Nora Elise Hesby Mathé

• Mathé, Nora E. H.; Brevik, Lisbeth M.; Gudmundsdottir, Greta B. & Barreng, Rebecca Linnéa Söderström (2026). The classroom as space for change: teachers’ daily reports on the uptake of curricular concepts. Journal of Curriculum Studies. ISSN 0022-0272. doi: 10.1080/00220272.2026.2680401. Full text in Research Archive Show summary

  Previous studies have shown that teachers are vital in the implementation of educational reforms, despite variation in the extent to which teachers manifest their agency and how they involve themselves in the implementation. This study adds to the existing literature by investigating teachers’ curricular uptake of the national reform (LK20) in Norway. We investigated teachers’ reported uptake of curricular concepts during 3 years (2021–24) following LK20, acknowledging the value of capturing teachers’ perspectives. The purpose was to identify the degree to which teachers reported planning and uptake of three specific curricular concepts: life skills, inquiry/exploration and digital competence. This study used daily reports from 74 teachers in seven secondary schools describing their uptake of the concepts during naturally occurring teaching. We analysed the daily reports that the teachers provided from before and after a total of 663 lessons in 168 classes in seven school subjects. Using a one-way analysis of variance (ANOVA), we identified patterns among concepts and subjects. Teachers’ reported degrees of uptake indicated transformative agency despite variation among concepts and subjects. The study indicates that emphasizing teachers’ transformative agency might contribute to greater autonomy in implementing curricular reforms.

• Aashamar, Peter Nicolai & Mathé, Nora Elise Hesby (2025). Inquiry in social studies and social science: Linking teachers’ perspectives and classroom practice. Nordic Journal of Comparative and International Education (NJCIE). 9(4). doi: 10.7577/njcie.6284. Full text in Research Archive Show summary

  Inquiry-oriented teaching has been central to social science education literature and curricula for years. However, few empirical studies, especially in the Nordic context, have examined such teaching practices across various contexts. This study drew on teacher interviews and video-recorded classroom observations in Norwegian lower and upper secondary social studies and social science to explore teachers’ perceptions and implementations of inquiry under a new national curriculum reform. We used a comparative approach, combining content analysis of interviews and the EDUCATE observation protocol, to identify the prevalence and characteristics of inquiry-oriented teaching practices in the classroom videos. Our findings suggest clear links between teachers’ perspectives on inquiry in social studies and social science and the teachers’ implementation of inquiry-oriented teaching practices. Most teachers viewed inquiry as inherent to the subject and implemented it in various ways in most lessons. Teachers largely understood inquiry as allowing students to seek information and develop answers independently; they emphasised the importance of scaffolding and differentiation; and while teachers discussed various social science topics, there was limited focus on research methods in the interviews. Using the EDUCATE observation protocol for inquiry-oriented teaching, we found that most lesson segments included inquiry-oriented practices; however, they primarily included the investigation phase, while preparation and consolidation of inquiry were observed to a lesser extent. The implications include specific suggestions for developing inquiry-oriented teaching in social studies and social science education.

• Isaksen, Anja Ramfjord; Mathé, Nora Elise Hesby; Brevik, Lisbeth M. & Gudmundsdottir, Greta Björk (2025). Life skills education as a balancing act: Preparing students to handle life challenges in upper secondary English and social science classrooms. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 159. doi: 10.1016/j.tate.2025.104992. Full text in Research Archive Show summary

  Adolescents confront mental health challenges in a post-Covid19 world with warfare and increased digitalisation, necessitating resilient young adults. Despite global recommendations, evidence of life skills education (LSE) in classrooms is scarce. This study involved classroom observations of naturally occurring instruction across 18 Norwegian upper secondary classrooms and identified how LSE was implemented in English and social science lessons to support students’ handling of personal, societal and future challenges. The study revealed more prominence of LSE in English than in social science and more often in general compared to vocational studies, offering insights for LSE implementation in pedagogy and policy.

• Mathé, Nora Elise Hesby; Gudmundsdottir, Greta Björk & Brevik, Lisbeth M. (2025). These unscripted moments: Digital competence in the teaching of Russia's invasion of Ukraine. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 162. doi: 10.1016/j.tate.2025.105062. Full text in Research Archive Show summary

  On February 24, 2022, Russia invaded Ukraine, and news spread rampantly in digital media. Simultaneously, researchers were conducting video observations of naturally occurring teaching in Norway. Using mixed methods, this study identified how English and social science teachers in two secondary schools addressed the invasion, across nine classes involving 195 students. Findings suggest that teachers prioritised teaching about the invasion regardless of their original plans, to cater for students’ questions. In these unscripted moments, teachers used their professional digital competence to address the invasion in real time and enable students to find and reflect critically on information about the invasion.

