Kari Beate Remmen

• Ervik, Hilde; Rønning, Bernt & Remmen, Kari Beate (2026). Supporting Preservice Teachers’ Understanding of Sustainability and Marine Plastic Pollution (S&MPP) Through a Hybrid Learning Environment Project. International Journal of Sustainability in Higher Education. ISSN 1467-6370. doi: 10.1108/IJSHE-06-2025-0533. Full text in Research Archive Show summary

  Purpose: This study explores how a hybrid learning environment contributed to preservice teachers’ holistic understanding of sustainability and marine plastic pollution (S&MPP). It examines how this understanding was strengthened through cross‑institutional collaboration and the co‑construction of the learning environment, with MPP functioning as a boundary object between university, company, and school partners. Design/methodology/approach: This was explored in the context of a collaborative project between a university and a company dedicated to S&MPP in Norway. The project was designed according to socio-scientific issues (SSI)-based education and conducted in 2020 and 2021 with two different preservice teacher cohorts. The data consist of written responses and group interviews with six preservice teachers, drawn from a larger reference population of final-year students in a five-year integrated teacher education programme. Adjustments were made between the two cohorts, particularly in relation to cross-institutional communication. Findings: Cross-institutional communication was identified as an important factor for the preservice teachers’ experience of the hybrid learning environment. Preservice teachers moved towards a more holistic understanding of teaching SSIs and gained confidence in addressing S&MPP through reflective communication and experience‑based communication within the hybrid learning environment. This was identified as of central importance to support systemic insight beyond the individual level. Originality: The study exemplifies how hybrid learning environments can integrate real-world contexts into teacher education, preparing preservice teachers to engage with complex SSIs. It highlights the transferability of this approach to other SSIs and underscores the importance of communication and external partnerships in fostering meaningful learning.

• Remmen, Kari Beate & Rønning, Øystein Sandnes (2025). ‘Det har aldri blitt vinklet på en annen måte’. Acta Didactica Norden (ADNO). 19(3). doi: 10.5617/adno.11570. Full text in Research Archive Show summary

  Det er mange skolefag som skal bidra til utdanning for bærekraftig utvikling. Dette inkluderer også de valgfrie studieforberedende naturfagene på de øverste trinnene i norsk videregående skole. I denne studien undersøker vi et undervisningsforløp i geofag, der bærekraftig utvikling skal integreres som tverrfaglig tema. Undervisningsdesignet, som kan beskrives som pluralistisk bærekraftundervisning, tok utgangspunkt i et opplegg designet av FN-sambandet, der elevene lærer om tiltak for å bevare naturmangfold og gjennomfører et rollespill fra et folkemøte om gruvedrift i bygda ‘Solgløtt’. Datamaterialet består av 13,5 timer video fra undervisningsforløpet, hvor vi undersøker geofagets bidrag og perspektiver på bærekraftig utvikling som kommer til uttrykk – status quo, reform og transformasjon (Hopwood et al., 2005). Gjennom utvelgelse og næranalyse av fire situasjoner finner vi at: (1) elevene hadde tidligere erfaring med bærekraftig utvikling som status quo, og uttrykte at de var lei av bærekraftig utvikling fordi ‘det har aldri blitt vinklet på en annen måte’, (2) elevene tok initiativ til å anvende geofaglig kunnskap for å underbygge antropogen påvirkning på CO2-nivået, (3) læreren og noen av elevene utfordrer status quo i sine diskusjoner om utnyttelse av georessurser og (4) status quo dominerer i elevenes argumenter i rollespillet om gruvedrift, men læreren utfordrer dette i elevenes debatt for og imot gruvedrift. Basert på disse funnene, diskuterer vi hvordan bærekraftundervisning kan ‘vinkles på en annen måte’ i geofag, som også kan gi innspill til bærekraftundervisning i andre fag og i lærerutdanning.

