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Future-Oriented Education in Science and Physical Education (FUNK)

The research group works on educational research within science education, physical education, and interdisciplinary teaching in kindergarten and school, as well as the transition between kindergarten and school. We focus on practice-oriented and interdisciplinary issues that facilitate active participation in academic contexts.

Established:: 2025
Affiliation:: Faculty of Education

Photo: Colourbox

The research group's various projects contribute to illuminating current societal challenges related to natural sciences, movement sciences, and interdisciplinary teaching. The academic foundation is in profession-oriented teacher education subjects where we work across disciplines within movement sciences and natural sciences, but the interdisciplinary profile means that we will also collaborate closely with other fields. The academic environment distinguishes itself with practice-oriented issues that are relevant in kindergartens and schools, and by combining disciplinary scientific and educational scientific theories and methods.

What we research

The research group members are involved in projects spanning kindergarten and school, as well as transitions between kindergarten and school. We are focused on interdisciplinary and practice-oriented approaches combined with subject-specific didactic theories and methods. Topics such as sustainability, creativity, problem-solving, technology, language, agency, and identity in academic contexts are among the areas relevant to the research group's work.

More about the research group

The research group aims to build an inspiring environment with high national and international quality. We do this through collaboration between established researchers and through cooperation with relevant academic communities within and outside Norway. Particular attention is directed towards building good, active research environments that contribute to the members of the research group developing their own and shared competence through interdisciplinary and subject-specific networks.The members' research contributes new research-based knowledge in science education and movement studies, in schools, kindergartens, and early education. The projects focus partly on the teaching profession and the role of teacher education, and partly on various learning arenas that facilitate learning through play, curiosity, inclusion, problem-solving, and movement. The educational context is broadly understood, from kindergarten to higher education. Although the main emphasis is on Norwegian contexts, comparative studies of situations in other countries are relevant.

Publications

2025

Buseth, J.T., Didham, R., Høvik, K.Ø., Martinsen, M., Øyehaug, A.B. (2025). Exploring teacher educators’ views on interdisciplinary teaching: a cross-disciplinary study of interdisciplinarity for sustainability education. Acta didactica Norden. Vol 19 Nr 2 https://doi.org/10.5617/adno.11405

Fjeld, W., Holen, M. M., Klausen, S. W., & Martinsen, M. (2025). Norwegian student teachers’ reflections on a three-day interdisciplinary programme to enhance understanding of comprehensive sexuality education as part of teacher education. Sex Education, 1–15. https://doi.org/10.1080/14681811.2025.2572699

Solbakken, I., Holen M. M., Øyehaug, A. B. (2025). Utvikling av bærekraftskompetanser i lærerutdanning. Acta Didactica Norden, 19(2). https://doi.org/10.5617/adno.11377

Book, P. og Seehuus, C. (2025, in press). Wonder as a Gateway to Science Meaning-Making: Primary Pupils´ Narrative Journeys. Future in Educational Research

Book, P. og Tandberg, C. (2025, in press). Identity Texts in Meaning-Making and Assessment in Science: Encouraging Transformative Learning for Multilingual Students with Dynamic Assessment and a Social Semiotic view. I Kilbrink, N., Stolare, M., Brennan, A. og Scott, A. (Red.). Teacher Education and Knowledge Transformation in Times of Change. Brill

2024

Øyehaug, A. B., Kouns, M., & Savelsbergh, E. R. (2024).
Teachers’ use of inquiry and language scaffolding questions when preparing an experiment. European Journal of Science and Mathematics Education, 12(1), 139-155. https://doi.org/10.30935/scimath/14074

Book, P. (2024):
Naturfag i flerspråklige klasser – En ressursorientert modell.
Paideia, 27, s. 38-49.