• Mathé, Nora Elise Hesby & Christensen, Anders Stig (2024). Show and tell: scaffolding practices in lower secondary social science classrooms. Journal of Curriculum Studies. ISSN 0022-0272. p. 1–20. doi: 10.1080/00220272.2024.2378315. Full text in Research Archive Show summary

  Inquiry and teaching with high levels of student activity are central to social science education, and research has shown the importance of scaffolding and other expressions of supportive structures in teaching (Christensen, 2021; Mathé, 2020). Nevertheless, there have been few studies documenting how actual teaching takes place and whether a teacher’s activities support the work of their students. This article, part of QUINT—Quality in Nordic Teaching, drew on video observations from 16 lower secondary social science classrooms in Denmark and Norway. We began by using the Protocol for Language Arts Teaching Observation (PLATO; Grossman, 2019) to identify the extent of teacher scaffolding practices. From this, we analysed the scaffolding to understand what kinds can be observed in social science education, with a specific focus on inquiry-based teaching. Although we identified scaffolding in a minority of lesson segments, what we did observe was related to a number of skills and strategies, both generic and specific to social science education. We concluded by identifying the strong potential in developing scaffolding practices related to social science inquiry further, before discussing implications and opportunities based on our findings.

• Christensen, Anders S. & Mathé, Nora Elise Hesby (2023). Higher order thinking in social science education –an empirical study with classroom observations from Denmark and Norway. Sammenlignende Fagdidaktik. 7. doi: 10.7146/sammenlignendefagdidaktik.v2023i7.138199. Full text in Research Archive Show summary

  The aim of this article is to discuss what kinds of higher order thinking are encouraged in social science lessons in lower secondary school. The study used a research design employed by Klette et al. (2017) with video-taped lessons from social science education in Denmark and Norway. We identified teaching segments that included activities promoting higher order thinking and analysed them to produce an overview of the characteristics of cognitively demanding teaching. We found several examples of teaching that encouraged students’ higher order thinking, either by facilitating student’s interaction with complex knowledge or engaging them in demanding cognitive processes. By analysing selected examples, we found that the relationship between knowledge and processes was not linear: it seems possible to have a cognitively demanding task with little knowledge, and simple tasks performed onThe aim of this article is to discuss what kinds of higher order thinking are encouraged in social science lessons in lower secondary school. The study used a research design employed by Klette et al. (2017) with video-taped lessons from social science education in Denmark and Norway. We identified teaching segments that included activities promoting higher order thinking and analysed them to produce an overview of the characteristics of cognitively demanding teaching. We found several examples of teaching that encouraged students’ higher order thinking, either by facilitating student’s interaction with complex knowledge or engaging them in demanding cognitive processes. By analysing selected examples, we found that the relationship between knowledge and processes was not linear: it seems possible to have a cognitively demanding task with little knowledge, and simple tasks performed on complex knowledge. We argue for using a two-dimensional model that captures cognitive processes as well as different types of knowledge required.

• Mathé, Nora Elise Hesby (2023). Suggesting a framework for students' academic perspective-taking in secondary social science education. Acta Didactica Norden (ADNO). 17(2). doi: 10.5617/adno.9202. Full text in Research Archive Show summary

  Contributing to secondary students’ perspective-taking is one of the main purposes of social science education in school, closely related to the democratic mandate. Previous literature has distinguished between interpersonal and academic perspective-taking, both deriving from theories on social perspective-taking (Gehlbach et al., 2012; Sandahl, 2020). The purpose of this article is to argue for and discuss a framework for facilitating academic perspective-taking in secondary social science education. The framework combines an existing model of perspective-taking with recent deliberative and agonistic democratic theory to integrate disciplinary perspectives, students’ per­spectives and perspectives from broader social and political debates and processes. In presenting the framework, I argue that and discuss how perspectives from deliberative and agonistic theory can contribute to and have different implications for social science classroom practice in secondary school. To contribute with practical implications of the article’s theoretical contributions to social science didactics research, I outline some didactic opportunities for working with perspective-taking, focusing on the specific purpose of the activity.

• Mathé, Nora Elise Hesby & Sandahl, Johan (2023). Between the lifeworld and academia: Defining political issues in social science education. Journal of Social Science Education. ISSN 1611-9665. 22(3). doi: 10.11576/jsse-5203. Full text in Research Archive Show summary

  Highlights: We identified four aspects for defining political issues. Political issues are collective. Political issues are conflictual in nature. Political issues are contemporary issues. Issues are political due to contextual factors. Purpose: The purpose of this study is to discuss mutual understandings of political issues among students and academics. The aim is to suggest a framework that teachers can use to address politics from both the discipline’s and the students’ perspectives. Design/methodology/approach: This study is based on semi-structured interviews with twelve students in six upper secondary schools and eight social science academics in Norway and Sweden. Findings: We identified four guiding aspects for defining political issues in social science education to connect disciplinary thinking with students’ views of the political. These aspects are: 1) collective, 2) contemporary, 3) conflictual, and 4) contextual. Limitations: This study relied on interviews with a selection of students and academics and what they chose to express. The results may not be applicable to other samples. Implications: The framework presented can be used in social science education to understand and discuss the nature of political issues.