• Remmen, Kari Beate (2024). En kritisk diskusjon av ‘tematisk analyse etter Braun og Clarke (2006)’ i naturfagdidaktiske studier. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 20(1), p. 57–71. doi: 10.5617/nordina.10094. Full text in Research Archive Show summary

  Thematic analysis following Braun and Clarke (2006) have become a phenomenon within qualitative research – and science education is no exception. However, thematic analysis is poorly understood and even misused in published research. In this article, I investigate the use of Braun and Clarke’s (2006) thematic analysis in 26 studies published in Nordic Studies of Science Education (Nordina) between 2015-2022. Applying a shortened version of Braun and Clarkes (2021a) evaluation tool, I critically examine and discuss how ‘thematic analysis following Braun and Clarke (2006)’ is described and performed in the Nordina-articles. I find that thematic analysis is used in various ways, and often in ways that seem incompatible with Braun and Clarkes approach to the method. The findings and reflections should have implications for the use of and review of ‘thematic analysis after Braun and Clarke (2006)’ in science education research.

• 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 Show summary

  Context-based science teaching aims to increase students’ motivation for science learning by demonstrating the personal and societal relevance of science knowledge and practices. However, designing and implementing context-based science teaching can be challenging for teachers. Moreover, context-based learning can be challenging for students as well. The purpose of this study is to describe the experiences of two science teachers and their 16-year-old students after implementing a context-based curriculum unit designed in collaboration with STEM professionals and facilitated by us – science educators and researchers. The research approach is informed by participatory methods involving collaboration between teachers and us as science educators, with the intention of supporting teachers in developing new teaching practices. Data were collected through three focus group interviews with two teachers and two groups of students (N = 9). The transcripts were analysed by inductive coding combined with a refined, literature-driven analysis. Besides positive influences on students’ learning, we found that the context-based curriculum provided an opportunity for the students to contribute to society, which served as another purpose for learning science than traditional science teaching. However, we discuss some challenges that may have implications for this type of collaboration between teachers, science educators, and STEM professionals: the importance of authenticity, teacher involvement in field trip planning, and misalignment between the curriculum unit and assessment.

• Remmen, Kari Beate & Iversen, Elisabeth (2022). A scoping review of research on school-based outdoor education in the Nordic countries. Journal of Adventure Education and Outdoor Learning. ISSN 1472-9679. p. 1–19. doi: 10.1080/14729679.2022.2027796. Full text in Research Archive Show summary

  Although there is a notion of a ‘Nordic tradition’ of outdoor education in the international literature, research from the Nordic countries is rarely included in research reviews. Therefore, this scoping review provides an overview of empirical studies on outdoor education (grades 1–13) from the Nordic countries. Of the 586 hits, 52 studies met the inclusion criteria and were subjected to descriptive and content analyses. The majority of the studies are qualitative and situated in primary school contexts. Multiple school subjects and science are the most common subject matter addressed by outdoor education, but friluftsliv, mathematics, and language are also represented. The content analysis indicates that teachers’ perspectives are most frequently investigated, followed by nature of outdoor education, well-being, and cognitive learning. Fewer studies investigate teaching and learning processes, digital resources, and education for sustainability outdoors. Suggestions for further research on outdoor education in Nordic countries are discussed.

• Höper, Jan; Jegstad, Kirsti Marie & Remmen, Kari Beate (2021). Student teachers’ problem-based investigations of chemical phenomena in the nearby outdoor environment. Chemistry Education Research and Practice (CERP). 23(2), p. 361–372. doi: 10.1039/d1rp00127b. Full text in Research Archive Show summary

