Svein Sjøberg

Professor Emeritus

Email svein.sjoberg@ils.uio.no

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Postal address P.O.Box. 1099 Blindern 0851 Oslo

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Educational background:

Cand. real, Oslo University, 1970, nuclear physics

MA. in education, Leeds University 1975 (With distinction)

Practical Pedgogical Education (teaching certificate) Oslo University 1976

dr. philos, Oslo University 1982 (Thesis (in Norwegian): The theories of Jean Piaget and their relationship to physics as a discipline and as a school subject)

Prices and awards:

H.M. King Olavs price for best scientific dissertation (On the significance of Jean Piaget's theories to science education) Oslo University 1978

H.M. King Olavs price for best scientific dissertation (On gender and science education), Oslo University 1983 (with co-writers)

Honorary doctor of Linköping University Sweden, 2004

International price for outstanding contribution to physics education, Awarded by ICPE (International Committee for Physics Education), a sub-group of IUPAP (International Union of Pure and Applied Physics) 2005

Research interests:

Has been involved in curriculum reforms and textbooks for all levels. Has twice won H.M King Olav's gold medal for scientific dissertations. Research in cognitive development in science, gender and science education and international comparative research. Board member of IOSTE (International Organization for Science and Technology Education ( since 1994 (President 2002-04) and Member of the Advisory Group on the Science and Society action plan of the 6th Framework Programme of the EU FP6 (2002-06).

Current research interests:

Social, cultural and ethical aspects of science education, science education and development, gender and science education in developing countries. Critical approach to issues of scientific literacy and public understanding of science. Organizer of two comparative projects on pupils' interests, attitudes etc. of importance to science teaching and learning: SAS (Science And Scientists) and ROSE (The Relevance of Science Education (2002 ---) ROSE site:

http://www.ils.uio.no/english/rose/

Leader of the newly (2007) established research group KRIM (Gender/Kjønn, Recruitment, Interest and Motivation) in Science education.

Current activities:

International Academic activities and contacts

Responsible for the current international ROSE-project (The Relevance Of Science Education), financed by the Research Council of Norway

Board member of IOSTE (International Organisation of Science and Technology Education) from 1994-2008 (President 2002 –2004)

Member of Advisory group on Science and Society action plan in Frame Program 6 of the European Union (2002 – 2006)

Member of 'High Level Expert Group' in the European Union for the stimulation of recruitment to science and technology (2003 – 2005) The report; Europe needs more scientists

Member of the OECD working group on the declining interest in studies in science and technology (2004-05)

Supervisor for several African PhD students in the GRASSMATE (Graduate Studies in Science, Mathematics and Technology Education) programme at University of Western Cape, South Africa (2002 --- )

Member of Danish national Committee to review the status of science education (2002-- 2003) Final report and strategic plan

Member of the Board of The Universe Foundation (Danfoss Universe), (Danish Science Centre) (2006- )

Member of Scientific Committee for the National Graduate School in Science and Technology Education (Nationella Forskarskolan i Naturvetenskapernas og Teknikens Didaktik) ), Sweden (2003 – 2006)

Member of The Board of AFCLIST (African Forum for Children's Literacy in Science and Technology) a pan-African organization that supports and promotes innovative projects in science education for children in sub-Saharan Africa.

Working for NORAD (Norwegian Agency for Development Cooperation) on several projects in Africa, mainly related to gender and science education. The main project is FEMSA (Female Education in Mathematics and Science in Africa

Member of Sachverständigenrat (Advisory Committee) for IPN (Leibniz-institut für die Pedagogik der Naturwissenschaften), The institute for Science education, Kiel, Germany. (1999 – 2006)

Evaluator (1998-99) of the Swedish NOT-project, a programme to enhance the interest in Science education. Member of the NOT advisory group for the new NOT-project, 1999 -- 2004.

Member of the international expert of Ciência Viva in Portugal, a large program to promote 'scientific culture' in Portuguese schools.

National coordinator for IEA/SISS (Second International Science Study), which has been followed by TIMSS (The Third International Mathematics and Science Study)

PhD examiner for 15 PhDs (in Norway, Sweden, Denmark and Australia)

National (Norwegian) academic activities and contacts

Member of the advisory board of Abelsenteret (in memory of the Norwegian mathematician Niels Henrik Abel).

