English version
Kristine Høeg Karlsen

Kristine Høeg Karlsen

Forskningsgrupper

Vitenskapelige publikasjoner

Devonas Hoffmann, Flavia; Karlsen, Kristine Høeg (2022). Choreographic Infrastructuring for Design Things: A New Method for Participatory Design in Teacher Education. Vlachokyriakos, Vasilis (Red.). Embracing Cosmologies: Expanding Worlds of Participatory Design, Proceedings of the 17th Participatory Design Conference. Chapter. s. 230-240. Association for Computing Machinery (ACM).
https://hdl.handle.net/11250/3047900

Karlsen, Joakim; Karlsen, Kristine Høeg (2022). What good is it anyway? Professional dance artists legitimising their work for the Cultural Schoolbag in Norwegian schools. Research in Dance Education .
https://hdl.handle.net/11250/3015726

Karlsen, Kristine Høeg; Lockhart-Pedersen, Virginia (2020). Story-based Cross-Curricular Teaching and LearningA Systematic Mapping of the Research Literature on The Scottish Storyline Approach. Karlsen, Kristine Høeg; Häggström, Margaretha (Red.). Teaching through Stories: Renewing the Scottish Storyline Approach in Teacher Education. Chapter 19. s. 393-432. Waxmann Verlag.
https://hdl.handle.net/11250/2728548

Karlsen, Kristine Høeg; Berggren, Stein Arnold; Ludvigsen, Ar; Næsje, Ragnhild Louise (2020). The Fairy-Tale Forest: Developing Pedagogical Content Knowledge for teaching Primary School Mathematics in The Scottish Storyline Approach. Karlsen, Kristine Høeg; Häggström, Margaretha (Red.). Teaching through Stories: Renewing the Scottish Storyline Approach in Teacher Education. Chapter 8. s. 183-207. Waxmann Verlag.
https://hdl.handle.net/11250/2728551

Karlsen, Kristine Høeg; Motzfeldt, Gitte Cecilie; Pilskog, Hanne Eik; Rasmussen, Adrian Kristinsønn; Halstvedt, Camilla Blikstad (2020). An Exploration of the “Mimetic Aspects” of Storyline Used as a Creative and Imaginative Approach to Teaching and Learning in Teacher Education. Karlsen, Kristine Høeg; Häggström, Margaretha (Red.). Teaching through Stories: Renewing the Scottish Storyline Approach in Teacher Education. Chapter 4. s. 99-123. Waxmann Verlag.
https://hdl.handle.net/11250/2728552

Karlsen, Kristine Høeg; Remberg Høeg, Heidi; Høeg, Ellen (2020). Cooperative Learning: The Power of Positive Interdependence in Storyline. Karlsen, Kristine Høeg; Häggström, Margaretha (Red.). Teaching through Stories: Renewing the Scottish Storyline Approach in Teacher Education. Chapter 1. s. 33-57. Waxmann Verlag.
https://hdl.handle.net/11250/2728549

Karlsen, Kristine Høeg; Häggström, Margaretha (2020). Teaching through Stories: The Storyline Approach in Teacher Education. Karlsen, Kristine Høeg; Häggström, Margaretha (Red.). Teaching through Stories: Renewing the Scottish Storyline Approach in Teacher Education. Teaching through Stories. s. 13-30. Waxmann Verlag.
https://hdl.handle.net/11250/2728550

Karlsen, Kristine Høeg; Häggström, Margaretha (2020). Teaching through Stories: Renewing the Scottish Storyline Approach in Teacher Education. ISBN: 978-3-8309-3986-3. 444 s. Waxmann Verlag.

Karlsen, Kristine Høeg; Bjørnstad, Gunhild Brænne; Remberg Høeg, Heidi (2020). Magic in Movements! The art of teaching creative dance through the cultural schoolbag. Nielsen, Charlotte Svendler; Burridge, Stephanie (Red.). Dancing Across Borders Perspectives on Dance, Young People and Change. Kapittel. s. 179-182. Routledge.

Karlsen, Kristine Høeg; Bjørnstad, Gunhild Brænne (2019). Kunstpedagogiske møter i lærerutdanningen: – en studie av lærerstudenters oppfatning av dansekunstprosjektet KROM på tvers i grunnskolelærerutdanningen. Karlsen, Kristine Høeg; Bjørnstad, Gunhild Brænne (Red.). Skaperglede, engasjement og utforskertrang. Nye perspektiver på estetiske og tverrfaglige undervisningsmetoder som redskap i pedagogisk virksomhet. Kapittel 6. s. 123-142. Universitetsforlaget.





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