  Learning science outdoors can enhance the understanding of theoretical scientific content taught in the classroom. However, learners are rarely afforded the opportunity to go outdoors to learn chemistry. This study investigates how problem-based learning outdoors can facilitate the understanding of basic chemistry in teacher education. A teaching unit was designed according to which student teachers at two Norwegian universities were asked to examine and identify corroded metals in the nearby outdoor environment and propose solutions to avoid this corrosion. Video data from this task were collected by using chest-mounted cameras for four groups of student teachers (N = 17). A thematic analysis of the videos yielded four themes related to the student teachers’ use of content knowledge and experimental competence. Based on these findings, three learning opportunities were deduced for how the nearby outdoor environment allows learners to use everyday phenomena for learning basic chemistry. First, the availability of different corrosion incidents allowed the student teachers to choose and solve one of interest to them. Second, the proximity of the outdoor location to the classroom enabled the seamless continuity of discussions when switching between the learning arenas, and allowed for different approaches to solve the task. Third, being asked to conduct analyses outside customary laboratory routines led to an unexpected awareness of health and safety issues among the student teachers, indicating that outdoor chemistry is an overlooked opportunity for teaching these.

• 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 Show summary

  Meaning making in science is supported by different modes, such as spoken and written language, images and gestures, all of which have different affordances. The epistemological commitments of modes are affordances that cannot be avoided. This article investigates how the epistemological commitments of modes affect possibilities for learning. Video data was collected from a learning activity where upper secondary students drew and explained an experiment representing the greenhouse effect. The analysis uses the variation theory of learning, which assumes that students learn when they notice new aspects of objects of learning by experiencing variation against an invariant background. Such variation can be created through the representations used. Findings show that, in the learning activity, variation was created in a range of modes. Some of the variation, particularly with regards to radiation, was due to the epistemological commitments of drawing. However, these aspects of radiation went unnoticed by the students, possibly because several aspects varied simultaneously. The teacher then helped the students to become aware of certain variation. Implications for the teaching and learning of science when taking the epistemological commitment of different modes into consideration include both challenges, such as when unintended variation is created, and opportunities, such as when spontaneously occurring variation can be taken up for discussion.

• 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. 9(1), p. 426–456. doi: 10.31129/LUMAT.9.1.1414. Full text in Research Archive Show summary

  STEM partnerships are popular initiatives but can be challenging to implement in practice. Accordingly, within the context of a nationwide, cross-setting STEM partnership program in Norway – Lektor2 – a co-design tool was introduced to support teachers to collaborate with STEM professionals in developing curriculum units involving authentic STEM problems and practices. Thus, the purpose of this study was to describe the teachers’ and students’ experiences from the curriculum units based on the co-design tool and how the tool might help facilitate partnerships in STEM education. Teacher and student data were collected in 2015-2018 (N= 2479), and responses to open-ended questions were coded using a grounded theory approach. Findings indicate that the co-design tool, particularly “the commission” – where students are commissioned by STEM professionals to design solutions to authentic problems – enhanced teachers’ collaboration with STEM professionals, led to changes in pedagogical approaches, and enabled the teachers to differentiate in their teaching. Student experiences from participating in the co-designed curriculum units are characterised as more expansive views of STEM, STEM learning, and increased STEM engagement. We discuss how the co-design tool enabled teachers to overcome partnership challenges and what aspects of the commission appeared to be important for the students’ experiences. This study provides a specific example of a co-design tool that can enhance pedagogical designs developed through STEM partnerships.

• Jegstad, Kirsti Marie; Höper, Jan & Remmen, Kari Beate (2021). Using the Schoolyard as a Setting for Learning Chemistry: A Sociocultural Analysis of Pre-service Teachers’ Talk about Redox Chemistry. Journal of Chemical Education. ISSN 0021-9584. 99(2), p. 629–638. doi: 10.1021/acs.jchemed.1c00581. Full text in Research Archive Show summary