Member of national curriculum reform groups for various levels of education.

Chair of Norwegian national Committee to review the status of science education (1993-95)

Member of the expert panel for NORLA, Norwegian Literature Abroad, Fiction & Non-fiction

Member of the award committee of NFF (Norsk Faglitterært Fond) Norwegian Non-Fiction Literature

Member of the expert panel on guidelines and principles for Norwegian curriculum reform (2003 – 2005)

Main administrative tasks:

Organizer of the project ROSE. The Relevance of Science Education http://www.ils.uio.no/english/rose/

Organizer of the research group KRIM (Gender(Kjønn, Recuitment, Interst and Motivation) in Science Education

Member of the board of ILS

Teaching:

Teaching of various courses in Science education

Supervision of Master degrees in science education

Supervison of PhD's in science education

Completed projects:

Science education and citizenship (3 PhDs, supported by the reasearch Council of Norway)

SAS (Science and Scientists)

Other functions:

Editorial boards of Journals etc

Member of the Editorial Board of JRST (Journal of Research in Science Teaching), the journal of NARST (National Association for Science Teaching). (2001-05)

Member of the Editorial Advisory Board of the journal SSE (Studies in Science Education)

Member of the Editorial Board of International Science and Mathematics Education Journal

Member of the Editorial Board on Stockholm Library of Curriculum Studies

Member of the Editorial Board of Zeitshrift für Didaktik der Naturwissenschatften

Member of the Editorial Board of Connect (UNESCO International Science, Technology & Environmental Education Newsletter)

Member of the Editorial Board of Science & Technology Education Library, Springer verlag (previously Kluwer Academic)

Referee and reviewer

Vetenskapsrådet (The Swedish Research Council), Sweden

Norges forskningsråd (Research Council of Norway)