• Larsen, Eivind & Mathé, Nora Elise Hesby (2022). Teachers’ Perceptions of Their Schools’ Democratic Character. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2021.2021437. Full text in Research Archive Show summary

  This study investigates teachers' perceptions of school democracy within a low-stakes accountability context. While previous studies have focused on teachers' perceptions of school climate and citizenship norms, we know less about factors associated with their perceptions of democracy in their schools. Through a multiple regression analysis of survey data, we investigated possible predictors of teachers' perceptions regarding their schools' democratic character within Norway's low-stakes accountability system. In this study, theories on professionalism and educational and democratic leadership serve as an overarching framework. Results suggest a positive relationship between teachers' experience of trust, support, and an inclusive relationship with their principal/leadership team and perceptions of democratic features in their school. Moreover, the higher the importance teachers place on teaching skills and values related to democracy, the more democratic they perceive their schools to be. Finally, findings indicate that education for democracy is embedded in collaboration structures at the school level.

• Brevik, Lisbeth M. & Mathé, Nora Elise Hesby (2021). Mixed methods som forskningsdesign. In Andersson-Bakken, Emilia & Dalland, Cecilie Pedersen (Ed.), Metoder i klasseromsforskning Forskningsdesign, datainnsamling og analyse. Universitetsforlaget. ISSN 9788215047508. Full text in Research Archive Show summary

  Metoder i klasseromsforskning Forskningsdesign, datainnsamling og analyse Emilia Ingegerd Andersson-Bakken (red.) Cecilie Dalland (red.) Skal du forske på noe av det som foregår i et klasserom, læreres undervisning eller elevers læring? Da står du overfor mange viktige valg. Metodemangfoldet er stort. I denne boken gis forskningsbaserte presentasjoner av forskningsdesign, datainnsamlings- og analysemåter. En rekke erfarne klasseromsforskere har skrevet om sampling, mixed methods, gjenbruk av kvalitative data, intervju, videostimulert intervju, observasjon, bruk av video i klasseromsforskning, spørreundersøkelser, intervensjon og skjermopptak som forskningsmetode i og utenfor klasserommet. Kapitlene omfatter også analyse av videodata, kategorisering og koding i intervju- og observasjonsforskning, innholdsanalyse og elevtekster som empirisk materiale i kvalitative studier. Bokens redaktører er Emilia Andersson-Bakken og Cecilie Dalland, begge førsteamanuenser ved Institutt for grunnskole- og faglærerutdanning, OsloMet. Øvrige bidragsytere er erfarne forskere: Jonas Bakken, Ingrid Rodrick Beiler, Tuva Bjørkvold, Elisabeth Bjørnstad, Marte Blikstad-Balas, Lisbeth M. Brevik, Torgeir Christiansen, Harald Eriksen, Tove Stjern Frønes, Silje Hølland, Kirsti Klette, Nora Elise Hesby Mathé, Andreas Pettersen, Ingvill Krogstad Svanes, Sigrun Svenkerud og Anne Kristin Øgreid.

• Mathé, Nora Elise Hesby & Elstad, Eyvind (2020). Exploring students’ effort in social studies. Nordidactica. ISSN 2000-9879. p. 65–87. Full text in Research Archive Show summary

  Preparing young people for becoming responsible citizens is an important educational aim. The school subject of social studies contributes to this wider educational aim by focusing on knowledge, skills and values to support young people in developing their knowledgeable participation in democratic processes. As social studies combines a focus on knowledge and participation, students’ own effort is of vital importance. The purpose of this study was to explore the factors associated with students’ effort in upper-secondary social studies. The survey sample comprised 264 upper-secondary students (16 to 17 years old) from schools located in urban and rural areas in three Norwegian counties. Regression analysis was used to assess the strength of statistical associations between the dependent variable—students’ effort—and the hypothesised antecedents: students’ perceptions of citizenship preparation in social studies, students’ self-efficacy in social studies, students’ perceptions of the teacher’s expectations in social studies, students’ relational trust toward the teacher, gender and books in the home. Our findings show that all of these factors, except for teacher expectations and relational trust, were significantly related to students’ effort. The results are discussed, and implications for social studies and further research are outlined.

• Mathé, Nora Elise Hesby (2020). Preparing to Teach Democracy: Student Teachers’ Perceptions of the ‘Democracy Cake’ as a Set of Teaching Materials in Social Science Education. Journal of Social Science Education. ISSN 1611-9665. 19(3), p. 66–85. doi: 10.4119/jsse-1243. Full text in Research Archive Show summary

  Purpose: Few studies have examined student teachers’ perceptions of teaching materials on democracy. For the purpose of addressing how teacher education in social science might contribute to student teachers’ qualifications for teaching democracy, this study investigated student teachers’ perceptions of the ‘Democracy Cake’ as a set of teaching materials for teaching democracy in social science education. Design/methodology/approach: This study relied on a survey and observations among 47 student teachers in a social science didactics course. Findings: Analyses of student teachers’ perceptions revealed concerns about teaching social science concepts, engagement of secondary school students in classroom discussions and the theoretical framing of the teaching materials. Research limitations: The study focused on 47 student teachers’ perceptions of a particular set of teaching materials and may not be generalisable. Practical implications: This study indicates that social science teacher education might benefit from involving student teachers in the examination of teaching materials.

