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• Sjøberg, Mari & Mueller, Martin Lee (2025). Students’ Negotiations of Perspectives on the Atlantic Salmon, Humans, and Nature: Analysing a Student-Created Film. Research in Science Education. ISSN 0157-244X. 55(4), p. 1029–1046. doi: 10.1007/s11165-025-10275-9. Full text in Research Archive Show summary

  Several reports have argued that we need to renegotiate our relationship with nature, with transdisciplinary aesthetics and cultural approaches being highlighted as key to success. In this article, we present a case study of a transdisciplinary open schooling intervention in a lower secondary school, where students created a film about the red-listed Atlantic salmon. The aim of this paper is to explore how narrative filmmaking, created within a transdisciplinary open schooling setting, supports students in developing agency. The following research question guided the multimodal discourse analysis: What attitudes towards salmon, humans, and nature are communicated and negotiated in the film, and how do the interactive, multimodal resources in filmmaking support students in negotiating perspectives on human–nature relationships? Analytical tools from the appraisal framework and social semiotics were utilised in the analysis. The study demonstrates how the students conveyed a strong appreciation for the salmon and emotionally engaged with its perspective, and how this was realized multimodally through the film’s linguistic and visual resources. Our analysis reveals that the students enacted agency by setting out to inform and surprise with facts about the salmon and its magnificence, challenge anthropocentric views on salmon, and negotiate conflicting perspectives. Finally, the results also show that the students negotiated different human perspectives on salmon, such as scientists’ mechanistic view and a more relational philosophy, ultimately inviting and inspiring the audience to take action.

• Senden, Bas; Jentsch, Armin; Teig, Nani; Nilsen, Trude; Fauskanger, Janne & Frågåt, Thomas [Show all 16 contributors for this article] (2025). Context matters: adapting and validating the TEDS-instruct observation instrument assessing teaching quality for its use in Norwegian primary education. Frontiers in Education. 10. doi: 10.3389/feduc.2025.1483092. Full text in Research Archive Show summary

  The current investigation aims to adapt and validate the Teacher Education and Development Study-Instruct observation instrument for assessing teaching quality in new contexts: Norwegian Grade 6 mathematics and science lessons. More specifically, the article examines content validity and reliability in the new contexts using a multi-methods approach, involving the Delphi technique and generalizability theory. Findings suggest that while the core components of the instrument are relevant in the new contexts, specific adaptations are necessary to capture teaching quality in a more nuanced and meaningful way. Based on the findings, specific adaptions are made to the instrument. Finally, recommendations for developing and using the instrument in the new contexts are provided. The current investigation underscores the importance of contextual sensitivity in the assessment of teaching quality.

• Haslekås, Camilla; Sjøberg, Mari & Gabrielsen, Anja (2024). Utforskende arbeidsmåter i lærerutdanningen: Støttestrukturer som lærerens forlengede arm. Acta Didactica Norden (ADNO). 18(1). doi: 10.5617/adno.10509. Full text in Research Archive Show summary

  Lærerutdanninger spiller en viktig rolle i å forberede lærerstudenter på å undervise utforskende. Det er riktignok få studier fra nordiske land som fokuserer på dette. Denne artikkelen presenterer funn fra en studie i en grunnskolelærerutdanning i faget naturfag, der lærerstudentene fikk erfare utforskende arbeidsmåter i både elev- og lærerrolle. Studentene deltok også i refleksjonssamtaler i grupper i etterkant. Disse ble det gjort lydopptak av, og de utgjør datamaterialet i denne studien. Det ble benyttet tematisk analyse for å besvare forskningsspørsmålene knyttet til studentenes refleksjoner rundt bruk av støttestrukturer ved utforskende arbeidsmåter og lærerstudentenes kompetanseutvikling i lærerutdanningen. Resultater viser at spenningsforholdet mellom ulike hensikter med utforskende arbeidsmåter bidrar til lærerstudentenes usikkerhet rundt lærerens rolle som støtte eller styrer. Samtidig viser studien at fokuset på støttestrukturer i lærerutdanningen gir lærerstudentene noen begreper og verktøy for å planlegge og reflektere rundt ulike aspekter av utforskende arbeidsmåter, og bidrar til at de flytter fokuset fra læreren som styrer til læreren som veileder. Særlig interessant er det hvordan de beskriver støttestrukturene som lærerens forlengede arm, og hvordan både planlagte og dynamiske støttestrukturer kan brukes for å gi struktur og utnytte utforskningens spillerom. Studentenes refleksjoner rundt egen kompetanseutvikling viser også en økt selvtillit til å ta i bruk utforskende undervisning. Vi foreslår noen nøkkelbegreper som er viktige i lærerutdanning med fokus på utforskende undervisning, og peker på behovet for

