturfagene.
  • Lunde, Mai Lill Suhr; Mathiassen, Ketil; Fredlund, Tobias & Knain, Erik (2017). Lærerstudenters erfaringer med bruk av representasjoner i praksis.
  • Fredlund, Tobias; Knain, Erik & Remmen, Kari Beate (2017). Two central aspects of sign-making for the learning of science: differentiation and integration .
  • Fredlund, Tobias; Knain, Erik & Furberg, Anniken Larsen (2017). The transition from naturalistic to theoretical representations of the greenhouse effect .
  • Fredlund, Tobias; Knain, Erik & Furberg, Anniken Larsen (2017). Teaching science using underdetermined representations: Illustration and implications .
  • Knain, Erik; Remmen, Kari Beate & Fredlund, Tobias (2017). The role of representations in students' argumentation on SSI.
  • Knain, Erik & Ødegaard, Marianne (2017). The implementation of scientific literacy as basic skills in Norway.
  • Knain, Erik; Fredlund, Tobias & Furberg, Anniken Larsen (2017). Making the invisible visible across modes and representations.
  • Knain, Erik (2016). Hvordan kan SFL bidra til innsikt i kompetansebegrepet i naturfag.
  • Knain, Erik (2016). Visuelle uttrykk i naturfag: veien til god læring.
  • Knain, Erik (2015). Utforskende arbeidsmåter i naturfag: Hva, hvorfor og hvordan.
  • Knain, Erik (2015). Scientific literacy for participation: A language based model for design of teaching and analysis of learning.
  • Knain, Erik (2015). Lysforurensning. Å se stjernehimmelen over oss. Naturfag. ISSN 1504-4564. 2.
  • Knain, Erik (2015). Scientific literacy for participation in diverse arenas: An analytical model guiding design of teacning and research.
  • Knain, Erik (2015). Bokpresentasjon: Scientific Literacy for Participation A Systemic Functional Approach to School Science Discourses .
  • Knain, Erik & Nordby, Mette (2014). Authenticity in Environmental Education: Possibilities and challenges in school science practices.
  • Knain, Erik; Bjønness, Birgitte & Byhring, Anne Kristine (2013). Forskermøter som støttestruktur i utforskende arbeidsmåter. Naturfag. ISSN 1504-4564. p. 58–60.
  • Knain, Erik (2013). Råd og strategier i forskningsarbeid.
  • Knain, Erik & Byhring, Anne Kristine (2013). Complexity in students handling of socio-scientific issues. Why does it matter, and what does it look like?
  • Knain, Erik; Bjønness, Birgitte & Byhring, Anne Kristine (2013). Forskermøter. Naturfag. ISSN 1504-4564.
  • Knain, Erik (2013). Utvikling av språkbasert modell for læring av naturfag.
  • Knain, Erik (2012). Realfagdidaktikk.
  • Knain, Erik (2012). Skriving i naturfag.
  • Knain, Erik (2012). Elevforsk - implikasjoner for lærerutdanning.
  • Knain, Erik (2012). Nyttige tips og råd ved utforskende arbeidsmåter.
  • Nordby, Mette Synøve & Knain, Erik (2012). Digital games and possible learning outcomes signs.
  • Knain, Erik & Byhring, Anne Kristine (2012). Flerstemmighet som ressurs i elevers håndtering av SSI.
  • Knain, Erik (2012). Utforskende arbeidsmåter i skolen.
  • Klevenberg, Bente & Knain, Erik (2011). Vurdering i utforskende arbeidsmåter.
  • Byhring, Anne Kristine & Knain, Erik (2011). Wiki - ressurs om interessekonflikter. Naturfag. ISSN 1504-4564. 2, p. 48–49.
  • Knain, Erik & Kolstø, Stein Dankert (2011). Utforskende arbeidsmåter i naturfag - uenighet og tvil som grunnlag for læring. Bedre Skole. ISSN 0802-183X. p. 33–37.
  • Knain, Erik & Byhring, Anne Kristine (2011). Coping with complex environmental issues by inquiry-based teaching.
  • Kolstø, Stein Dankert & Knain, Erik (2011). Competencies to deal with the complexity of SSI: Inquiry based method as the way and as the goal.
  • Knain, Erik (2011). Grunnleggende ferdigheter med web 2.0 i naturfag og lærerutdanning.
  • Byhring, Anne Kristine & Knain, Erik (2011). Tverrfaglig prosjekt med wiki.
  • Klevenberg, Bente & Knain, Erik (2011). Vurdering i utforskende arbeidsmåter.
  • Knain, Erik (2011). Elever som forskere i naturfag - innledningsforedrag.
  • Knain, Erik (2011). Texts and contexts for handling complex environmental issues.
  • Knain, Erik (2010). Fagbegreper og representasjonsformer.
  • Knain, Erik (2010). Elever som forskere i naturfag.
  • Knain, Erik & Byhring, Anne - Kristine (2010). Argumentasjon i naturvitenskap og i naturfag.
  • Knain, Erik (2010). Hva kan vi lære av vitenskapshistorier.
  • Knain, Erik (2010). Bridging the gap between the language of science and the language of school science by prof. Linda Philips - a commentary.
  • Knain, Erik & Lefdal, Hans Erik (2010). Lærerutdanning for bærekraftig utvikling.
  • Knain, Erik & Sinnes, Astrid (2010). Kunnskap trumfer alt? Dagsavisen. ISSN 1503-2892.
  • Sinnes, Astrid & Knain, Erik (2010). Kunnskap trumfer alt? Dagsavisen. ISSN 1503-2892.
  • Knain, Erik (2009). Using multimodal texts in science inquiry. What can be done in the teaching-learning situation to improve the quality of students inquiry products?
  • 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. Reprosentralen, Universitetet i Oslo.
  • Mestad, Idar; Kolstø, Stein Dankert & Knain, Erik (2016). The bouncing ball bounced highest because it had larger bouncability. Practical work and explorative discourse activities in school science. University of Bergen. ISSN 978-82-308-3209-7.
  • Knain, Erik; Byhring, Anne Kristine & Nordby, Mette Synøve (2013). Bruk av læremidler i komplekse miljøspørsmål. En casestudie i prosjektet ARK&APP, naturfag, yrkesfaglig studieprogram Vg1. Norges miljø- og biovitenskapelige universitetet. ISSN 978-82-569-7002-5.
  • Klevenberg, Bente ; Knain, Erik & Nordby, Mette Synøve (2013). Tid og rom for aksjonslæring. UMB.
  • Klevenberg, Bente & Knain, Erik (2010). Kollektiv kunnskapsbygging med Web 2.0 i lærerutdanning. Norgesuniversitetet.no.

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Published Feb. 6, 2015 2:34 PM - Last modified Oct. 22, 2021 3:21 PM

Projects

Research groups

  • Challenges of Sustainability in Educational Research (COSER)