About
He works at the institute's section for digital competence, with a focus on primary and secondary school teacher education. As a teacher and instructor, he contributes to developing digita competence among both student teachers and teachers who are pursuing further education. His areas of expertise include programming in schools, flipped classroom, and the use of augmented reality in science education. He has a strong commitment to promoting best practices in the pedagogical use of digital tools in education.
Fields of study
Academic disciplines
Other subjects within education
Research groups
Research projects
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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.
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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
Swensen, Håkon
;
Sollid, Per Øyvind
;
Pajchel, Katarina
;
Brevik, Birger
(2024).
Unyttige roboter: Teknologisom inngang til programmeringfor 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://doi.org/https://www.idunn.no/doi/10.18261/
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.
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.
Swensen, Håkon
(2016).
Potential of augmented reality in sciences education. A literature review.
Gómez Chova, L.; López Martínez, A.; Candel Torres, I. (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
NIELSEN, BIRGITTE LUND; Brandt, Harald;
Swensen, Håkon
(2016).
Augmented Reality in science education
– affordances for student learning.
Nordic Studies in Science Education.
Vol. 12.
https://doi.org/10.5617/nordina.2399
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).