• Mathé, Nora Elise Hesby & Elstad, Eyvind (2018). Students’ Perceptions of Citizenship Preparation in Social Studies: The Role of Instruction and Students’ Interests. Journal of Social Science Education. ISSN 1611-9665. 17(3), p. 75–87. doi: 10.4119/UNIBI/jsse-v0-i0-1779. Full text in Research Archive Show summary

  Purpose: The main purpose of this study is to explore how 16- to 17-year-old students’ experiences within the social studies classroom and their online political communication are related to their perceptions of citizenship preparation in social studies. Design/methodology/approach: To meet the purpose of this study, regression analyses were executed based on a survey of 264 Norwegian students aged 16–17. The dependent variable was the students’ perceptions of citizenship preparation in social studies. Findings: The analyses indicated that enjoying social studies was strongly associated with students’ perceptions of citizenship preparation in social studies. The teacher’s contributions, discussing democracy and politics in social studies lessons, and students’ online political communication were also significantly associated with students’ per-ceptions of citizenship preparation in social studies. Research limitations/implications: Some limitations exist in the instrument and in internal and external validity. Future research could add more content to improve the model’s explanatory adequacy. More nuanced explanatory factors from outside school are needed to study factors indirectly influencing students’ perceptions of citizenship pre-paration. Practical implications: These results indicate that focusing on students’ interests and quality instruction have positive implications for students’ perceived value of the subject when it comes to preparing them for civic and political engagement.

• Mathé, Nora Elise Hesby & Elstad, Eyvind (2018). Students' perceptions of citizenship preparation in social studies: The role of instruction and students' interests. Journal of Social Science Education. ISSN 1611-9665. 17(3), p. 74–86. doi: 10.4119/UNIBI/jsse-v17-i3-1779. Full text in Research Archive
• Mathé, Nora Elise Hesby (2017). Engagement, Passivity and Detachment: 16-year-old Students’ Conceptions of Politics and the Relationship between People and Politics. British Educational Research Journal (BERJ). ISSN 0141-1926. doi: 10.1002/berj.3313. Full text in Research Archive Show summary

  While there is a wealth of literature on young people and politics, most studies have examined theirinterest, trust and participation in politics as well as their attitudes toward and knowledge about for-mal politics. Little is known, however, about young people and the concept of politics. This articleinvestigates 16-year-old students’ perceptions of the concept of politics and their conceptions of therelationship between people and politics. This knowledge is valuable for citizenship and social stud-ies education, as an increasingly polarised political climate poses challenges to democratic politicsand, consequently, to young people’s political engagement and participation. In this study, semi-structured interviews were conducted with nine students at five Norwegian upper secondaryschools. The students varied in their interest and involvement in politics. A main finding is that thestudents perceived politics as processes related to shaping society, as decisions and activities relatedto ruling a country, and as the activities of discussion and debate. Three conceptions of the relation-ship between people and politics are presented: engagement, passivity, and detachment. In addi-tion, while the 16-year-olds participated in political discussions privately and at school, they statedthat they did not participate in political discussions in social media. Implications for citizenship andsocial studies education include the need to strengthen the bottom-up perspective on politics andfocus on in-depth understanding of political processes and tools and methods of social-scientificenquiry, as well as providing students with opportunities for and practice with handling oppositionin political discussions online.

• Mathé, Nora Elise Hesby & Elstad, Eyvind (2017). Elevers vurdering av politikeres bruk av sosiale medier i et postfakta-samfunn og implikasjoner for samfunnsfaget. Nordidactica. ISSN 2000-9879. 2017(3), p. 71–96. Full text in Research Archive Show summary

  In the age of political confrontation the public is at times presented with statements in the media that are less than truthful. At the same time, social media create new arenas for political communication. These trends implicate that today’s students need to develop critical awareness, but also experience with factual argumentation about political issues to develop political understanding and their own viewpoints. The purpose of this article is to explore how Norwegian 16-17-year-old students perceive and evaluate some examples of politicians’ communication in social media, and to discuss the need for social studies to provide students with sufficient prerequisites for meeting an ever-changing future. We make use of theory on rational behaviour as well as theory on deliberative and radical democracy to shed light on the student data. The analysis shows that the students are critical of politicians’ use of social media. Further, they judge their own information evaluation abilities too positively. Implications for social studies are discussed: Students should practice political discussion and argumentation and the focus on critical analysis of political communication should be further strengthened.

• Mathé, Nora Elise Hesby (2016). Students' understanding of the concept of democracy and implications for teacher education in social studies :. Acta Didactica Norge. 10(2), p. 271–289. doi: 10.5617/adno.2437. Full text in Research Archive

View all works in NVA

• Mathé, Nora Elise Hesby (2026). Arbeta med politiska frågor i undervisningen. Full text in Research Archive Show summary

  https://www.lararfortbildning.se/media/ewycbnq5/program-lararnas-forskningskonvent-karlstad_260625.pdf

• Mathé, Nora Elise Hesby (2026). Utforskande undervisning och stödfunktioner. Full text in Research Archive Show summary

  https://www.lararfortbildning.se/media/ewycbnq5/program-lararnas-forskningskonvent-karlstad_260625.pdf

