About
Kirsti Marie Jegstad is an associate professor at Department of Primary and Secondary Teacher Education at OsloMet. She teaches chemistry and science education and supervises student teachers at bachelor-, master’s- and PhD-levels. She is currently leading the research project KriT (Critical thinking in primary education) and is the co-leader of the research project TRELIS (Teachers’ Research Literacy for Science teaching). Her research interests include chemistry education, inquiry-based learning, critical thinking, education for sustainable development and research-based teacher education.
Jegstad has a PhD in education for sustainable development and a master’s degree in organic chemistry, both from Norwegian University of Life Sciences. She has also been working as a teacher in upper secondary schools for several years.
Fields of study
Academic disciplines
Research groups
Research projects
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Critical thinking in primary education
KriT is an interdisciplinary project aiming at developing educational models for critical thinking in primary education using children’s literature and news.
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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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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
Strat, Tonje Tomine Seland; Henriksen, Ellen Karoline; Jegstad, Kirsti Marie (2023). Inquiry-based science education in science teacher education: a systematic review. Studies in science education .
Eklund, Gunilla Brita Maria; Mestad, Idar; Aksland, Charlotte; Jegstad, Kirsti Marie
(2022).
Research assignments in teacher education - Norwegian undergraduate student teachers' experiences of the writing process.
21 p.
Acta Didactica Norden (ADNO)
.
Vol. 16.
https://hdl.handle.net/11250/3057208
Strat, Tonje Tomine Seland; Jegstad, Kirsti Marie (2022). Norwegian Teacher Educators’ Reflections on Inquiry-Based Teaching and Learning in Science Teacher Education. 22 p. Journal of Science Teacher Education .
Reffhaug, Marthe Berg Andresen; Jegstad, Kirsti Marie; Andersson-Bakken, Emilia
(2022).
Kritisk tenkning – fra intensjon til praksisfortolkning En analyse av barnetrinnslæreres forståelse av kritisk tenkning.
21 p.
Acta Didactica Norden (ADNO)
.
Vol. 16.
https://journals.uio.no/adnorden/article/view/8989
Ryen, Erik; Jegstad, Kirsti Marie (2022). ‘It is like a hammer and toothbrush; you need it for the rest of your life’ – Five Norwegian teachers’ experiences of working at a ‘thinking school’. Nordic Journal of Comparative and International Education (NJCIE) .
Jegstad, Kirsti Marie; Höper, Jan; Remmen, Kari Beate
(2021).
Using the Schoolyard as a Setting for Learning Chemistry: A Sociocultural Analysis of Pre-service Teachers’ Talk about Redox Chemistry.
Journal of Chemical Education
.
Vol. 99.
https://hdl.handle.net/10037/24445
Höper, Jan; Jegstad, Kirsti Marie; Remmen, Kari Beate
(2021).
Student teachers’ problem-based investigations of chemical phenomena in the nearby outdoor environment.
Chemistry Education Research and Practice (CERP)
.
Vol. 23.
https://hdl.handle.net/10037/23772
Lindstrøm, Christine; Engan, Ina Camilla Lauvli; Jegstad, Kirsti Marie (2021). Bruk av omvendt undervisning i naturfag på ungdomstrinnet. Nordic Studies in Science Education . Vol. 17.
Aspfors, Jessica; Eklund, Gunilla; Holand, Anna Marie; Fiskum, Tove Anita; Hansèn, Sven-erik; Jegstad, Kirsti Marie
(2021).
Scientifically Designed Teacher Education – Teacher Educators’ Perceptions in Finland and Norway.
Nordic Journal of Comparative and International Education (NJCIE)
.
Vol. 5.
https://hdl.handle.net/11250/2838771
Jegstad, Kirsti Marie; Fiskum, Tove Anita; Aspfors, Jessica; Eklund, Gunilla
(2021).
Dichotomous and Multifaceted: Teacher Educators’ Understanding of Professional Knowledge in Research-based Teacher Education.
15 p.
Scandinavian Journal of Educational Research
.
Vol. 66.
https://hdl.handle.net/11250/2987076