Book, Pauline;Tandberg, Cato (2024):
Identity texts in science for multilingual students: discovering resources with social semiotics
International Journal of Science Education

Græsli, Jon Anders; Lien, Gudbrand (2024):
How can children best learn map skills? A step-by-step approach
European Early Childhood Education Research Journal

2023

Øyehaug, Anne Bergliot; Ebbesen, Kristin; Lunde, Lisa Kristina & Danbolt, Anne Marit Vesteraas (2023):
Læreres bruk av spørsmål før gjennomføring av et eksperiment.
Nordic Studies in Science Education. ISSN 1504-4556. 19(2), s. 200–215. doi: 10.5617/nordina.9818.

Kaarby, Karen Marie Eid;Tandberg, Cato (2023):
ITERS and ECERS as tools for developing quality in physical activity and science in ECEC (2023)
Journal of the European Teacher Education Network (JETEN)

Book, Pauline;Tandberg, Cato (2023):
Multilingual students creating meaning in science by using identity texts; a social semiotic view (2023)

Tandberg, Cato; Lunde, Lisa Kristina (2023):
Genetikk = 16 års aldersgrense både teoretisk og praktisk?
Biolog

Tandberg, Cato; Seehuus, Birgitte (2023)
Var det noe eller noen som ikke var organisme sa du? om arter i LK 20
Biolog

Øyehaug, A. B. & Martinsen, M. (2023).
Folkehelse og livsmestring: Potensial for tverrfaglig undervisning i lærerutdanningen. Nordisk tidsskrift for utdanning og praksis, Special issue: Kultivering av myndiggjøring i lærerutdanning og skole for økt livskvalitet, 17[2], 77–97. https://doi.org/10.23865/up.v17.5195

Smit, J., Chisari, L. B., Kouns, M., Øyehaug, A. B., Savelsbergh, E. and Hajer, M. (2023).
Inclusive STEM Teaching from a Language Perspective: Teacher Learning in a Professional Development Program. European Journal of STEM Education, 8(1), 07. https://doi.org/10.20897/ejsteme/13643

Øyehaug, A. B., & Kristensen, P. D. (2023).
Elevers forståelse av naturvitenskapens egenart (NOS). Acta Didactica Norden, 17(1).. https://doi.org/10.5617/adno.9480

Forskergruppa i Cristin

Conferences and events

January 23-24:
Next-Generation Science and Environmental Education in a European Context: Teacher Education in Norway and Spain

Program

November 11–12

Workshop: The anthology Representations in Science Education
Editors: Book / Tandberg

November 21

Workshop: The anthology Subject Didactics in NHB – How to Act as a Learning Agent
Editor: Tandberg

Conference Contributions 2025

May 2025

ETEN (Hasselt, Belgium)

Movement-Inviting Installations

The contribution presented how construction play and flexible installations can invite children to movement, exploration and problem-solving. Through the use of natural materials and non-permanent constructions, children are given opportunities to develop motor skills, collaboration and creative thinking through play.

Participants from FUNK were Jon Anders Græsli, together with co-contributors Anita Helseth and Christine Seehuus.

May 2025

Doctoral Seminar: Sustainability, Pedagogy and Didactics (27 May 2025)
https://www.inn.no/ccl/arrangementer-fra-ccl/stipendiatwebinar-2025/

(A collaboration between the Inland Norway University of Applied Sciences and the National Research Network for Sustainability and Education (NABU). The seminar brought together PhD candidates within the field of sustainability and education who wished to discuss their research projects with fellow doctoral candidates and researchers in the field.)

Anne Bergliot Øyehaug from FUNK chaired the seminar.

August 2025
ESERA (Copenhagen, Denmark) https://esera2025.org/

Pre-service Teachers’ Reflections on Teaching the Nature of Science

The contribution demonstrated how student teachers’ drawings of scientific research, combined with interview data on the same topic, provided insight into their reflections on the nature of science and how it can be taught in the classroom. The use of drawings and dialogue also illustrated how students’ thinking about the topic evolved over the course of a semester.

Participants from FUNK were Matilde Mengkrog Holen, Birgitte Seehuus and Anne Bergliot Øyehaug.