• Mathé, Nora Elise Hesby; Spurkland, Marte & Helgen, Ragnhild (2026). Når feeden blir lærer. Samtale. doi: https:/www.uio.no/forskning/satsinger/demokrati/aktuelt/arrangementer/demokratikonferansen-2026/. Full text in Research Archive
• Mathé, Nora Elise Hesby; Sandahl, Johan; Mikander, Pia; Christensen, Anders Stig & Jägerskog, Ann-Sofie (2026). Panel Discussion: Social Studies in Times of Curriculum Changes. doi: https:/www.su.se/english/divisions/department-of-teaching-and-learning/calendar/events/2025-09-16-noksa-nordic-conference-in-social-studies-education. Full text in Research Archive
• Mathé, Nora Elise Hesby; Aashamar, Peter Nicolai; Christensen, Anders Stig; Jakobsson, Martin; Mikander, Pia & Walkert, Michael [Show all 7 contributors for this article] (2026). Social studies teaching in Nordic classrooms. doi: https:/www.su.se/english/divisions/department-of-teaching-and-learning/calendar/events/2025-09-16-noksa-nordic-conference-in-social-studies-education. Full text in Research Archive
• Heie, Magnus; Brevik, Lisbeth M.; Mathé, Nora Elise Hesby & Gudmundsdottir, Greta Björk (2025). Krigsutbruddet i Ukraina endret undervisningen - Forskningsnytt. [Internet]. UiOs nettsider. Full text in Research Archive Show summary

  Forskerne var i klasserommene for å studere noe annet. Så invaderte Russland Ukraina.

• Sareen, Siddharth; Danbolt, Bjørn Kristian; Aamaas, Borgar; Olsen, Cecilie Sachs; Bratland-Sanda, Solfrid & Holmen, Heidi [Show all 14 contributors for this article] (2025). AYFs Jubileumsbok - De første ti årene. doi: https:/akademietforyngreforskere.no/wp-content/uploads/2025/11/Jubileumsbok-digital-3.pdf. Full text in Research Archive
• Mathé, Nora Elise Hesby & Bjermeland, Monica (2025). Slik fant Sigurd (19) veien ut av «kaninhullet» på nett. Forskning.no. ISSN 1891-635X. Full text in Research Archive Show summary

  Videregående-elev Sigurd er blant de 80 prosentene unge velgere som stemte i årets valg. Men veien til politisk dannelse har vært kronglete. I denne podkastepisoden snakker han med forsker Nora Elise Hesby Mathé, UiO.

• Bjermeland, Monica; Mathé, Nora Elise Hesby & Sigurd (2025). Fra isolasjon til engasjement: Slik fant Sigurd (19) veien ut av «kaninhullet» på nett. doi: https:/podcasts.apple.com/no/podcast/slik-fant-sigurd-19-veien-ut-av-kaninhullet-p%C3%A5-nett/id1520200628?i=1000733090129. Full text in Research Archive
• Mathé, Nora Elise Hesby (2025). Dagsaktuelle tema som inngang til demokrati i skolen. Full text in Research Archive
• Mathé, Nora Elise Hesby & Aashamar, Peter Nicolai (2025). Inquiry in two social science subjects: Linking the national curriculum, teachers’ understandings and classroom practice. Full text in Research Archive
• Christensen, Anders Stig & Mathé, Nora Elise Hesby (2025). Højere ordens-tænkning i samfundsfag. POLIS - Tidsskrift for samfundsdidaktik. ISSN 2597-2766. 5(9). Full text in Research Archive
• Gregers, Tone Fredsvik; Langford, Malcolm; Maasø, Arnt; Brevik, Lisbeth M.; Mjaaland, Marius & Mirmotahari, Omid [Show all 25 contributors for this article] (2025). Utdanningskvalitet: Hva kan vi forvente av UiOs framtidige rektorteam? Full text in Research Archive
• Mathé, Nora Elise Hesby (2024). Hva vet vi om det digitale klasserommet? Funn fra EDUCATE-prosjektet. Full text in Research Archive
• Aamaas, Borgar; Olsen, Julia; Mathé, Nora Elise Hesby & Danbolt, Bjørn Kristian (2024). Vi er alle tjent med god akademisk lederopplæring. Full text in Research Archive
• Brevik, Lisbeth M.; Blikstad-Balas, Marte; Klette, Kirsti; Mathé, Nora Elise Hesby; Selling, Alexander Jonas Viktor & Ahmadian, Shilan [Show all 7 contributors for this article] (2024). Skolens tilstand: Hva skjer i norske klasserom? Full text in Research Archive
• Shah, Feroz Mehmood; Mathé, Nora Elise Hesby; Danbolt, Bjørn Kristian & Berge, Birger (2024). Språkkrav er feil og dyr medisin for å sikre norsk fagspråk. Full text in Research Archive
• Bergstrøm, Emilie-Marie; Brekke, Anne Dorthe & Mathé, Nora Elise Hesby (2023). Hvordan legge til rette for utforsking i samfunnsfagene. Bedre Skole. ISSN 0802-183X. Full text in Research Archive
• Heie, Magnus; Pollen, Birgitte Grydeland; Gudmundsdottir, Greta Björk; Mathé, Nora Elise Hesby & Sæther, Elin (2023). Tre nye meritterte utdannere ved Institutt for lærerutdanning og skoleforskning. [Internet]. www.uv.uio.no. Full text in Research Archive
• Heie, Magnus & Mathé, Nora Elise Hesby (2023). Slik kan du som lærar bidra til elevmedverking i skulen. Full text in Research Archive
• Vedvik, Kari Oliv; Mejlbo, Kaja & Mathé, Nora Elise Hesby (2023). – Vi velger det vi tror vi lærer best av. [Journal]. Utdanning. Full text in Research Archive
• Vedvik, Kari Oliv; Mejlbo, Kaja & Mathé, Nora Elise Hesby (2023). Forsker: – Elevmedvirkning trenger ikke være så komplisert. [Internet]. Utdanningsnytt. Full text in Research Archive
• Dietrichs, Erik Sveberg; Kvellestad, Anders & Mathé, Nora Elise Hesby (2023). Hvitløksfedd i nesa og merkelige «kvantetolkninger». Morgenbladet. ISSN 0805-3847. Full text in Research Archive
• Mathé, Nora Elise Hesby & Johannessen, Martin (2023). Rekk opp hånda! ep. 272: Demokrati starter i skolen: Lærere som pådrivere for elevmedvirkning - med Nora Elise Hesby Mathé. [Internet]. Podcast. Full text in Research Archive
• Mathé, Nora Elise Hesby; Sandsør, Astrid Marie Jorde & Tjønndal, Anne (2023). Hvorfor er nordmenn så fanatisk opptatt av å gå på ski? Svar på ukens spørsmål i Morgenbladet. Morgenbladet. ISSN 0805-3847. Full text in Research Archive
• Brevik, Lisbeth M. & Mathé, Nora Elise Hesby (2023). Slik kan du jobbe med utforsking i dine fag. Bedre Skole. ISSN 0802-183X. Full text in Research Archive
• Jemsek, Misha; Mathé, Nora Elise Hesby & Christensen, Anders S. (2023). New study on social science education in Denmark and Norway. Full text in Research Archive
• Korsvoll, Nils Hallvard; Mathé, Nora Elise Hesby & Myksvoll, Mari Skuggedal (2023). Sommarens varsku om maktrelasjonar krev handling. Full text in Research Archive
• Brevik, Lisbeth M.; Gudmundsdottir, Greta Björk; Doetjes, Gerke (Gerard); Mathé, Nora Elise Hesby; Dodou, Katherina & Barreng, Rebecca Linnéa Söderström [Show all 11 contributors for this article] (2023). Hvordan fungerer livsmestring i norske klasserom? Full text in Research Archive
• Mathé, Nora Elise Hesby & Olson, Maria (2023). The student as the subject in social studies and the potential of social studies in students' lives. Acta Didactica Norden (ADNO). 17(2). doi: 10.5617/adno.10211. Full text in Research Archive
• Shah, Feroz Mehmood; Mathé, Nora Elise Hesby & Danbolt, Bjørn Kristian (2023). Varsellampene lyser etter NTNU-saken. Full text in Research Archive
• Mathé, Nora Elise Hesby & Christensen, Anders S. (2022). Higher order thinking in Social Science classrooms in Denmark and Norway. Full text in Research Archive Show summary

