Background and activities
Berit Bungum is employed at the Resource Centre for Education in Mathematics, Science and Technology.
Berit Bungum works within physics and technology education. This include research on students' motivation for choosing to study science, illustrations in physics textbooks in a historical perspective, teaching of design and technology in compulsory school, and teaching of modern physics in upper secondary school in the project ReleQuant in collaboration with the University of Oslo and the National Centre for Science Education.
Teaching is within professional development for teachers in Science, Physics and Technology, as well as supervision of master and PhD students.
Scientific, academic and artistic work
A selection of recent journal publications, artistic productions, books, including book and report excerpts. See all publications in the database
- (2018) Quantum Talk: How small-group discussions may enhance students’ understanding in quantum physics. Science Education. vol. 102 (4).
- (2018) What Is Light? Students’ Reflections on the Wave-Particle Duality of Light and the Nature of Physics. Science & Education. vol. 27 (1-2).
- (2016) Bruk av språk og diskusjoner for å fremme elevers forståelse i kvantefysikk gjennom digitale ressurser. Nordic Journal of Pedagogy and Critique. vol. 2 (1).
- (2016) ”From the cat’s point of view”: Upper secondary physics students’ reflections on Schrödinger’s thought experiment. Physics Education. vol. 51:055009 (5).
- (2015) ReleQuant - improving teaching and learning in quantum physics through educational design research. Nordina: Nordic studies in science education. vol. 11 (2).
- (2015) Students’ use of the interactive whiteboard during physics group work. European Journal of Engineering Education. vol. 40 (2).
- (2014) Science and Mathematics as part of practical projects in technology and design: An analysis of challenges in realising the curriculum in Norwegian schools. NorDiNa : Nordic Studies in Science Education. vol. 10 (1).
- (2014) Mathematical speech and practical action: a case study of the challenges of including mathematics in a school technology project. International journal of mathematical education in science and technology. vol. 45 (8).
- (2014) Relativity, quantum physics and philosophy in the upper secondary curriculum: Challenges, opportunities and proposed approaches. Physics Education. vol. 49 (6).
- (2013) Textbook images: How do they invite students into physics?. Physics Education. vol. 48 (5).
- (2013) Design knowledge and teacher-student interactions in an inventive construction task. International Journal of Technology and Design Education. vol. 23 (3).
- (2013) A space for learning: how teachers benefit from participating in a professional community of space technology. Research in Science & Technological Education. vol. 31 (1).
- (2012) Fysikkstudenten fra studiestart til mastergrad – motivasjon, verdier og prioriteringer. UNIPED (Tromsø). vol. 35.
- (2012) "Ingen kan bygge romferge alene" - Læreres utbytte av faglig etterutdanning innen romteknologi. NorDiNa : Nordic Studies in Science Education. vol. 8 (3).
- (2010) Hva inspirerer til fysikkstudier? En undersøkelse av begynnerstudenter på fysikk. NorDiNa : Nordic Studies in Science Education. vol. 6 (1).
- (2009) Teknologi og forskningslære i videregående skole: Hvem er lærerne og hvordan former de faget?. Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge. vol. 3 (1).
- (2008) Images of physics: an explorative study of the changing character of visual images in Norwegian physics textbooks. NorDiNa : Nordic Studies in Science Education. vol. 4 (2).
- (2006) Teknologi og design i nye læreplaner i Norge: Hvilken vinkling har fagområdet fått i naturfagplanen?. NorDiNa : Nordic Studies in Science Education.
- (2006) Transferring and transforming technology education: A study of Norwegian teachers` perceptions of ideas from Design & Technology. International Journal of Technology and Design Education. vol. 16 (1).
- (2006) Science students' critical examination of scientific information related to socio-scientific issues. Science Education. vol. 90 (4).