  The schoolyard as a setting for teaching and learning is rarely the focus of chemistry education. Therefore, a chemistry unit combining activities in the classroom and the schoolyard was designed to support pre-service teachers’ (PSTs) learning of redox chemistry. This study was conducted to investigate the PSTs’ talk about redox chemistry as they identified, photographed, and explained phenomena in the schoolyard (i.e., university campus). Video data were collected from six groups of PSTs from two different teacher education institutions in Norway. Videos from two groups were selected for deeper analyses: one with PSTs who had specialized in chemistry during their secondary education and one with PSTs who had not. The groups’ talk was analyzed with respect to (1) the types of talk, (2) the levels of chemistry displayed in the talk, and (3) the schoolyard phenomena that triggered the content-related talk. The talk was mostly exploratory, and the PSTs connected sub-microlevel redox chemistry to macrolevel phenomena. Moreover, the PSTs noticed several phenomena in the schoolyard that triggered chemistry-related talk. Although the talk that developed occurred differently in the two groups, this study indicates that the schoolyard can provide opportunities for learning chemistry for learners with different formal backgrounds in chemistry.

• Remmen, Kari Beate (2020). Geografi i videregående skole i Fagfornyelsen: Forslag til et rammeverk for feltarbeid som fremmer dybdelæring. Norsk Geografisk Tidsskrift. ISSN 0029-1951. doi: 10.1080/00291951.2020.1749124. Full text in Research Archive
• Remmen, Kari Beate; Jegstad, Kirsti Marie & Höper, Jan (2020). Preservice teachers’ reflections on outdoor science activities following an outdoor chemistry unit. Journal of Science Teacher Education. ISSN 1046-560X. p. 1–20. doi: 10.1080/1046560X.2020.1847967. Full text in Research Archive
• Remmen, Kari Beate & Frøyland, Merethe (2019). Students' use of observation in geology: towards 'scientific observation' in rock classification. International Journal of Science Education. ISSN 0950-0693. doi: 10.1080/09500693.2019.1704914. Full text in Research Archive Show summary

  Students struggle with observing scientifically and connecting observations to scientific theory. This study investigates how students actually use observation in rock classification – a classical practical task in science education. To describe the level of students’ use of observation, data was collected by videotaping 19 small student groups (55 students aged 16–18) in Norway while they were classifying rocks. A modified version of the observation framework proposed by [Eberbach, C., & Crowley, K. (2009). From everyday to scientific observation: How children learn to observe the biologist’s world. Review of Educational Research, 79(1), 39–68] is used to analyse how students’ notice features of rocks (noticing) and interpret the geological processes forming those features (expectations) at different levels: everyday, transitional or scientific. The findings showed that none of the student groups used everyday observation. Three student groups used observation at a transitional level, whereas twelve groups performed observation that can be described as transtional/scientific level. Four student groups used scientific observation. Based on the findings, an observation framework for rock classification is proposed. The challenges encountered by the students are discussed, thus providing ideas for how teachers can support students to use scientific observation in rock classification.

• Remmen, Kari Beate & Frøyland, Merethe (2019). Utvidet klasserom - hvordan inkludere andre læringsarenaer i naturfagundervisning. In Voll, Liv Oddrun; Øyehaug, Anne Bergliot & Holt, Anne (Ed.), Dybdelæring i naturfag. Universitetsforlaget. ISSN 9788215028118. p. 261–278. Full text in Research Archive Show summary

  Hvordan kan naturfaglæreren skape interesse for naturfaget hos elevene og legge til rette for at de utvikler sin fagforståelse og evne til å anvende det de har lært? Skolens naturfagundervisning har blitt karakterisert som en mil bred og en tomme dyp, men anbefalingen nå er å konsentrere undervisningen rundt dybdelæring i noen sentrale og grunnleggende byggesteiner i faget. Hva betyr dette i praksis? I «Dybdelæring i naturfag» viser forfatterne hva dybdelæring er, og de presenterer ny forskning på hvordan man kan legge opp undervisningen for å fremme god progresjon i faglig forståelse, kunnskaper og ferdigheter. Dybdelæring er gjennomgående i alle kapitlene og sees i sammenheng med fagdidaktiske tema som valg av kjerneelementer i faget, utforskende undervisning, bruk av modeller, ulike læringsarenaer og grunnleggende ferdigheter.