  In the Nordic countries, preparing young people to contribute to society is an important educational aim. The school subject of social science plays an important role in this mission, as it aims to contribute to young people’s knowledgeable participation in democratic and political institutions and processes. Particularly, social science in school focuses on knowledge, skills and values that contribute to equipping students to take active part in society, including analytic and higher order thinking about that society based on the subject’s content and concepts. In this presentation we aim to investigate what higher order thinking can look like in social science education. To the best of our knowledge, this is the first time this has been done in a comparative light in Scandinavian social science education. This study was guided by the following research question: Which kinds of higher order thinking are encouraged in a selection of social science lessons? By answering and discussing this question, we aim to develop a more precise understanding of what characterises teaching that encourages higher order thinking in social science education in Denmark and Norway.

• Mathé, Nora Elise Hesby & Christensen, Anders S. (2022). Higher order thinking in social studies. Full text in Research Archive
• Mathé, Nora Elise Hesby & Christensen, Anders S. (2022). Stillasbygging og støttestrukturer i samfunnsfag. Full text in Research Archive
• Brevik, Lisbeth M. & Mathé, Nora Elise Hesby (2022). Using PLATO within and across different school subjects. Full text in Research Archive Show summary

  Lisbeth M Brevik and Nora Mathé present work from their research in several projects using the PLATO instrument to study seven different school subjects in lower secondary school: English as an additional language, Norwegian language arts, modern foreign languages (French, German, Spanish), social studies, science, mathematics, and religion. PLATO has been originally developed as a language arts protocol, but has now been used across these subjects to measure direct instruction. Using the same protocol across subjects provides a unique opportunity for interdisciplinary comparison, which offers a common language with which to understand and discuss instruction within and across subjects. In the presentation we will provide specific examples of similarities and differences between subjects identified through the use of PLATO. In this seminar, Brevik and Mathé describe their work with PLATO as an analytic tool and give examples of the affordances of a common instrument as well as important considerations when using PLATO in this way.

