Norwegian version
Kirsti Marie Jegstad

Kirsti Marie Jegstad


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

Subject didactics   Chemistry

Research projects

Scientific publications

Jegstad, Kirsti Marie (2023). Inquiry-based chemistry education: a systematic review. Studies in science education.

Strat, Tonje Tomine Seland; Henriksen, Ellen Karoline; Jegstad, Kirsti Marie (2023). Inquiry-based science education in science teacher education: a systematic review. 58 p. Studies in science education.

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). Vol. 6.

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.

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.

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.

Pajchel, Katarina; Jegstad, Kirsti Marie; Eklund, Gunilla Brita Maria; Aalbergsjø, Siv Gundrosen; Sollid, Per Øyvind (2021). The role of school placement within research-based teacher education–through the eyes of science mentors. Teachers and Teaching: theory and practice.

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. 9 p. Journal of Chemical Education. Vol. 99.

Höper, Jan; Jegstad, Kirsti Marie; Remmen, Kari Beate (2021). Student teachers’ problem-based investigations of chemical phenomena in the nearby outdoor environment. 11 p. Chemistry Education Research and Practice (CERP). Vol. 23.

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.

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