• Remmen, Kari Beate (2019). Sammenhenger mellom natur og samfunn gjennom feltarbeid i geografi. In Kvamme, Ole Andreas & Sæther, Elin (Ed.), Bærekraftdidaktikk. Fagbokforlaget. ISSN 9788245024272. Full text in Research Archive
• Frøyland, Merethe; Remmen, Kari Beate & Lundmark, Anders Mattias (2017). Etter- og videreutdanning for lærere – hva skal til for å lykkes? Nordic Journal of STEM Education. 1(1), p. 43–48. Full text in Research Archive
• Remmen, Kari Beate & Frøyland, Merethe (2017). «Utvidet klasserom» – Et verktøy for å designe uteundervisning i naturfag. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 2, p. 218–229. doi: 10.5617/nordina.2957. Full text in Research Archive Show summary

  Despite its rich learning potential, outdoor science activities are challenging to integrate in classroom teaching. Therefore, this paper synthesizes theory, findings and experiences from 20 years of research – and development projects aiming to integrate outdoor teaching in school science, resulting in a pedagogical model called "Extended classroom". Discussing "Extended classroom" in light of related frameworks in the literature, we propose that the "Extended classroom" offers more explicit tools for teachers in designing outdoor science activities that foster opportunities for students to develop deeper learning. In addition, "Extended classroom" seems to facilitate collaboration between classroom teachers and external professionals.

• 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.

• Frøyland, Merethe; Remmen, Kari Beate & Sørvik, Gard Ove (2016). Name-Dropping or Understanding?: Teaching to Observe Geologically. Science Education. ISSN 0036-8326. 100(5), p. 923–951. doi: 10.1002/sce.21232. Full text in Research Archive
• Remmen, Kari Beate & Frøyland, Merethe (2015). Supporting student learning processes during preparation, fieldwork and follow-up work: examples from upper secondary school in Norway. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 11(1), p. 118–134. doi: 10.5617/nordina.908. Full text in Research Archive
• Remmen, Kari Beate & Frøyland, Merethe (2015). What happens in classrooms after earth science fieldwork? Supporting student learning processes during follow-up activities. International Research in Geographical and Environmental Education. ISSN 1038-2046. 24(1), p. 24–42. doi: 10.1080/10382046.2014.967114. Full text in Research Archive
• Frøyland, Merethe; Remmen, Kari Beate; Mork, Sonja Merethe; Ødegaard, Marianne & Christiansen, Torgeir (2015). Researching science learning from students'view : the potential of headcam. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 11(3), p. 249–267. doi: 10.5617/nordina.1424. Full text in Research Archive
• Remmen, Kari Beate & Frøyland, Merethe (2014). Implementation of guidelines for effective fieldwork designs: exploring learning activities, learning processes, and student engagement in the classroom and the field. International Research in Geographical and Environmental Education. ISSN 1038-2046. 23(2), p. 103–125. doi: 10.1080/10382046.2014.891424. Full text in Research Archive
• Remmen, Kari Beate & Frøyland, Merethe (2013). How Students Can Be Supported to Apply Geoscientific Knowledge Learned in the Classroom to Phenomena in the Field: An Example From High School Students in Norway. Journal of Geoscience Education (JGE). ISSN 1089-9995. 61(4), p. 437–452. Full text in Research Archive

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• Frøyland, Merethe & Remmen, Kari Beate (2019). Utvidet klasserom i naturfag. Universitetsforlaget. ISBN 9788215027197. 192 p. Full text in Research Archive

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• Ervik, Hilde; Rønning, Bernt & Remmen, Kari Beate (2026). Samarbeid med arbeidslivet styrker lærerstudenters forståelse av bærekrafts­utfordringer. doi: https:/blogg.forskning.no/blogg-nabu/samarbeid-med-arbeidslivet-styrker-laererstudenters-forstaelse-av-baerekraftsutfordringer/2675345. Full text in Research Archive Show summary

  Skal fremtidens lærere klare å undervise om de massive globale miljøutfordringene, trenger de en mer helhetlig forståelse som inkluderer både politiske og økonomiske perspektiver. En ny studie viser at samarbeid mellom lærerutdanning og bedrifter kan skape et hybrid læringsmiljø som bidrar til å gi studentene denne innsikten.

