Ketil Mathiassen

• Raaheim, Arild; Mathiassen, Ketil; Moen, Vegard; Lona, Irene; Gynnild, Vidar & Bunæs, Bente Ringlund [Show all 7 contributors for this article] (2018). Digital assessment – how does it challenge local practices and national law? A Norwegian case study. European Journal of Higher Education. ISSN 2156-8235. doi: 10.1080/21568235.2018.1541420. Full text in Research Archive Show summary

  The traditional exam has a strong holding within Norwegian higher education and is very often the preferred way of assessing students. Digital technology opens up for alternatives to the traditional exam, but so far focus has predominantly been on exchanging pen and paper with personal computers within the traditional framework. Digital alternatives may come in conflict with existing law governing teaching and assessment at university, as the law was written at a time when digital technology did not exist. We present data from a workshop in which 48 individuals from 11 institutions, academics as well as administration, were asked to identify and discuss challenges related to the introduction of digital alternatives. A case study strategy was considered appropriate as this gave us the opportunity to collect information from representatives from many universities and university colleges across Norway. Lack of knowledge about alternatives to the traditional exam, and lack of knowledge as to how digital technology may be used in assessing students were the kind of challenges most often mentioned. Assessment practices may be rooted in an assessment policy, but data from a survey (29% response rate) indicate that there is little awareness concerning this issue within Norwegian higher education institutions.

• 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.

• Mathiassen, Ketil (2008). Bruk av modeller i biologiundervisningen. In Marion, Peter van & Strømme, Alex (Ed.), Biologididaktikk. Cappelen Damm Høyskoleforlaget. ISSN 9788276345957. p. 170–198. Full text in Research Archive
• Kolstø, Stein Dankert; Bungum, Berit; Arnesen, Erik; Isnes, Anders; Kristensen, Terje & Mathiassen, Ketil [Show all 10 contributors for this article] (2006). Science students' critical examination of scientific information related to socio-scientific issues. Science Education. ISSN 0036-8326. 90(4), p. 632–655. doi: 10.1002/sce.20133. Full text in Research Archive Show summary

  It is widely accepted that to be scientifically literate one needs to have the ability to make thoughtful decisions about socioscientific issues (SSI). This includes critical assessment of scientific claims and arguments involved. In this study we asked 89 science education students with substantial academic qualifications in science, working in groups of two and three, to assess the reliability of scientific claims in an article of their own choice, but related to a socioscientific issue, and to present their evaluation in a short text. In analyzing the students’ texts, we focused on the criteria they had explicitly and implicitly used in their evaluations. Through a qualitative analysis, we identified 13 different criteria focusing on empirical and theoretical adequacy, completeness of presented information, social aspects, and manipulative strategies. An inspection of the students’ evaluations revealed that they drew upon knowledge of possible institutional interests, different signs of competence and an appreciation of concurrent expert views, but also methodological norms in science, specialized content knowledge, and an appreciation of evidence and disclosure of sources. The number of criteria used and the quality of their application varied, indicating that critical examination of texts with a science dimension needs to be emphasized in science teacher education.

• Kolstø, Stein Dankert; Ulvik, Marit; Mestad, Idar; Quale, Andreas; Isnes, Anders & Kristensen, Terje [Show all 9 contributors for this article] (2004). Danning, informasjonsvurdering og argumentering i naturvitenskap. Acta Didactica. ISSN 1502-2013. Full text in Research Archive Show summary

  DIA tar for seg den praktisk-pedagogiske utdanningen (ppu) ved univer¬sitetene i Bergen og Oslo, og retter seg mot studentene som har naturfag i fagkretsen. Prosjektet har hatt to hovedfokus: � Å kartlegge og videreutvikle studentenes forståelse av begrepet danning i en naturfaglig sammenheng. Vi ser på hvordan dette kan bidra til: (i) studentenes forståelse av den rolle ar-gumentasjon spiller i underbyggingen av vitenskapelige påstander, og (ii) deres evne til å vurdere informasjon med et vitenskapelig innhold, slik man kan møte denne i media. � Å integrere bruk av IKT i undervisningen, på måter som kan understøtte studentenes læring og tilføre dem erfaringer og kompetanser som har relevans for deres framtidige lærergjer-ning. DIA omfatter følgende fem forskningstemaer: 1. En kartlegging av studentenes forståelse mht. begrepet danning. 2. Et åpent forsøk utført av studentene, med fokus på argumentering. 3. En vurdering av informasjon hentet fra media, utført av studentene, knyttet til kontroversielle temaer med naturvitenskapelig innhold. 4. Integrering av pedagogikk og fagdidaktikk. 5. Faglig samarbeid med praksisskoler.

