About
Kirsti Marie Jegstad is a 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
Ongoing research projects
-
Teacher Education Panel Study (TEPS)
The study aims to create a comprehensive panel study infrastructure on the implementation of teacher education in Norway that traces both teacher education students, study programs, and institutions over time.
Completed research projects
-
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.
-
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
Fiskum, Tove Anita;
Jegstad, Kirsti Marie
; Aspfors, Jessica;
Eklund, Gunilla Brita Maria
(2025).
The goal of research-based learning in teacher education: Norwegian and Finnish teacher educators’ perspectives.
Cogent Education.
Vol. 12.
https://doi.org/10.1080/2331186X.2025.2465918
Aksland, Charlotte
; Mestad, Idar;
Jegstad, Kirsti Marie
;
Eklund, Gunilla Brita Maria
(2024).
Masteroppgaver innen forskningsbasert lærerutdanning i naturfag: Studenters og lærerutdanneres perspektiver.
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. 32-52.
Universitetsforlaget.
https://doi.org/10.18261/9788215069548-24-02
Jegstad, Kirsti Marie
;
Eklund, Gunilla Brita Maria
;
Aksland, Charlotte
; Mestad, Idar
(2024).
Norwegian science teacher educators’ views of the master’s thesis and the supervision process.
14 p.
Scandinavian Journal of Educational Research.
https://doi.org/10.1080/00313831.2024.2419073
Mestad, Idar;
Jegstad, Kirsti Marie
;
Henriksen, Ellen Karoline
(2024).
Utforskende arbeidsmåter i naturfaglærerutdanningen.
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. 55-73.
Universitetsforlaget.
https://doi.org/https://doi.org/10.18261/978821506
Henriksen, Ellen Karoline
;
Jegstad, Kirsti Marie
;
Pajchel, Katarina
; Mestad, Idar;
Eklund, Gunilla Brita Maria
(2024).
Fra forskningsfronten til klasserommet. Perspektiver på forskningsbasert lærerutdanning i naturfag.
ISBN: 9788215069555.
351 p.
Universitetsforlaget.
https://www.idunn.no/doi/book/10.18261/97882150695
Høiby, Torill;
Jegstad, Kirsti Marie
;
Pajchel, Katarina
(2024).
Faglige nettverk som utviklingsarena for naturfagundervisningen.
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. 283-303.
Universitetsforlaget.
https://doi.org/10.18261/9788215069548-24-13
Reffhaug, Marthe Berg Andresen
;
Andersson-Bakken, Emilia
;
Jegstad, Kirsti Marie
(2024).
Supporting primary students’ critical thinking in whole-class conversations about sustainability issues.
Environmental Education Research.
https://doi.org/10.1080/13504622.2024.2309584
Jegstad, Kirsti Marie
; Mestad, Idar; Windsor, William Espen; Jacobsen, Christian Roth
(2024).
Konsolideringsfasen i utforskende arbeidsmåter – fra faglige nettverk til forskningsbasert praksis på mellomtrinnet.
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. 327-348.
Universitetsforlaget.
https://doi.org/10.18261/9788215069548-24-15
Windsor, William Espen;
Jegstad, Kirsti Marie
(2024).
Naturfaglæreres syn på forskningens rolle i egen profesjon.
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/10.18261/9788215069548-24-14
Windsor, William Espen; Høiby, Torill;
Jegstad, Kirsti Marie
; Lomsdalen Framnes, Turid
(2024).
Profesjonelle læringsfellesskap i teori og praksis – en case fra Lillestrøm kommune.
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/10.18261/9788215069548-24-12
