Nora Elise Hesby Mathé

I media

Elevers innsats i samfunnsfag

13.5.2020: Korleis få elevane engasjert i samfunnsfag?

Demokrati og politikk i samfunnsfag

Podkast-intervju: Lektor Lomsdalens innfall

Ungdommers forhold til politikk i sosiale medier

13.10.2017: Forsiden til UiO

12.10.2017: Forskning.no

• Brevik, Lisbeth M. & Mathé, Nora Elise Hesby (2021). Mixed methods som forskningsdesign, I: Cecilie Pedersen Dalland & Emilia Andersson-Bakken (red.),  Metoder i klasseromsforskning Forskningsdesign, datainnsamling og analyse.  Universitetsforlaget.  ISBN 9788215047508.  Kap. 2.
• 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), s 66- 85 . doi: 10.4119/jsse-1243 Fulltekst i vitenarkiv.
• Mathé, Nora Elise Hesby & Elstad, Eyvind (2020). Exploring students’ effort in social studies. Nordidactica.  ISSN 2000-9879.  (1), s 65- 87 Fulltekst i vitenarkiv. Vis sammendrag

  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 & 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), s 75- 87 . doi: 10.4119/UNIBI/jsse-v0-i0-1779 Fulltekst i vitenarkiv.
• 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), s 74- 86 . doi: 10.4119/UNIBI/jsse-v17-i3-1779
• 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 Fulltekst i vitenarkiv. Vis sammendrag

  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), s 71- 96 Fulltekst i vitenarkiv.
• Mathé, Nora Elise Hesby (2016). Students' understanding of the concept of democracy and implications for teacher education in social studies :. Acta Didactica Norge.  ISSN 1504-9922.  10(2), s 271- 289 . doi: 10.5617/adno.2437

Se alle arbeider i Cristin

• Bragdø, Magnus Børre & Mathé, Nora Elise Hesby (2021). Ungdomsskoleelevers demokratiske deltagelse. Bedre Skole.  ISSN 0802-183X.  2021(1), s 68- 72
• Mathé, Nora Elise Hesby (2020). Demokrati i skolen.
• Mathé, Nora Elise Hesby (2020). Hvordan kan lærere inspirere elever til å delta aktivt i samfunnet?.
• Mathé, Nora Elise Hesby (2020). Kritiske øyeblikk i møter mellom kunnskapsdomener i samfunnsfag.
• Biseth, Heidi; Lenz, Claudia; Leming, Tove; Huang, Lihong; Anker, Trine; Erdal, Silje Førland; Sæther, Elin; Kvamme, Ole Andreas; Korbøl, Karsten; Kristiansen, Aslaug; Mathé, Nora Elise Hesby; Wistrøm, Øyvind; Aamaas, Åsmund; Madsen, Janne; Roos, Merethe; Eriksen, Kristin Gregers; Hofmann, Andrea; Hope, Christine; Hauge, Kjellrun Hiis; Lilland, Inger Elin; Abtahi, Yasmine; Johnsen-Høines, Marit; Gøtze, Peter; Kacerja, Suela; Breivega, Kjersti Maria Rongen; Jobst, Solvejg; Berdinesen, Hein; Skårås, Merethe; Sæverot, Herner; Lippe, Marie von der & Moldrheim, Solveig (2019). La elevene bli rustet til å møte de store samfunnsutfordringene, Jan Tore Sanner!. Forskning.no.  ISSN 1891-635X.
• Mathé, Nora Elise Hesby (2019). Democracy and Politics in Upper Secondary Social Studies: Students’ Perceptions of Democracy, Politics, and Citizenship Preparation. Doktoravhandlinger forsvart ved Det utdanningsvitenskapelige fakultet, Universitetet i Oslo. 301. Vis sammendrag

  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.

• 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).  ISSN 2535-4051.  3(1) . doi: https://doi.org/10.7577/njcie.3355
• Mathé, Nora Elise Hesby (2019). Preparing to teach democracy: Student teachers’ assessment of a democracy exercise in social studies teacher education.
• Mathé, Nora Elise Hesby & Sandahl, Johan (2019). Between the lifeworld and academia: Defining political issues in social science education.
• Aashamar, Peter Nicolai; Mathé, Nora Elise Hesby & Brevik, Lisbeth M. (2018). Diskusjon som flerfaglig demokratisk ferdighet. Bedre Skole.  ISSN 0802-183X.  (3), s 31- 35
• Brevik, Lisbeth M. & Mathé, Nora Elise Hesby (2018). Diskusjon som flerfaglig demokratisk ferdighet. Bedre Skole.  ISSN 0802-183X.
• Brøyn, Tore & Mathé, Nora Elise Hesby (2018, 12. september). Intervju: Ungdommers forhold til politikk og demokrati. [Fagblad].  Bedre skole.
• Mathé, Nora Elise Hesby (2018). Seminar, University of Oxford: Students’ Perceptions of Democracy, Politics, and Citizenship Preparation in Upper Secondary Social studies.
• 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.
• Mathé, Nora Elise Hesby (2017). Conference presentation ECER: Students’ conceptions of politics and the relationship between people and politics.
• 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.
• Mathé, Nora Elise Hesby (2017). Conference presentation Nofa6: How do 16-year-old students characterise political issues?.
• Mathé, Nora Elise Hesby (2016). Conference presentation, AERA: Students' understanding of the concept of democracy and implications for teacher education in social studies.
• 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..
• Mathé, Nora Elise Hesby (2015). Begrepsforståelse i samfunnsfag. Hva vil vi med begrepene?. Bedre Skole.  ISSN 0802-183X.  (1), s 68- 72

Se alle arbeider i Cristin