Östersjöstiftelsen, Sweden

National Research Foundation (NRF), South Africa

The journal Science Education

The journal Scandinavian Journal of Educational Research

The journal Norsk Pedagogisk Tidsskrift

Sjøberg, Svein (2022). OECD, PISA, and Globalization: The Influence of the International Assessment Regime. In Tienken, Christopher H* & Mullen, Carol A. (Ed.), The Risky Business of Education Policy. Routledge. ISSN 9780367622480. Full text in Research Archive
Sjøberg, Svein (2022). Da skolen gikk ad PISA. In Schaanning, Espen & Aagre, Willy (Ed.), Skolens mening. Femti år etter Nils Christies Hvis skolen ikke fantes. Universitetsforlaget. ISSN 9788215055411. p. 131–153. Full text in Research Archive
Sjøberg, Svein (2021). Pisafisering av skolen EN suksess med bismak. Arr - Idéhistorisk tidsskrift. ISSN 0802-7005. 3(4), p. 159–177. Full text in Research Archive
Sjøberg, Svein (2021). PISA and the Politics of Science Education. In Tajmel, Tanja; Starl, Klaus & Spinting, Susanne (Ed.), The Human Rights-Based Approach to STEM Education. Waxmann Verlag. ISSN 9783830942207. p. 81–102. Full text in Research Archive
Sjøberg, Svein & Jenkins, Edgar (2020). PISA: a political project and a research agenda. Studies in science education. ISSN 0305-7267. doi: 10.1080/03057267.2020.1824473. Full text in Research Archive Show summary
PISA (Programme for International Student Assessment) is one of two large scale international comparative projects of student assessment that now exert considerable influence upon schoolscience education policy, the other being TIMSS (Trends in International Mathematics and Science Study). This paper focuses on PISA, now the most influential study. This article outlines the origins of PISA, identifies some of the challenges in its construction and the claims made for it. It argues that while the statistical and methodological aspects of PISA have received much research attention, other elements of PISA have been largely ignored. In particular, there are several outcomes of PISA testing that point towards a significant research agenda. In addition, the political, ideological and economic assumptions underpinning the PISA project have implications for school science curriculum policy that deserve closer scrutiny and debate.
Sjøberg, Svein (2019). Global Educational Governance by standardization, rankings, comparisons and “successful” examples. In Langer, Roman & Brüsemeister, Thomas (Ed.), Handbuch Educational Governance Theorien. Springer. ISSN 9783658222369. p. 653–690. doi: 10.1007/978-3-658-22237-6_29. Full text in Research Archive
Sjøberg, Svein (2019). The PISA-syndrome – How the OECD has hijacked the way we perceive pupils, schools and education. Confero: Essays on Education, Philosophy and Politics. 7(1), p. 12–65. doi: 10.3384/confero.2001-4562.190125. Full text in Research Archive Show summary
From the mid 1990s, the OECD started the planning of the Program for International Student Assessment, now well known as PISA. 1 The first PISA testing took place early in 2000, and the results were published in December 2001. Since then, PISA results have gradually become a kind of global “gold standard” for educational quality, and educational policy has been globalized, lifted out of the domestic policy, as proudly stated by the PISA director, Andreas Schleicher in the TED-talk quoted below. The presentation is transcribed in 29 languages and has been seen by some 758 thousand viewers.
Sjøberg, Svein (2018). PISA - oraklet i Paris? Global styring af skole og uddannelse. In Sommer, Dion & Klitmøller, Jacob (Ed.), Fremtidsparat? Hinsides PISA - nordiske perspektiver på uddannelse. Hans Reitzels Forlag. ISSN 9788741271644. p. 73–106. Full text in Research Archive
Sjøberg, Svein (2018). The power and paradoxes of PISA: Should Inquiry-Based Science Education be sacrificed to climb on the rankings? Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 14(2), p. 186–202. doi: 10.5617/nordina.6185. Full text in Research Archive Show summary
Since publication of the first PISA results in 2001, the PISA scores have become a kind of global “gold standard” for educational quality. Climbing on the international PISA rankings have become a high priority for national educational policies world-wide, also in the Nordic countries. This article first explores why and how the OECD, with PISA as the main instrument, has emerged as the key defining organization for educational quality and policy. Some of the underlying assumptions, ideologies and values are critiqued. Secondly, the article draws attention to PISA findings that are surprising, unexpected and problematic. The most problematic finding for science education is that PISA-scores correlate negatively with nearly all aspects of inquiry-based science teaching (IBSE), the kind of teaching that is recommended by scientists as well as science educators.