• Lund, Bjarte Aarmo; Korsvoll, Nils Hallvard & Mathé, Nora Elise Hesby (2022). Ukens spørsmål: Hva er egentlig ytringsfrihet? Morgenbladet. ISSN 0805-3847. Full text in Research Archive
• Mathé, Nora Elise Hesby; Bjermeland, Monica & Martin, Bakkevold Ole (2022). Podcast: Vil helst være anonyme i sosiale medier. [Internet]. https://www.uv.uio.no/forskning/aktuelt/podkast/laering/podk. Full text in Research Archive
• Mathé, Nora Elise Hesby; Martin, Bakkevold Ole & Bjermeland, Monica (2022). Vil helst være anonyme i sosiale medier (aktueltsak, UV). [Internet]. https://www.uv.uio.no/forskning/aktuelt/podkast/laering/podk. Full text in Research Archive
• Mathé, Nora Elise Hesby (2022). Demokrati og medvirkning: I skolen – for samfunnet. Full text in Research Archive
• Gudmundsdottir, Greta Björk; Brevik, Lisbeth M. & Mathé, Nora Elise Hesby (2022). Digital dømmekraft i engelsk og samfunnsfag. Full text in Research Archive
• Mathé, Nora Elise Hesby & Christensen, Anders Stig (2021). Hovedinnlegg: Høyere ordens tenkning i samfunnsfag. Full text in Research Archive
• Bragdø, Magnus Børre & Mathé, Nora Elise Hesby (2021). Ungdomsskoleelevers demokratiske deltagelse. Bedre Skole. ISSN 0802-183X. 2021(1), p. 68–72. Full text in Research Archive
• Mathé, Nora Elise Hesby & Brevik, Lisbeth M. (2021). Forord, Fortellinger om flukt. Universitetsforlaget. ISSN 9788215047614. Full text in Research Archive
• Lohne, Kjersti; Mathé, Nora Elise Hesby; Myksvoll, Mari Skuggedal & Reinertsen, Hilde (2021). Akademisk ytringsfrihet: Tre løsningsforslag. Full text in Research Archive Show summary

  Midlertidighet, eksternfinansiering og press fra eksterne interesser kan utfordre yngre forskeres akademiske ytringsfrihet.

