Cato Tandberg

• Book, Pauline & Tandberg, Cato (2026). Identity Texts in Meaning-Making and Assessment in Science. I Kilbrink, Nina; Stolare, Martin; Brennan, Aimie & Scott, Ann (Red.), Teacher Education and Knowledge Transformation in Times of Change. De Gruyter Brill. ISSN 9789004731547. s. 193–213. doi: 10.1163/9789004731554_011. Fulltekst i vitenarkiv Vis sammendrag

  Constructing new knowledge in science is associated with transformations of prior experiences involving language, relationships, nature, hands-on activities, materials, and action. This chapter provides insight into how multilingual students (10–11 years old) solve an open-ended task by encouraging them to negotiate identities and utilise various experiences in meaning-making processes in science. Intertwined with the student’s expression of emerging concepts, we analyse and reflect upon how dynamic assessment can be a valuable approach to intertwining meaning-making and formative assessment of student texts and oral interactions. One implication highlighted is the need for tasks that enable students to express their identities as part of developing a science identity. Facilitating an emerging identity in a subject-specific context is associated with students’ willingness to invest in learning science. We emphasise the importance of consciousness in relation to students’ diverse uses of semiotic resources when solving a given task, and we connect this to various expressions of identity. Another implication is that teachers are provided with important knowledge about how multilingual students create meaning about scientific phenomena when they use and discuss their multimodal texts and share their ideas.

• Seehuus, Birgitte & Tandberg, Cato (2024). Integrating species identification in creative lesson planning. I Petursdottir, Svava (Red.), Proceedings of the 14th Nordic Research Symposium on Science Education June 5th–7th 2024 Reykjavík, Iceland. NFSUN 2024 Proceedings. ISSN 9789935468413. s. 190–193. Fulltekst i vitenarkiv Vis sammendrag

  This study is an attempt at a new didactical approach to species identification and species knowledge for Norwegian teacher students. By leaving identification tests and moving towards a methodology that lets the student work with species over time, and to challenges them to create creative lesson planning involving species. Being able to use the outdoors as a learning arena can be the first step towards creating a deeper knowledge of biodiversity and in turn sustainability. We created a project where twenty-six students made a physical collection of thirty species and five lesson plans. We interviewed five students about their experience with the project. The students found it motivating working with the project over time since it allowed them to follow the natural progression of diversity through the seasons spring, summer, and autumn. They experienced both the collection and the lesson plans as relevant for their later work and created authentic learning opportunities.

• Book, Pauline & Tandberg, Cato (2024). Identity texts in science for multilingual students: discovering resources with social semiotics. International Journal of Science Education. ISSN 0950-0693. s. 1–20. doi: 10.1080/09500693.2024.2302954. Fulltekst i vitenarkiv Vis sammendrag

  This study examines how multilingual students (11-12 years) negotiate meaning in writing, drawing, and dialogues in science. Students use emotions, reflections, and experiences from areas other than school when given the opportunity to solve an open-ended task in science. Data consists of texts from three multilingual students and excerpts from co-generative dialogues collected over five months. Expressions of meaning in the students’ drawing, writing, and oral explanations were analysed using a social semiotic framework. The findings illustrate how emotions and everyday experiences play a significant role in the students’ work to create meaning about science knowledge. Furthermore, the findings indicate that students engage through experiences from learning arenas other than school and that those have the potential to create curiosity and negotiation of identity, language, and subject knowledge. The study reflects upon how the aspects of social semiotic theory, identity, agency, and investment are intertwined with subject-specific knowledge when students negotiate meaning. One implication highlighted is the need for consciousness related to students’ different use of semiotic resources, and to encouraging multilingual students to use their semiotic resources. This implies a potential for students to develop science knowledge and teachers to identify their meaning-making process

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• Græsli, Jon Anders & Tandberg, Cato (2026). Doing practical science activities as a tool for developing cognitive and language skills. Fulltekst i vitenarkiv
• Tandberg, Cato & Book, Pauline (2026). Experience on using different types of talk and activities that enhance language development. Fulltekst i vitenarkiv
• Tandberg, Cato (2026). 58. Kjerneelementet Kropp og helse, med førstelektor Cato Tandberg - Naturfagpodden | Podcast on Spotify. Fulltekst i vitenarkiv Vis sammendrag

  Naturfagpodden · Episode

• Tandberg, Cato (2026). Praktisk arbeid med naturfag - få snakketrang, barneskole (1 - 4). doi: https:/www.inn.no/om-universitetet/fakultet-for-lererutdanning-og-pedagogikk/arrangementer-fra-lup/fagdag-2026/. Fulltekst i vitenarkiv
• Tandberg, Cato (2026). Praktiske gjøringer som inngang til samtaler og språklig utvikling, barnehage. doi: https:/www.inn.no/om-universitetet/fakultet-for-lererutdanning-og-pedagogikk/arrangementer-fra-lup/fagdag-2026/. Fulltekst i vitenarkiv
• Tandberg, Cato (2026). Dynamisk vurdering del 3. Fulltekst i vitenarkiv
• Tandberg, Cato (2026). Dynamisk vurdering. Fulltekst i vitenarkiv Vis sammendrag

  Del 2 i en serie av foredrag og workshops jeg holder knyttet til å introdusere, prøve ut og videreutvikle bruken av dynamisk vurdering i klasserommet,

• Tandberg, Cato (2025). 52. Hverdagsforestillinger i biologi med Cato Tandberg by Naturfagpodden. Fulltekst i vitenarkiv Vis sammendrag