Building Capacity to Teach in Diverse Classrooms through Recognition in Collaborative Practices

Presentation in the symposium Affectivity and Emotions in Teaching and Learning Science in Multilingual Settings

Chair: Sara Salloum, Ohio University

Discussant: David Treagust, Curtin University

The contribution provided insights into challenges and opportunities in interactions between a researcher and a teacher collaborating on classroom-based science education research in primary school. The study emphasises how affectivity and power relations influence negotiations involving questioning, critique, recognition and curiosity in cross-institutional collaboration. A framework based on recognition and identification is proposed to foster shared grounding and willingness to invest in development.

Participant from FUNK: Pauline Book

August 2025

EECERA (Bratislava, Slovakia)

Listen and Learn – ECEC Teacher Students as Learning Agents

The contribution highlighted how early childhood teacher students can develop their professional understanding by reflecting on their own interactions with children. Audio recordings and systematic analysis contributed to increased awareness of question types and how children can best be supported in their learning processes.

Participants from FUNK were Jon Anders Græsli, together with co-contributors Anita Helseth and Christine Seehuus.

August 2025

EECERA (Bratislava, Slovakia)

Problem-solving

The study examined how young children in early childhood education develop problem-solving skills through play, demonstrating that even the youngest children display perseverance, curiosity and divergent thinking. This has important implications for teacher education and early childhood practice.

Participants from FUNK were Cato Tandberg and Jon Anders Græsli, together with co-contributors Lisa Lunde and Christine Seehuus.

September 2025

KLÆM Conference (Hamar, Norway)

Movement Enhancers and Construction Play

The contribution presented the development of flexible building materials that combine construction play, movement, and exploration of science and mathematics. By constructing installations, children become active co-creators in play and learning, while collaboration, creativity and problem-solving are fostered.

Participants from FUNK were Jon Anders Græsli, together with co-contributors Christine Seehuus and Anita Helseth.

Networks

The research group members are involved in various projects with a broad network affiliation. Some ongoing projects:

Teacher Academy for Plurilingual preschools. A path towards equal opportunities (TAPPEO). The project is led by the Universidad de Castilla La Mancha. Involved from the research group: Cato Tandberg and Pauline Book

Empowering Teacher Educators to Interdisciplinary Teaching in Education for Sustainable Development. Postdoc prosjekt ved Universitetet i Stavanger. Ledes av Pauline Book

Completed projects:

Natural Science Talk in Teacher Education (SciTalk). Cato Tandberg was involved.

Bridging the gap between needs in teacher education and school through interdisciplinary work on public health and life skills, democracy and citizenship and sustainable development (BRIDGES). Anne Bergliot Øyehaug was involved.

NETWORK

Forum for Experience Sharing in Primary Teacher Education in Science (TEGN)
Coordinated by the National Network for Science Education
https://naturfagutdannere.no/skolenettverket/profesjonsfaglige-grupper/glu-tegn/
The TEGN group serves as a platform for exchanging experiences among institutions offering primary teacher education (GLU) in science. The group consists of one representative from each institution.
Anne Bergliot Øyehaug from FUNK serves as Acting Deputy Chair of the group.

National Academic Interest Group (NOS – Nature of Science, Scientific Practices and Critical Thinking)
Coordinated by the National Network for Science Education
This academic interest group meets digitally and at the National Network for Science Education seminar to exchange research experiences related to the Nature of Science, scientific practices and critical thinking.
Anne Bergliot Øyehaug from FUNK is the Group Lead.

National Research Network for Sustainability and Education (NABU)
https://nabu.no/om-nabu/
NABU consists of researchers affiliated with Norwegian universities and university colleges working within the field of sustainability and education.
Anne Bergliot Øyehaug from FUNK is a Board Member.

Network for Physical Education
The network consists of educators and researchers within physical education in early childhood teacher education.
Jon Anders Græsli from FUNK is a member.

International Research Networks
SciTeach Research Group, University of Luxembourg
Member: Pauline Book
Sport and Society Research Network
Member: Geir Kirkerud

National Networks
Academic Interest Group for Representations in Science Education
The group was established as one of several initiatives through a strategic effort led by the National Network for Science Education.
Cato Tandberg and Pauline Book serve as Group Leads.

Network for Dance and Health
Member: Geir Kirkerud