• Perlander, Annika & Sjøberg, Mari (2023). Exploring Sense-making Processes to Discover Storylines about Becoming a Mathematics and Science Teacher in Norway. Journal of Mathematics and Culture. 17 (4), p. 285–307. Full text in Research Archive
• 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.

• Sjøberg, Mari; Gregers, Tone Fredsvik; Ødegaard, Marianne & Tsigaridas, Kristin Glørstad (2020). Biologilæreres kryssing av kulturgrenser - fra en naturvitenskapelig kultur til en skolekultur. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 16(1), p. 52–66. doi: 10.5617/NORDINA.6518. Full text in Research Archive Show summary

  The aim of this article is to understand biology teachers’ challenges with laboratory work in the light of tensions between the different cultures, or discourses, in biology teacher education. The data material in this study consists of a survey with 314 responses from biology teachers as well as a group interview. Our findings suggest that teachers struggle to transform the knowledge and experience from their pure biology education into their practice in the laboratory. Concepts from a scientific discourse, such as ‘hypothesis’ and ‘report’, are therefore integrated into traditional teacher-directed laboratory tasks where the results are given in advance. We argue that this contributes to a misleading image of science. One of the major challenges for teachers, we argue, is to design appropriate contexts for addressing aspects of nature of science in the laboratory. However, many biology teachers report that they lack knowledge about teaching methods in the laboratory.

• Bersaas, Audun Trygge Haugen; Arnoldussen, Yke Jildouw; Sjøberg, Mari; Haugen, Aage & Mollerup, Steen Kristen (2016). Epithelial-mesenchymal transition and FOXA genes during tobacco smoke carcinogen induced transformation of human bronchial epithelial cells. Toxicology in Vitro. ISSN 0887-2333. 35, p. 55–65. doi: 10.1016/j.tiv.2016.04.012. Full text in Research Archive Show summary

  Lung cancer is largely an environmentally caused disease with poor prognosis. An in vitro transformation model of human bronchial epithelial cells (HBEC) was used to study long-term effects of tobacco smoke carcinogens on epithelial-mesenchymal transition (EMT) and the forkhead box transcription factors FOXA1 and FOXA2. CDK4 and hTERT immortalized HBEC2 and HBEC12 cell lines were exposed weekly to either cigarette smoke condensate (CSC), benzo[a]pyrene, or methylnitrosourea. Transformed cell lines were established from soft-agar colonies after 12 weeks of exposure. HBEC12 was transformed by all exposures while HBEC2 was only transformed by CSC. Untransformed HBEC2 showed little invasive capacity, whereas transformed cell lines completely closed the gap in a matrigel scratch wound assay. CDH1 was down-regulated in all of the transformed cell lines. In contrast, CDH2 was up-regulated in both HBEC2 and one of the HBEC12 transformed cell lines. Furthermore, transformed cells showed activation of EMT markers including SNAI1, ZEB1, VIM, and MMP2. All transformed cell lines had significant down-regulation of FOXA1 and FOXA2, indicating a possible role in cell transformation and EMT. ChIP analysis showed increased binding of Histone-H3 and macroH2A in FOXA1 and FOXA2 in the transformed HBEC2 cell lines, indicating a compact chromatin. In conclusion, long-term carcinogen exposure lead to down-regulation of FOXA1 and FOXA2 concomitantly with the occurrence of EMT and in vitro transformation in HBEC cells.