  I denne episoden får vi besøk av førstelektor Cato Tandberg som skal snakke om hverdagsforestillinger i biologi. Ressurser: Naturvitenskaplige praksiser og tenkemåterKjerneelement: Jorda og livet på jordaFra foton til karbonEr det spørsmål eller tilbakemeldinger, send en epost til post@naturfagsenteret.noOppsummering av episoden.  Oppsummeringen er KI-generert, gjennomgått redaksjonelt, men kan inneholde unøyaktigheter. Begrepet "hverdagsforestillinger" i undervisningen: Cato Tandberg diskuterer forskjellen mellom "misoppfatninger" og "hverdagsforestillinger" i undervisningen. Begrepet "misoppfatninger" kan være mer entydig og implisere feil, mens "hverdagsforestillinger" gir rom for å forstå hvordan disse oppstår, og hva lærere kan gjøre for å endre dem. Det gir også mulighet for å respektere elevenes ulike utgangspunkt og kulturelle perspektiver. Disputten om begrepsbruken illustrerer et teoretisk skifte der hverdagsforestillinger anses som et redskap for tilnærming til naturfag.Kulturelle og didaktiske utfordringer i biologifagetTandberg påpeker at biologifaget kan være spesielt utfordrende å undervise på grunn av det store fagfeltet og kulturelle forskjeller. Klasserommet i dag er kulturelt mer sammensatt, med elever som har ulike religiøse og kulturelle tilnærminger til temaer som evolusjon og livets opprinnelse. Dette kan føre til dilemmaer for lærere som må navigere mellom vitenskapelige standpunkter og elevenes personlige tro og tradisjoner, uten å overskygge viktige diskusjoner.Hverdagsforestillinger knyttet til energi og plantebiologi:Felles utfordringer med begreper som energi og energioverganger finnes både i fysikk og biologi. Tandberg nevner at mange elever har misoppfatninger om planter, spesielt rundt fotosyntese og celleånding. Det er viktig å organisere og presentere undervisningsstoffet slik at det stimulerer nysgjerrighet og respekt for forskjellige biologiske prosesser, samt å bruke praktiske eksempler, som algeballereksperimenter, for å gi visuell forståelse.Praktiske tilnærminger og representasjoner: Tandberg fremhever viktigheten av praktiske aktiviteter for å engasjere elevene og gi dem kroppslige erfaringer med naturfaglige prinsipper. Ved å bruke representasjoner som modeller, flytskjemaer og visuelle eksperimenter, kan lærere hjelpe elevene med å utvikle forståelse for komplekse emner. Tandberg argumenterer for at denne tilnærmingen muliggjør refleksjon, dialog og læring i klasserommet. Han nevner også arbeidet med en antologi om representasjoner i naturfaglærerutdannelse og etiske diskusjoner i biologifaget.

• Lunde, Lisa Kristina; Græsli, Jon Anders; Seehuus, Siri-Christine & Tandberg, Cato (2025). Problem-solving. Fulltekst i vitenarkiv Vis sammendrag

  The study examines problem-solving skills in early childhood education, highlighting how kindergarten teachers can nurture creativity and divergent thinking. The research emphasizes early childhood development, the role of play in learning, and the importance of problem-solving skills (Salmon 2016; Salmon and Barrera 2021; Stavholm et al., 2022; Immordino-Yang et al., 2019; Yogman et a.,l 2018; Lunde and Brodal 2022; Sirois et al. 2008; Christie 2022). The study explores creative problem-solving, divergent thinking, and the balance of play and learning in kindergarten, referencing research by Evans et al. (2021), Liljedahl and Cai (2021), Schulz and Bonawitz (2007), and Hammer (2012), among others. Kindergarten teacher education students completed practical tasks during their internships, including reflective notes from themselves and supervising teachers, group reflections, and semistructured interviews. Data was collected from 32 students working with children aged 0-5 years, focusing on object boxes and knot-tying activities. The study received approval from SIKT (no. 474916), the Norwegian Agency for Shared Services in Education and Research. Students provided both written and verbal consent for use of texts and interviews. The kindergartens and children involved were anonymized in the students' texts, making them untraceable. Students and practice teachers were surprised by young children's problem-solving skills, particularly toddlers.Younger children demonstrated more patience and a greater willingness to explore various strategies than older ones, challenging preconceived notions about their capabilities and offering insights into different problemsolving approaches across ages. Reevaluating young children’s problem-solving abilities and adapting teaching strategies to foster curiosity and divergent thinking, while improving teacher education to support these skills.

• Nordseth, Knut Olav Biller & Tandberg, Cato (2025). Analysekompetanse i lærerutdanningen – betydningsfullt også for skoleledere? Skolelederen. ISSN 0802-2062. Fulltekst i vitenarkiv
• Seehuus, Birgitte & Tandberg, Cato (2025). Plant Awareness Disparity, Biodiversity and "Nature Diaries" in Sustainable Development in Pre-school and Primary School. Fulltekst i vitenarkiv
• Vegge, Geir & Tandberg, Cato (2025). Uterommet som læringsarena, med vekt på tverrfaglighet. Fulltekst i vitenarkiv
• Vegge, Geir & Tandberg, Cato (2025). Uterommet som læringsarena, med vekt på erfaringsdeling. Fulltekst i vitenarkiv
• Tandberg, Cato & Vegge, Geir (2024). UTEROMMET SOM LÆRINGSARENA. Fulltekst i vitenarkiv
• Seehuus, Birgitte & Tandberg, Cato (2024). Integrating species identificaion in creative lesson planning. Fulltekst i vitenarkiv
• Tandberg, Cato & Book, Pauline (2024). Representasjoner i naturfag. [Radio]. Naturfagsenteret. Fulltekst i vitenarkiv
• Tandberg, Cato & Book, Pauline (2024). Representasjoner i naturfag. Naturfag. ISSN 1504-4564. s. 16–17. Fulltekst i vitenarkiv

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