• Mathé, Nora Elise Hesby (2021). Arbeid med fagbegreper i samfunnsfag. In Erdal, Silje Førland & Granlund, Lise (Ed.), Samfunnsfagdidaktikk. Universitetsforlaget. ISSN 9788215031019. p. 156–172. Full text in Research Archive
• Mathé, Nora Elise Hesby (2021). Samfunnsfag og unges politiske engasjement. In Erdal, Silje Førland & Granlund, Lise (Ed.), Samfunnsfagdidaktikk. Universitetsforlaget. ISSN 9788215031019. p. 191–207. Full text in Research Archive
• Mathé, Nora Elise Hesby & Sæther, Elin (2021). Klasseledelse og utvikling av ytringsnormer i samfunnsfag. In Erdal, Silje Førland & Granlund, Lise (Ed.), Samfunnsfagdidaktikk. Universitetsforlaget. ISSN 9788215031019. p. 310–324. Full text in Research Archive
• Mathé, Nora Elise Hesby (2020). Kritiske øyeblikk i møter mellom kunnskapsdomener i samfunnsfag. Full text in Research Archive
• Mathé, Nora Elise Hesby (2020). Demokrati i skolen. Full text in Research Archive
• Mathé, Nora Elise Hesby (2020). Hvordan kan lærere inspirere elever til å delta aktivt i samfunnet? Full text in Research Archive
• Biseth, Heidi; Lenz, Claudia; Leming, Tove; Huang, Lihong; Anker, Trine & Erdal, Silje Førland [Show all 31 contributors for this article] (2019). La elevene bli rustet til å møte de store samfunnsutfordringene, Jan Tore Sanner! Forskning.no. ISSN 1891-635X. Full text in Research Archive
• Mathé, Nora Elise Hesby & Sandahl, Johan (2019). Between the lifeworld and academia: Defining political issues in social science education. Full text in Research Archive
• Mathé, Nora Elise Hesby (2019). Preparing to teach democracy: Student teachers’ assessment of a democracy exercise in social studies teacher education. Full text in Research Archive
• Mathé, Nora Elise Hesby & Lomsdalen, Christian (2019). Nora Mathé om demokrati og politikk. [Internet]. https://lektorlomsdalen.no/2019/05/ll-155-nora-mathe-om-demo. Full text in Research Archive
• Mathé, Nora Elise Hesby (2019). PhD revisited: Students’ Perceptions of Democracy, Politics, and Citizenship Preparation and Implications for Social Studies Education. Nordic Journal of Comparative and International Education (NJCIE). 3(1), p. 105–115. doi: 10.7577/njcie.3355. Full text in Research Archive
• Mathé, Nora Elise Hesby (2018). Seminar, University of Oxford: Students’ Perceptions of Democracy, Politics, and Citizenship Preparation in Upper Secondary Social studies. Full text in Research Archive
• Brøyn, Tore & Mathé, Nora Elise Hesby (2018). Intervju: Ungdommers forhold til politikk og demokrati. [Journal]. Bedre skole. Full text in Research Archive
• Brevik, Lisbeth M. & Mathé, Nora Elise Hesby (2018). Diskusjon som flerfaglig demokratisk ferdighet. Bedre Skole. ISSN 0802-183X. Full text in Research Archive
• Aashamar, Peter Nicolai; Mathé, Nora Elise Hesby & Brevik, Lisbeth M. (2018). Diskusjon som flerfaglig demokratisk ferdighet. Bedre Skole. ISSN 0802-183X. p. 31–35. Full text in Research Archive
• Mathé, Nora Elise Hesby (2017). Conference presentation ECER: Students’ conceptions of politics and the relationship between people and politics. Full text in Research Archive
• Mathé, Nora Elise Hesby (2017). Conference presentation ECPR: Similarities and differences between 16-year-old students’ and academics’ characterisation of criteria for more or less political issues. Full text in Research Archive
• Mathé, Nora Elise Hesby (2017). Conference presentation Nofa6: How do 16-year-old students characterise political issues? Full text in Research Archive
• Mathé, Nora Elise Hesby (2016). Conference presentation, AERA: Students' understanding of the concept of democracy and implications for teacher education in social studies. Full text in Research Archive
• Mathé, Nora Elise Hesby (2016). Presentation, University of Oxford: 16-year-old students' understanding of the concept of politics: Some conceptual challenges in a PhD project. Full text in Research Archive
• Mathé, Nora Elise Hesby (2015). Begrepsforståelse i samfunnsfag. Hva vil vi med begrepene? Bedre Skole. ISSN 0802-183X. p. 68–72. Full text in Research Archive
• Brevik, Lisbeth M.; Gudmundsdottir, Greta Björk; Mathé, Nora Elise Hesby; Stovner, Roar Bakken; Magnusson, Camilla Gudmundsdatter & Dodou, Katherina [Show all 8 contributors for this article] (2026). På fagenes premisser: EDUCATE sluttrapport. Evaluering av LK20 i fagene på trinn 4-13: livsmestring, utforsking, digital kompetanse og algoritmisk tenkning. Sluttrapport fra forsknings- og evalueringsprosjektet EDUCATE ved Institutt for lærerutdanning og skoleforskning, Universitetet i Oslo. Det utdanningsvitenskapelige fakultet, Universitetet i Oslo . ISSN 9788293847243. doi: https:/www.uv.uio.no/ils/forskning/prosjekter/educate/rapporter/brevik-et-al-(2026)-educate-sluttrapport.pdf. Full text in Research Archive
• Gudmundsdottir, Greta Björk; Brevik, Lisbeth M.; Aashamar, Peter Nicolai; Barreng, Rebecca Linnéa Söderström; Dodou, Katherina & Doetjes, Gerard [Show all 15 contributors for this article] (2024). Å gi rom for variasjon og valgfrihet, mens vi venter på digital dømmekraft. Universitetet i Oslo. ISSN 9788294119011. Full text in Research Archive
• Brevik, Lisbeth M.; Gudmundsdottir, Greta Björk; Aashamar, Peter Nicolai; Barreng, Rebecca Linnéa Söderström; Dodou, Katherina & Doetjes, Gerard [Show all 12 contributors for this article] (2024). Å jobbe utforskende på vg1 og vg2. Den enkelte lærers undervisning har mer å si enn fagenes egenart. Rapport 3 fra forsknings- og evalueringsprosjektet EDUCATE ved Institutt for lærerutdanning og skoleforskning, Universitetet i Oslo. ISSN 9789788269243. Full text in Research Archive
• Brevik, Lisbeth M.; Gudmundsdottir, Greta Björk; Barreng, Rebecca Linnéa Söderström; Dodou, Katherina; Doetjes, Gerke (Gerard) & Evertsen, Ingrid [Show all 15 contributors for this article] (2023). Å mestre livet i 8. klasse. Perspektiver på livsmestring i klasserommet i sju fag. Rapport 2 fra forsknings- og evalueringsprosjektet EDUCATE ved Institutt for lærerutdanning og skoleforskning, Universitetet i Oslo. Universitetet i Oslo. ISSN 9788269249842. Full text in Research Archive
• Mathé, Nora Elise Hesby (2019). Democracy and politics in upper secondary social studies: Students’ perceptions of democracy, politics, and citizenship preparation. Universitetet i Oslo. Full text in Research Archive Show summary

  This thesis comprises three articles and investigates students’ perceptions concerning the theme of democracy and politics in social studies in upper secondary school in Norway. It uses a multiple methods approach to study qualitative and quantitative aspects of students’ perceptions. Article I investigated 23 16-year-old students’ understanding of the concept of democracy, using focus groups. Article II investigated nine 16-year-old students’ perceptions of the concepts of politics and conceptions of the relationship between people and politics, using individual interviews. Article III investigated students’ perceptions of citizenship preparation in social studies and factors related to these, using a quantitative survey. The findings show that the students perceived ‘democracy’ and ‘politics’ both in terms of top-down and bottom-up perspectives. Moreover, the findings indicated that students perceived social studies as valuable in terms of preparing them for current and future citizenship and that their interests and aspects of instruction were associated with these perceptions. The findings are relevant for developing social studies education sensitive to students’ perspectives.

• Aashamar, Peter Nicolai; Mathé, Nora Elise Hesby & Brevik, Lisbeth M. (2017). MA thesis: Diskusjon og demokrati. En videostudie av muligheter for diskusjon om samfunnsfaglige tema. Universitetet i Oslo. Full text in Research Archive

View all works in NVA