Sjøberg, Svein (2018). The Legacy of IOSTE– and two Competing Visions for Science and Technology Education. In Jobér, Anna; Andrée, Maria & Ideland, Malin (Ed.), Future Educational Challenges from Science and Technology Perspectives. XVIII IOSTE Symposium Book of Proceeding. Malmö University. ISSN 9789171049711. p. 278–287. doi: 10.24834/978-91-7104-971-1. Full text in Research Archive
Sjøberg, Svein (2017). "O-fagssyndromet": Et skolefags vekst og fall. In Roos, Merethe & Tønnesson, Johan (Ed.), Sann opplysning? Naturvitenskap i nordiske offentligheter gjennopm fire århundrer. Cappelen Damm Akademisk. ISSN 9788202566265. p. 471–508. Full text in Research Archive
Sjøberg, Svein; Osborne, Jonathan; Oskarsson, Magnus & Serder, Margareta (2017). The PISA Science Assessment for 2015 and the Implications for Science Education: Uses and Abuses. In Hahl, Kaisa; juuti, kalle; Lampiselkä, Jarkko; Uitto, Anna & Lavonen, Jari (Ed.), Cognitive and Affective Aspects in Science Education Research. Selected Papers from the ESERA 2015 Conference. Springer. ISSN 9783319586847. p. 191–203. doi: 10.1007/978-3-319-58685-4_15. Full text in Research Archive
Sjøberg, Svein (2017). Pisa testing: A global educational race? EurophysicsNews. ISSN 0531-7479. 48(4), p. 17–20. doi: 10.1051/epn/2017402. Full text in Research Archive Show summary
PISA, The Programme for International Student Assessment, was initiated by the OECD (Organization for Economic Cooperation and Development) in 2000 and has since then dramatically changed educational debates as well as policies worldwide. Although scientists and educators may appreciate the thinking behind the framework for testing, they also need to understand the wider social, ideological context of PISA. The PISA project has to be understood as a social phenomenon and a political project, in essence a well-funded instrument of power that has steadily increased its influence on the educational discourse and policies in the now 70 participating countries. The educational debate has become global, and the race to improve PISA-rankings has become high priority in many countries. While no feedback is given to students, teachers or schools, for governments the PISA-test is a high-stakes test. Governments are blamed for low scores, and governments are quick to take the honour when results are improving. Perceived bad rankings often create a crisis or panic, and governments are urged to do "something" to improve scores. But PISA cannot, by its design, say anything about cause and effect. Ill-informed school reforms are often introduced to improve PISA scores. National curricula, cultural values and priorities are pushed aside. Many of the reforms that are legitimized by PISA can be characterized as New Public Management and neoliberal policies. Key words in these reforms are standardization of curricula, more testing, belief in competition, privatization and free choice of schools. © 2017 EDP Sciences
Sjøberg, Svein (2017). PISA as a Challenge for Science Education: Inherent Problems and Problematic Results from a Global Assessment Regime. Revista Brasileira de Pesquisa em Educação em Ciências (RBPEC). ISSN 1806-5104. p. 327–263. doi: 10.28976/1984-2686rbpec2017171327. Full text in Research Archive Show summary
We experience the emergence of a global educational reform movement, where the OECD (Organization for Economic Cooperation and Development) through its project PISA (Programme for International Student Assessment) has become the key driver. PISA and its focus on league tables and rankings influence educational debates and educational policy world-wide. The OECD is, with PISA as the main instrument, emerging as a kind of global ministry of education, promoting theirown standardized curriculum and system of quality assessment. PISA is designed to be used by the 30+ modern, highly developed countries in the OECD, but is also used by some 40 less developed nonOECD countries as a benchmark for their education system. This influence of OECD will be further widened by a version of PISA that will target developing countries, “PISA for development”. This instrument has the same underlying assumptions and ideals as PISA: the main concern is the national economy, not the personal