• Remmen, Kari Beate & Ruud, Lise Camilla (2025). VOSEAMS Presentasjon av prosjekt. Full text in Research Archive
• Höper, Jan; Jegstad, Kirsti Marie & Remmen, Kari Beate (2025). Kjemi – en naturlig del av uteundervisning. Naturfag. ISSN 1504-4564. p. 34–37. Full text in Research Archive Show summary

  Kjemi finner vi overalt i nærmiljøet. Ved å la elevene oppdage kjemi ute kan de få direkte erfaringer som motiverer og hjelper dem med å se relevansen av fagstoffet.

• Jegstad, Kirsti Marie; Höper, Jan & Remmen, Kari Beate (2025). Redoksreaksjoner i skolegården – bruk av uteundervisning i kjemi. Kjemi. ISSN 0023-1983. p. 20–23. Full text in Research Archive
• Höper, Jan; Jegstad, Kirsti Marie & Remmen, Kari Beate (2024). Kjemi i skolegården - hvordan utvide et klassisk laboratoriefag. Bedre Skole. ISSN 0802-183X. p. 18–23. Full text in Research Archive
• Deschamps, Antoine; Ayotte-Beaudet, Jean-Philippe & Remmen, Kari Beate (2024). Experienced secondary school teachers’ practices in contextualized outdoor learning: A collaborative research protocol. Full text in Research Archive
• Remmen, Kari Beate & Røraas, Solveig Gjørv (2024). Spenninger i elevers samtale om bærekraftspørsmål i klasserommet og i Klimahuset. Full text in Research Archive
• Hansson, Petra & Remmen, Kari Beate (2023). Museum sustainability education. Full text in Research Archive
• Jegstad, Kirsti Marie; Höper, Jan & Remmen, Kari Beate (2023). Jakten på redoxreaktioner på skolgården. Kemilärarnas informationsbrev. 1, p. 10–11. Full text in Research Archive
• Ervik, Hilde; Rønning, Bernt & Remmen, Kari Beate (2022). Masterstudenter i naturfagdidaktikk – studentenes erfaringer fra samarbeid med arbeidslivet om temaet bærekraftig utvikling i havet. Full text in Research Archive
• Raddum, Elisabeth Stormoen & Remmen, Kari Beate (2020). How do upper secondary students construct a geological time line of their local area? Full text in Research Archive
• Guttormsen, Julie & Remmen, Kari Beate (2020). Teaching and learning Plate tectonics in school science – a research design. Full text in Research Archive Show summary

  Teaching and learning Plate tectonics in school science – a research design Guttormsen, J.1,* & Remmen, K.B.2 1 Department of Mathematics and Science Education, University of South-Eastern Norway 2 Department of Teacher Education and School Research, University of Oslo *Email: jgu@usn.no This paper presents an ongoing PhD-project focusing on lower secondary school students learning plate tectonics. In the new national science curriculum, Kunnskapsløftet 2020, plate tectonics is emphasized, and has the potential to facilitate deep learning. However, research on teaching and learning about plate tectonics is scarce, and more research is needed on instructional approaches on the subject (Mills, 2016). Additional research presents students’ misconceptions on important geological processes such as earthquakes, rock formation and volcanoes (Francek, 2013). Therefore, this PhD-project builds on the aforementioned research as well as theoretical perspectives on science learning. Together with teachers, a 12 hours teaching design has been developed and tried out with a class of 30 students (aged 13). The teaching activities aim to engage students in scientific practices across classroom and the local environment to learn about plate boundaries and consequential formation of major rock groups. Preliminary research questions are: a) How do students develop understanding of plate tectonic processes? b) How can teachers support students’ meaning making processes through a dialogic approach? c) In what way does learning activities in the teaching design contribute to students’ exploratory talk? Data comprise interviews with students and teacher(s), video data recorded through class- and field sessions, as well as students’ written material such as diagrams. In this presentation, we focus on the teaching design and preliminary results and implications for teaching plate tectonics in lower secondary school. References: Francek, M. (2013). A Compilation and Review of over 500 Geoscience Misconceptions. International Journal of Science Education, 35(1), 31-64. doi:10.1080/09500693.- 2012.736644 Mills, R., Tomas, L. & Lewthwaite, B. . (2016). Junior secondary school students' conceptions about plate tectonics. International Research in Geographical and Environmental Education, 14. doi:10.1080/10382046.2016.1262511