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• Sjøberg, Mari Heum; Bjerknes, Anne-Line; Burner, Tony; Enqvist-Jensen, Cecilie; Lange, Thomas de & Sandberg, Magnus Henrik [Show all 12 contributors for this article] (2026). Forskning og følelser - NRK. Full text in Research Archive Show summary

  Det er flott at kjendiser engasjerer seg. Men de kan ikke erstatte fagkunnskap.

• Bjerknes, Anne-Line; Burner, Tony; Sjøberg, Mari Heum; Enqvist-Jensen, Cecilie; Lange, Thomas de & Sandberg, Magnus Henrik [Show all 12 contributors for this article] (2026). Skal følelser eller fagkunnskap styre norsk skole? Full text in Research Archive Show summary

  Akademikere mener kjendiser får for mye plass i debatten. Hvordan ville det gått med helsesektoren dersom vi lot de samme folkene definere medisinsk praksis? spør de.

• Sjøberg, Mari Heum; Frøyland, Merethe; Henriksen, Ellen Karoline; Jegstad, Kirsti Marie; Eikeseth, Unni & Kolstø, Stein Dankert [Show all 11 contributors for this article] (2025). Norge trenger en ny realfags­strategi som inkluderer alle realfagene. Full text in Research Archive Show summary

  Vi må få flere elever i videregående til å velge realfag. Da har vi behov for lærere som kan undervise disse elevene.

• Perlander, Annika & Sjøberg, Mari (2022). Student teachers’ Sense-making of becoming teachers; Identifying Storylines as Sources for Positionings. Full text in Research Archive Show summary

  We apply positioning theory to analyse interviews to provide insight into how student teachers with diverse backgrounds make sense of them becoming teachers during a short post-master program in Norway.

• Kolstø, Stein Dankert & Sjøberg, Mari Heum (2022). Utforskende læringsdialoger i naturfagundervisning. [Internet]. Naturfagsdidaktikk . Full text in Research Archive
• Sjøberg, Mari Heum; Haslekås, Camilla & Gabrielsen, Anja (2022). Student teachers’ reflections on scaffolding strategies in inquiry-based teaching. . Full text in Research Archive
• Sjøberg, Mari & Perlander, Annika (2022). Science Student Teachers’ sense-making of Research and Development in a short post-master teacher education program. Full text in Research Archive
• Sjøberg, Mari (2021). ‘Scientific practices and reasoning’ in the new curriculum in Norway; What are students supposed to know about nature of science? Full text in Research Archive
• Sjøberg, Mari (2021). Teaching and learning through scientific practices in the laboratory in biology education: Exploring model-ling through representation construction as scientific practice. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. Full text in Research Archive
• Sjøberg, Mari (2021). Nature of science in the Norwegian curriculum and implications for sustainability education. 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
• Sjøberg, Mari (2017). Biology Teachers´ Reported Practice with Laboratory Work; Learning Science or Learning to do science. Full text in Research Archive
• Sjøberg, Mari (2017). How established scientists address nature of science in an undergraduate laboratory course. Full text in Research Archive
• Sjøberg, Mari (2016). Laboratory work in Upper Secondary School; Norwegian Biology Teachers´ Reported Challenges. Full text in Research Archive
• Sjøberg, Mari (2014). Teachers` challenges and support in the discussion phase of inquiry-based teaching. Full text in Research Archive
• Sjøberg, Mari (2021). Teaching and learning through scientific practices in the laboratory in biology education. Exploring modelling as a scientific practice. Universitetet i Oslo. Full text in Research Archive

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