Norwegian version
Ingeborg Krange

Ingeborg Krange


Currently, I am the head of studies at several educational programs, responsible for coordinating research activities and professional qualification of staff at the institute.

In my work as a professor, I explore how students understand texts, images, or, for example, digital simulations; what role teachers play in students' efforts to create meaning; how medical personnel use digital simulations to train diagnostic work; and what characterizes student learning in museums or science centers.

I contribute to knowledge of how technology-rich environments are used and can be used by students, or others such as teachers, doctors or museum guides. I help identify knowledge of how people learn and help strengthen their learning outcomes.

Administrative field of work

Research strategy   Research quality   Research collaboration

Scientific publications

Krange, Ingeborg; Rasmussen, Ingvill (2020). Dybdelæring og kritisk tenkning i en digital tid – analyser av samtaler mellom elever og lærer. Engen, Bård Ketil (Ed.). Digitalisering, kompetanse og læring. 1. p. 27-47. Gyldendal Akademisk.

Ferguson, Leila Eve; Krange, Ingeborg (2020). Hvordan fremme kritisk tenkning i grunnskolen? Forskningsbaserte forslag. Norsk pedagogisk tidsskrift . Vol. 104.

Krange, Ingeborg; Silseth, Kenneth; Pierroux, Palmyre (2019). Peers, teachers and guides: A study of three conditions for scaffolding conceptual learning in science centers. 23 p. Cultural Studies of Science Education .

Arnseth, Hans Christian; Krange, Ingeborg (2016). What happens when you push the button? Analyzing the functional dynamics of concept development in computer supported science inquiry. International Journal of Computer-Supported Collaborative Learning .

Jornet, Alfredo; Roth, Wolff-Michael; Krange, Ingeborg (2016). A Transactional Approach to Transfer Episodes. The Journal of the Learning Sciences . Vol. 25.

Arnseth, Hans Christian; Jornet, Alfredo; Krange, Ingeborg (2015). Learning in a material world: Reflection in science education as embodied practice. Lindwall, Oskar; Häkkinen, Päivi; Koschman, Timothy; Ludvigsen, Sten Runar (Ed.). Exploring the Material Conditions of Learning: Computer Supported Collaborative Learning (CSCL) Conference 2015. Volume 2. p. 595-596.

Steier, Rolf; Pierroux, Palmyre; Krange, Ingeborg (2015). Embodied Interpretation: Gesture, Social Interaction and Meaning Making in a National Art Museum. Learning, Culture and Social Interaction . Vol. 7.

Kluge, Anders; Krange, Ingeborg; Ludvigsen, Sten Runar; Lantz-Andersson, Annika; Säljö, Roger (2014). Lärarens roll och design av lärandemiljöer i Lärare i den uppkoblade skolan. ISBN: 9789140687159. 259 p. Gleerups Utbildning AB.

Swensen, Kaja Vembe; Silseth, Kenneth; Krange, Ingeborg (2014). Tweeting as a tool for learning science: The credibility of student-produced knowledge content in educational contexts. Sánchez, Inmaculada Arnedillo; Isaías, Pedro (Ed.). Proceedings of the 10th international conferences on Mobile Learning 2014. Paper. p. 247-251. IADIS Press.

Arnseth, Hans Christian; Krange, Ingeborg (2012). Reconsidering meaning making and its analytical implications for cultural studies of science education. Cultural Studies of Science Education .

These publications are obtained from Cristin. The list may be incomplete