• Jegstad, Kirsti Marie; Höper, Jan & Remmen, Kari Beate (2019). The outdoors as a setting for learning chemistry in teacher education. Full text in Research Archive
• Jegstad, Kirsti Marie; Höper, Jan & Remmen, Kari Beate (2019). The outdoors as a setting for talking chemistry in teacher education. Full text in Research Archive
• 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. Full text in Research Archive
• Remmen, Kari Beate (2018). Feltstudier i geografi. Full text in Research Archive
• Knain, Erik; Remmen, Kari Beate & Fredlund, Tobias (2018). Representations in students’ argumentation on SSI. Full text in Research Archive
• Remmen, Kari Beate & Frøyland, Merethe (2017). DEVELOPING A LEARNING PROGRESSION FOR STUDENTS: FROM EVERYDAY TO SCIENTIFIC OBSERVATION IN GEOLOGY. Full text in Research Archive
• Fredlund, Tobias; Knain, Erik & Remmen, Kari Beate (2017). Two central aspects of sign-making for the learning of science: differentiation and integration. Full text in Research Archive
• Remmen, Kari Beate & Frøyland, Merethe (2017). Hvordan kan elever i videregående skole lære å observere som geologer? Full text in Research Archive
• Remmen, Kari Beate; Lundmark, Anders Mattias & Frøyland, Merethe (2017). Smakebit på EVU for geofaglærere - what's in it for you? Full text in Research Archive
• Knain, Erik; Remmen, Kari Beate & Fredlund, Tobias (2017). The role of representations in students' argumentation on SSI. Full text in Research Archive
• Frøyland, Merethe; Remmen, Kari Beate & Lundmark, Anders Mattias (2017). Etter- og videreutdanning for lærere – hva skal til for å lykkes? Full text in Research Archive
• Remmen, Kari Beate (2016). CO2-oppdraget. Naturfag. ISSN 1504-4564. p. 46–48. Full text in Research Archive
• Kostøl, Kristine Bakkemo & Remmen, Kari Beate (2016). Læring gjennom oppdrag. Naturfag. ISSN 1504-4564. p. 38–43. Full text in Research Archive
• Remmen, Kari Beate (2015). Kan vi bli rike på gråstein? Geoprogrammet og veien videre. Full text in Research Archive
• Remmen, Kari Beate (2015). Hvordan samarbeide om å designe undervisningsopplegg? Full text in Research Archive
• Remmen, Kari Beate & Kostøl, Kristine Bakkemo (2015). Lærer + arbeidslivet = bedre realfagundervisning? Full text in Research Archive
• Remmen, Kari Beate & Frøyland, Merethe (2015). Investigating students' learning processes: Reconsidering pedagogical recommendations for fieldwork. Full text in Research Archive
• Frøyland, Merethe; Remmen, Kari Beate & Sørvik, Gard Ove (2015). Contrasting elementary and upper secondary school students’ learning of geological observation. Full text in Research Archive
• Remmen, Kari Beate & Kostøl, Kristine Bakkemo (2015). Lektor2-modellen - Et verktøy for samarbeid om undervisningsopplegg. Full text in Research Archive
• Remmen, Kari Beate & Frøyland, Merethe (2015). Kan vi bli rike på gråstein? Naturfag. ISSN 1504-4564. 1, p. 64–67. Full text in Research Archive
• Remmen, Kari Beate; Delsett, Lene Liebe & Vesterkjær, Kristin (2015). Hvordan kan forskere og lærere samarbeide? Naturfag. ISSN 1504-4564. 1, p. 72–75. Full text in Research Archive
• Remmen, Kari Beate (2015). Lager klima for geodidaktikk. [Journal]. Naturfag. Full text in Research Archive