development of the learner. There is also the underlying assumption that competition is always good, and that a free-market economy always promotes quality. The increasing role taken by the OECD is pushing aside the influence of international organization with different agendas and ideals, like UNESCO and UNICEF. Since studies like PISA by design cannot identify causal relationships behind neither success nor failure, the educational consequences of the studies are not clear. In many countries, PISA results are used to legitimize market-driven reforms, control of the teachers, payment by test results for teachers and principals, erosion of the public school system, privatization and the introduction of more testing regimes.In this development, the OECD now operates in close contact with the world’s largest commercial company in the education sector, Pearson Inc. The success of PISA as an instrument of governance is currently expanded also to target schools and their teaching in a more direct way: a PISA-like instrument, “PISA for Schools” is developed for local use, for schools and school districts, enabling them to compare their own schools to “PISA winners”. This development may also create anxiety and concern not only at the national or federal level, but also at the local level. This test is also a commercial product, opening up a large and untapped market.
Sjøberg, Svein (2016). OECD, PISA, and Globalization: The Influence of the International Assessment Regime. In Tienken, Christopher H* & Mullen, Carol A* (Ed.), Education Policy Perils - Tackling the tough Issues. Routledge. ISSN 9781138898189. Full text in Research Archive
Sjøberg, Svein (2016). Takk til Johan From. En respons. Bedre Skole. ISSN 0802-183X. p. 27–28. Full text in Research Archive
Sjøberg, Svein (2016). The PISA Science Assessment for 2015 and the Implications for Science Education: Uses and Abuses. In Lavonen, Jari; Juuti, Kalle; Lampiselkä, Jarkko; Uitto, Anna & Kaisa, Hahl (Ed.), Science Education Research: Engaging learners for a sustainable future.. ESERA. ISSN 9789515115416. p. 191–2013. doi: 10.1007/978-3-319-58685-4_15. Full text in Research Archive Show summary
Science is the major focus of PISA in 2015. Hence this chapter seeks to explore the positive and negative aspects of the PISA assessments. The chapter begins with a description of the new framework used for the science assessment in 2015. This provides an explanation of the changes and possible improvements from the 2006 framework. There then follow three contributions that explore the major social and political impact that PISA is having on education systems, schools and the learning of science going from the global to the local. Beginning with the global, the first argues that PISA should be seen in a political and cultural context, and as an instrument of power in that PISA has led to a global race in education, and is being used to legitimize neoliberal school reforms that are detrimental to the values usually promoted by educators in many countries. The next two contributions are drawn from an exploration of the effects of PISA in one country – Sweden. Taking a systemic view, the first argues that the PISA results provide a much needed external indicator and measure of the performance of the system in any one country showing how educational attainment has declined significantly in comparison to other countries and, in addition, exposing the increasing divergence between high and low performers. Such data provides a useful contrast to internal measures which may offer a different picture. The final contribution draws on a study that has explored how groups of 15-year-old students from an average comprehensive school interpret the PISA items and construct responses. The findings from this work cast doubt on the validity and comparability of the results between countries. The primary goal of this paper is to explore what PISA offers and to raise questions about its value for researchers and educators.
Sjøberg, Svein (2015). Foreword. In Henriksen, Ellen Karoline; Dillon, Justin & Ryder, Jim (Ed.), Understanding student participation and choice in science and technology education. Springer. ISSN 9789400777927. p. v–vii. doi: 10.1007/978-94-007-7793-4. Full text in Research Archive
Sjøberg, Svein (2015). PISA and global educational governance - A critique of the project, its uses and implications. Eurasia Journal of Mathematics, Science and Technology Education. ISSN 1305-8215. 11(1), p. 111–127. doi: 10.12973/eurasia.2015.1310a. Full text in Research Archive