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• Lunde, Mai Lill Suhr; Mathiassen, Ketil; Fredlund, Tobias & Knain, Erik (2018). Student teachers’ perspective of representations in science teaching and learning. Full text in Research Archive
• Lunde, Mai Lill Suhr; Mathiassen, Ketil; Fredlund, Tobias & Knain, Erik (2018). Representations and Students Teachers’ Experiences from Teacher Practice. Full text in Research Archive
• Lunde, Mai Lill Suhr; Mathiassen, Ketil; Fredlund, Tobias & Knain, Erik (2017). Lærerstudenters erfaringer med bruk av representasjoner i praksis. Full text in Research Archive
• Mathiassen, Ketil (2009). Differensiert undervisning. In Mikkelsen, Rolf & Fladmoe, Henrik (Ed.), Lektor - adjunkt - lærer Artikler for studiet i praktisk-pedagogisk utdanning. Universitetsforlaget. ISSN 9788215014555. p. 123–135. Full text in Research Archive
• Mathiassen, Ketil (2008). Muntlig eksamen - med like vilkår for alle? Naturfag. ISSN 1504-4564. p. 30–32. Full text in Research Archive
• Kristensen, Terje & Mathiassen, Ketil (2006). Lego Education i skolen - lek og læring. Naturfag. ISSN 1504-4564. p. 36–37. Full text in Research Archive
• Kristensen, Terje & Mathiassen, Ketil (2006). Karusell i fornøyelsespark. Bygg og programmer din egen karusell i LEGO. Naturfag. ISSN 1504-4564. p. 38–39. Full text in Research Archive
• Kristensen, Terje & Mathiassen, Ketil (2006). Elevvurdering i naturfag. Erfaringer fra Osloprøven på 9 trinn. Full text in Research Archive
• Kristensen, Terje & Mathiassen, Ketil (2005). Vurdering i naturfag - erfaringer fra Osloprøven 2004 og 2005. Full text in Research Archive
• Kolstø, Stein Dankert; Bungum, Berit; Arnesen, Erik; Isnes, Anders; Kristensen, Terje & Mathiassen, Ketil [Show all 10 contributors for this article] (2004). Science students' critical examination of scientific information related to socioscientific issues. Full text in Research Archive
• Kristensen, Terje; Mathiassen, Ketil & Fosse, Britt Oda (2003). Erfaringer med LMS i PPU (praktisk pedagogisk utdanning). Full text in Research Archive
• Isnes, Anders; Kristensen, Terje; Kolstø, Stein Dankert; Mathiassen, Ketil & Quale, Andreas (2002). Åpne forsøk og argumentering i naturfag. Full text in Research Archive
• Quale, Andreas; Kristensen, Terje; Mathiassen, Ketil & Isnes, Anders (2002). LIBERAL EDUCATION, INFORMATION ASSESSMENT AND ARGUMENTATION IN SCIENCE ¿ LIA. Full text in Research Archive
• Kristensen, Terje; Mathiassen, Ketil & Fosse, Britt Oda (2002). Bruk av LMS i PPU. Full text in Research Archive
• Kristensen, Terje; Isnes, Anders & Mathiassen, Ketil (2000). Hvordan kan DataLego bidra til bedre naturfagundervisning? Full text in Research Archive
• Klette, Kirsti; Lund, Andreas; Knudsen, Geir; Mathiassen, Ketil; Jenset, Inga Staal & Vinjar, Mari Bjørnsdotter [Show all 9 contributors for this article] (2011). Fagvisjoner i pedagogisk praksis: Program for Utdanning av Pedagogiske faglærere ved ILS (PUPILS). Sluttrapport fra utredningskomitéen for en modell for fornying av lærerutdanningen ved Institutt for lærerutdanning og skoleforskning ved UiO. Universitetet i Oslo. Full text in Research Archive
• Quale, Andreas; Isnes, Anders; Kristensen, Terje; Mathiassen, Ketil; Kolstø, Stein Dankert & Ulvik, Marit [Show all 9 contributors for this article] (2004). Danning, Informasjonsvurdering og Argumentering i naturvitenskap (DIA). Acta Didactica. ISSN 9788290904789. Full text in Research Archive Show summary

  Rapport fra forskningsprosjektet DIA (Danning, Informasjonsvurdering og Argumentering i naturfagundervisning), utført ved universitetet i Oslo og universitetet i Bergen. I prosjektet er det utviklet fagdidaktiske modeller, til bruk ved åpne forsøk i naturfagundervisning, og ved vurdering av informasjon om kontroversielle temaer med naturfaglig innhold slik denne kan forekomme i media.

• Kolstø, Stein Dankert; Ulvik, Marit; Mestad, Idar; Quale, Andreas; Isnes, Anders & Kristensen, Terje [Show all 7 contributors for this article] (2003). Danning, Informasjonsvurdering og Argumentering i naturvitenskap (DIA).Sluttrapport fra PLUTO-prosjektet. ITU. Full text in Research Archive Show summary

  Sluttrapport fra prosjektet "Danning, Informasjonsvurdering og Argumentering i naturvitenskap", utført ved universitetene i Oslo og Bergen.

• Mathiassen, Ketil (1996). Modeller i biologiundervisningen. Institutt for lærerutdanning og skoleutvikling. Full text in Research Archive Show summary

  Ulike modeller blir mye brukt som støtte for tekst i vitenskapelig litteratur og lærerbøker. I denne artikkelen presenteres ulike modellerkategorier og den kognitiv forståelse av slike modeller.

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