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Heidi Kristensen

Student - Faculty of Educational Sciences

Email heidi.kristensen@ils.uio.no

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Academic interests

My main academic interests concerns studying Scientific Literacy, Education for Sustainable Development, SSI, and Culturally responsive teaching in school science. My current work is in the project REDE (representation and participation in school science), where my focus lies in how the use of representations, when teaching about environmental issues, can contribute to education for sustainable development.

Education

MA, Didactics of biology and chemistry, University of Oslo, Norway

Background

In my masters I studied how the use of students’ everyday life, when teaching about students own consumption habits, can contribute to education for sustainable development. My master is connected to the LOCUMS-project (Local Cultures for Understanding Mathematics and Science).

Boland, E., Kristensen, H., Chu, M., Delbekk, T. K. (2017). Kvardagen i bilete. Naturfag, 1(17), s. 16-17.

Kristensen, Heidi & Knain, Erik (2023). Which side are you on? The role of attitudes in reasoning practices in student-group interactions regarding a socio-scientific issue related to climate change. International Journal of Science Education. ISSN 0950-0693. doi: 10.1080/09500693.2023.2253367. Full text in Research Archive Show summary
While researchers have stressed the importance of engaging students in activities that enhance their reasoning practices, few have scrutinised the factors that impact the reasoning involved in such activities. We explored the role of attitudes in student-group interactions concerning a climate change-related socio-scientific issue and how those attitudes emerged from the reasoning process. We applied Martin and White’s [(2005). The language of evaluation: Appraisal in English. Palgrave Macmillan] appraisal framework for studying attitudes in oral language to analyse two student groups involved in a discourse as they constructed arguments supporting further petroleum exploration. The two groups displayed unique patterns of attitudes towards additional exploration: one group displayed strong, positive attitudes, while the other displayed varied attitudes, including doubt and insecurity. These more complex attitudes in the second group were important to how these students reasoned about the issue, enabling them to appreciate the complexity of the issue, as the expression of multiple perspectives and doubt opened a richer inquiry into the socio-scientific issue, enhancing the quality of their reasoning. Our findings point to the significance of considering students’ attitudes when organising activities were students’ reason about a socio-scientific issue.

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Kristensen, Heidi & Knain, Erik (2021). Holdningers rolle i elevinteraksjon om sosiovitenskaplige kontroverser relatert til Klimaforandringer. Full text in Research Archive
Kristensen, Heidi; Boland, Eugene & Chu, Mysa (2018). Snapping Stories in Sustainable Education - Using Local Cultures and Social media as Entry Points. Full text in Research Archive
Kristensen, Heidi; Boland, Eugene; Chu, Mysa & Delbekk, Thea (2017). Kvardagen i bilete. Naturfag. ISSN 1504-4564. 17(1), p. 16–17. Full text in Research Archive

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Published Jan. 9, 2018 1:53 PM - Last modified Jan. 24, 2018 3:09 PM

Projects

No ongoing projects

Research groups

Challenges of Sustainability in Educational Research (COSER)