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Sjøberg, Svein (2022). Naturfag som almenndannelse En kritisk fagdidaktikk. Gyldendal Akademisk. ISBN 9788205535206. 520 p. Full text in Research Archive

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Sjøberg, Svein (2023). Bak fredsfasaden. Norge og atomvåpen. In Andersen, Casper & Nielsen, Henry (Ed.), Fem på tolv En global historie om atomvåpen. Dreyer Forlag A/S. ISSN 9788282656832. p. 9–34. Full text in Research Archive
Vogt, Kristoffer Chelsom; Trippestad, Tom Are; Ulvestad, Roar & Sjøberg, Svein (2021). Sosiologisalongen: Pisa-bløffen. [Internet]. https://www.youtube.com/watch?v=9lPqs_aIkvk. Full text in Research Archive
Sjøberg, Svein (2020). Didaktikk og Fagdidaktikk i norsk lærerutdanning -- forsøk på en avklaring. Full text in Research Archive
Sjøberg, Svein (2020). Hvis leseevnene svekkes, måles de neppe av Pisa. Klassekampen. ISSN 0805-3839. Full text in Research Archive
Sjøberg, Svein (2020). Synsing...? Om kritisk lesing av Pisa. Klassekampen. ISSN 0805-3839. Full text in Research Archive
Sjøberg, Svein (2020). Clemets skolesuksess? Aftenposten (morgenutg. : trykt utg.). ISSN 0804-3116. Full text in Research Archive
Frøyland, Merethe; Turmo, Are; Rundgren, Carl-Johan; Laherto, Antti; Achiam, Marianne & Pálsdóttir, Auour [Show all 19 contributors for this article] (2020). NorDiNa editorial 1/2020. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 16(1), p. 1–3. doi: 10.5617/NORDINA.7789. Full text in Research Archive
Sjøberg, Svein (2020). Vitenskap, fusk og fakta -- i forskning og i media. Full text in Research Archive
Sjøberg, Svein (2020). The Universe and Space Science: On top of Children’s interest. Selected results from the ROSE-project. Full text in Research Archive
Sjøberg, Svein (2020). Naturvitenskap i norsk skole og samfunn: En suksesshistorie? Full text in Research Archive
Sjøberg, Svein (2019). Mirakelet i skolen? Aftenposten (morgenutg. : trykt utg.). ISSN 0804-3116. Full text in Research Archive
Sjøberg, Svein (2019). Osloskolen: Mastergrad etter bestilling? Klassekampen. ISSN 0805-3839. Full text in Research Archive
Sjøberg, Svein (2019). Pisa-syndromet -- er det bedring i sikte? p. 14–16. Full text in Research Archive
Sjøberg, Svein (2019). Å tro at store kvantitative studier er verdifrie, og ikke verdibaserte, er i beste fall naivt -- en kritikk av Thomas Nordahl. Utdanningsnytt.no. Full text in Research Archive
Sjøberg, Svein (2019). Demokrati -- ikke noe for skolens naturfag? Full text in Research Archive
Sjøberg, Svein (2019). Markedet beholder grepet. PISA som globalt styringsverktøy. Full text in Research Archive
Sjøberg, Svein (2019). Uten mål kan man ikke gå seg vill -- men når målene erstattes av målinger, kan man havne på feil sted. Full text in Research Archive
Sjøberg, Svein (2019). Global influences on education in general and science education in particular. Full text in Research Archive
Sjøberg, Svein (2019). Pisa: når ekskludering blir "fritak". Klassekampen. ISSN 0805-3839. Full text in Research Archive
Sjøberg, Svein (2019). Lojalitet, budsjettbalanse og vitenskapelige idealer("Based on a true story"). Full text in Research Archive
Sjøberg, Svein (2019). Resultatjegeren -- Portrettintervju. Full text in Research Archive
Sjøberg, Svein (2019). Fremtidens skole: Muligheter og utfordringer. Norsk skole i et internasjonalt perspektiv. Full text in Research Archive
Sjøberg, Svein (2019). Kritisk tenkning og kreativitet -- i testingens tidsalder. Full text in Research Archive
Sjøberg, Svein (2019). Pisa-resultatene er stabile, men noe annet endrer seg -- dramatisk. Bak "Pisa-sjokket". Full text in Research Archive
Sjøberg, Svein (2019). Justismordet i Osloskolen -- om "Søgnengate". Klassekampen. ISSN 0805-3839. Full text in Research Archive
Sjøberg, Svein (2018). Pisa, skolen og Clemet. Klassekampen. ISSN 0805-3839. Full text in Research Archive
Sjøberg, Svein (2018). Orakelet i PISA. Faktafeil fra Torbjørn Røe-Isaksen. Aftenposten (morgenutg. : trykt utg.). ISSN 0804-3116. Full text in Research Archive
Sjøberg, Svein (2018). Osloskolen trenger en sannhetskommisjon. Debatten om BI-rapporten. Morgenbladet. ISSN 0805-3847. Full text in Research Archive
Sjøberg, Svein (2018). Skoleforskning på bachelor-nivå. Om BI-rapporten om Oslo-skolen. Full text in Research Archive
Sjøberg, Svein (2018). Merkelig BI-rapport om Osloskolen. Full text in Research Archive
Sjøberg, Svein (2018). The importance of Inquiry-Based Science Education: Nurturing motivation, joy and interest in science – or improving standardized test scores? Full text in Research Archive
Sjøberg, Svein (2018). Vi som traff planken. Tilbakeblikk ved 75-års dagen. Kronikk. Full text in Research Archive