• Delsett, Lene Liebe; Vesterkjær, Kristin & Remmen, Kari Beate (2015). Hva og hvordan kan elever, lærere og stipendiater på NHM samarbeide om undervisning? Eksempler fra samarbeidsprosjekt mellom Hersleb VGS og NHM. Full text in Research Archive
• Remmen, Kari Beate & Kostøl, Kristine Bakkemo (2015). Andre læringsarena i undervisningen - hvordan? Full text in Research Archive
• Remmen, Kari Beate (2014). Erfaring med bruk av det teoretiske rammeverket for samarbeid skole-energibedrift. Full text in Research Archive
• Remmen, Kari Beate (2014). To videregående skoler under UiOs vinger. [Journal]. Uniforum. Full text in Research Archive
• Remmen, Kari Beate (2014). Hva skjer før, under og etter uteaktiviteter? Eksempel fra forskningsprosjekt på feltarbeid i geofag med elever i videregående skole. Full text in Research Archive
• Remmen, Kari Beate & Frøyland, Merethe (2014). The Implementation of Fieldwork and Student Learning Processes during Preparation,Field Activity and Follow-Up Work. Full text in Research Archive
• Remmen, Kari Beate (2014). Student learning processes during geoscience fieldwork. Full text in Research Archive
• Remmen, Kari Beate (2014). Hva er et godt feltarbeid? Resultater fra forskningsprosjekt på geofag i videregående skole. Full text in Research Archive
• Remmen, Kari Beate & Frøyland, Merethe (2014). Lærerløftet som glemmer eleven. Full text in Research Archive
• Remmen, Kari Beate & Frøyland, Merethe (2013). How to support students to apply knowledge learned in the classroom to a field setting. Full text in Research Archive
• Remmen, Kari Beate & Frøyland, Merethe (2013). Feltarbeid i en geotop - et rammeverk. Kimen. ISSN 1890-5137. p. 57–72. Full text in Research Archive
• Remmen, Kari Beate & Frøyland, Merethe (2013). Etterarbeid i klasserommet - oppgaver som hjelper elevene til å bearbeide dataene fra feltarbeid. Kimen. ISSN 1890-5137. p. 82–87. Full text in Research Archive
• Remmen, Kari Beate & Frøyland, Merethe (2013). "Jammen vi vet jo ikke hva vi skal se etter..." - Hvordan "geobriller" kan hjelpe elevene til å anvende geofaglig kunnskap ute i felt. Kimen. ISSN 1890-5137. p. 73–87. Full text in Research Archive
• Frøyland, Merethe & Remmen, Kari Beate (2013). Utvidet klasserom. Naturfag. ISSN 1504-4564. p. 44–46. Full text in Research Archive
• Remmen, Kari Beate & Frøyland, Merethe (2013). Classroom preparation and fieldwork: A case study of upper secondary students' ability to apply geoscience knowledge in the field. Full text in Research Archive
• Remmen, Kari Beate & Frøyland, Merethe (2013). What happens in classrooms after field activities? Identifying follow-up activities which enhance students’ understanding. Full text in Research Archive
• Sørvik, Gard Ove & Remmen, Kari Beate (2011). Gjett hva lærer'n tenker på: Betydningen av faglig snakk for et utforskende læringsmiljø. Naturfag. ISSN 1504-4564. p. 40–43. Full text in Research Archive
• Remmen, Kari Beate (2011). Elevspørsmål for meningsfull undervisning og læring. Naturfag. ISSN 1504-4564. 2, p. 44–47. Full text in Research Archive

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