About
I work in the institute’s Section for Digital Competence, with a focus on primary and secondary teacher education. As a teacher and lecturer, I contribute to developing the competence of both pre-service and in-service teachers engaged in continuing and further education. My areas of specialization include programming in schools, artificial intelligence, inclusive digital educational practices, and the use of extended reality in science education. I am strongly committed to promoting sound and balanced pedagogical practices for the integration of digital competence in education.
Field of study
Teacher education Pedagogics - Education Digital literacy Professional digital competence
Research groups
Research projects
Completed research projects
-
Flipped classroom in science education (FiNa)
Flipped classroom in science education (FiNa) aims at developing and investigating learning design based on digitally supported flipped classroom in order to facilitate student active learning.
-
Mathematics, Science and Computational Thinking (MASCOT)
MASCOT is an interdisciplinary, collaborative and innovative research collaboration that aims to develop knowledge about teaching, learning and assessment processes of computational thinking in teacher education and school.
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Teachers’ Research Literacy for Science teaching (TRELIS)
Project TRELIS aims to prepare research literate science teachers who are able to integrate research-based knowledge with classroom experience to develop rich science learning opportunities for pupils.
Publications and research
Scientific publications
Pajchel, Katarina
;
Aalbergsjø, Siv Gundrosen
; Karlsen, Niklas; Henriksen, Ellen Karoline;
Sollid, Per Øyvind
;
Swensen, Håkon
;
Brevik, Birger
(2024).
BESt i naturfag: Bruke-Endre-Skape-tilnærmingen til programmeringskompetanse for naturfaglærerstudenter.
Henriksen, Ellen Karoline; Jegstad, Kirsti Marie; Pajchel, Katarina; Mestad, Idar; Eklund, Gunilla Brita Maria (Ed.).
Fra forskningsfronten til klasserommet. Perspektiver på forskningsbasert lærerutdanning i naturfag.
Universitetsforlaget.
https://doi.org/10.18261/9788215069548-24-08
Swensen, Håkon
;
Sollid, Per Øyvind
;
Pajchel, Katarina
;
Brevik, Birger
(2024).
Unyttige roboter: Teknologisom inngang til programmering for naturfaglærerstudenter.
Henriksen, Ellen Karoline; Jegstad, Kirsti Marie; Pajchel, Katarina; Mestad, Idar; Eklund, Gunilla Brita Maria (Ed.).
Fra forskningsfronten til klasserommet. Perspektiver på forskningsbasert lærerutdanning i naturfag. p. 209-234.
Universitetsforlaget.
https://hdl.handle.net/11250/3164255
NIELSEN, BIRGITTE LUND; Brandt, Harald;
Swensen, Håkon
(2018).
Students developing representational competence as producers with and of augmented reality in science.
Nordic Studies in Science Education (NorDiNa).
Vol. 14.
https://doi.org/10.5617/nordina.6163
NIELSEN, BIRGITTE LUND; Brandt, Harald; Radner, Ole; Surland, Mogens;
Swensen, Håkon
(2017).
Augmented Reality og stilladsering af elevernes undersøgende samtale og modelleringskompetence.
MONA Matematikk og naturfagdidaktik.
https://hdl.handle.net/11250/4447403
NIELSEN, BIRGITTE LUND; Brandt, Harald;
Swensen, Håkon
(2016).
Augmented Reality in science education
– affordances for student learning.
Nordic Studies in Science Education (NorDiNa).
Vol. 12.
https://doi.org/10.5617/nordina.2399
Swensen, Håkon
(2016).
Potential of augmented reality in sciences education. A literature review.
Chova, L. Gómez; Martínez, A. López; Torres, I. Candel (Ed.).
ICERI2016 Proceedings. 9th International Conference of Education, Research and Innovation. p. 2540-2547.
Associated University Presses.
https://doi.org/10.21125/iceri.2016.1546
Log, Irene Beyer;
Swensen, Håkon
(2015).
FLIPPED CLASSROOM AS A STEPPING STONE FOR INTEGRATING TPACK MINDSET IN TEACHER EDUCATION.
Chova, L. Gómez; Martínez, A. López; Torres, I. Candel (Ed.).
INTED2015 Proceedings.
International Academy of Technology, Education and Development (IATED).
https://hdl.handle.net/11250/4628830