Sjøberg, Svein (2018). Clemets alternative skolehistorie. Kronikk. Full text in Research Archive
Sjøberg, Svein (2017). Null poeng til Frank Aarebrot? Kronikk. Full text in Research Archive
Sjøberg, Svein (2017). Høyres store skolebløff: Er det sant at "elever lærer mer"? Full text in Research Archive
Sjøberg, Svein (2017). Når målinger erstatter målene: PISAfisering av skolen -- et globalt fenomen. DASERA, København. Full text in Research Archive
Sjøberg, Svein (2017). Paradoxes from the OECD PISA-project: Should we sacrifice Inquiry-Based Science Education (IBSE) in order to climb on the rankings? Full text in Research Archive
Sjøberg, Svein (2017). Kutt ut tellekantene. Ikke la målinger erstatte målene. Khrono.no. ISSN 1894-8995. Full text in Research Archive
Sjøberg, Svein (2017). Norske elever: Vinnere eller sinker? Aftenposten (morgenutg. : trykt utg.). ISSN 0804-3116. Full text in Research Archive
Sjøberg, Svein (2017). School Science and Technology: The two Faces of International Testing. Full text in Research Archive
Sjøberg, Svein (2017). The two Faces of International School Studies. Full text in Research Archive
Sjøberg, Svein (2017). O-faget ga ikke hjerneskade. Klassekampen. ISSN 0805-3839. Full text in Research Archive
Sjøberg, Svein (2017). "O-fagssyndromet" En historie om et skolefags vekst og fall i norsk skole. Klassekampen. ISSN 0805-3839. Full text in Research Archive
Sjøberg, Svein (2017). Kutt ut målingene! Om tellekanter, forskning og Frank Aarebrot. Aftenposten (morgenutg. : trykt utg.). ISSN 0804-3116. Full text in Research Archive
Sjøberg, Svein (2017). Ja – nå ble det stille jammen stille her! (Ungdom og demokrati: Ikke interessant?). Klassekampen. ISSN 0805-3839. Full text in Research Archive
Sjøberg, Svein (2016). Science education: from international cooperation and cultural understanding – to global competition, commercialization and standardization? Full text in Research Archive
Sjøberg, Svein (2016). Kan vi stole på forskerne? Er budsjettbalanse viktigere enn vitenskapelige idealer? Full text in Research Archive
Sjøberg, Svein (2016). Pisa-fisering av skole og barnehage: et nordisk og globalt perspektiv. Full text in Research Archive
Sjøberg, Svein (2016). PISA og TIMSS -- hva er forskjellen? (Kronikk). p. 56–59. Full text in Research Archive
Sjøberg, Svein (2016). Tretti år med IKT i skolen. Full text in Research Archive
Sjøberg, Svein (2016). PISA: Gjennom en totimers test klarer man altså å besvare helt grunnleggende spørsmål om elevens og landets framtid. Utdanningsnytt.no. Full text in Research Archive
Sjøberg, Svein (2016). Nye PISA-resultater: En innbilt skolesuksess (kronikk). Full text in Research Archive
Sjøberg, Svein (2016). PISA legger premissene for skolen. Full text in Research Archive
Sjøberg, Svein (2016). Nye «skandaler» fra Timss og PISA. Full text in Research Archive
Sjøberg, Svein (2016). Med skjegget i postmodernismen. Klassekampen. ISSN 0805-3839. Full text in Research Archive
Sjøberg, Svein (2016). Digital skole og oppvekst. Full text in Research Archive
Sjøberg, Svein (2016). Interessekonflikter i forskningen. Kan vi stole på forskerne? Full text in Research Archive
Sjøberg, Svein (2016). En digitalisert skole? Finansavisen. ISSN 0803-9518. Full text in Research Archive
Sjøberg, Svein (2016). Akademiske idealer: ikke truet? Full text in Research Archive
Sjøberg, Svein (2016). Selgere i forskerfrakk. Universitet som kremmerhus. Kronikk. Full text in Research Archive
Sjøberg, Svein (2016). PISA – a global educational arms race? Full text in Research Archive
Sjøberg, Svein (2016). Ikke helt et dannelsesprosjekt - Humaniora og skolen. Klassekampen. ISSN 0805-3839. Full text in Research Archive
Sjøberg, Svein (2016). Initiating a Process: Time for a new and revised ROSE-project? Full text in Research Archive
Sjøberg, Svein (2016). PISA-testing: A global Educational Arms Race -- to the Detriment of students' engagement, motivation and curiosity? Keynote Brazilean Physical Society. Full text in Research Archive
Sjøberg, Svein (2015). Pisa-test ger skev bild av skolan. [Radio]. Sveriges Radio P1 "Vetandes värld". Full text in Research Archive
Sjøberg, Svein (2015). Pisadoktrinen (serie) Jakten på Pisa-poäng styr skolan. [Radio]. Sveriges radio P1 "Vetandes värld". Full text in Research Archive
Sjøberg, Svein (2015). Pisa-syndromet. Lar vi OECD styre skolen? Full text in Research Archive
Sjøberg, Svein (2015). USAs lærerkamp: forsvar den offentlige skolen, nei til vettløs testing. Pedagogisk profil. ISSN 0805-5610. 22(1). Full text in Research Archive
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Published Oct. 8, 2014 9:29 AM - Last modified Sep. 12, 2024 9:16 AM