Maria I. M. Febri

Associate Professor

Department of Teacher Education
+47 73412802
Akrinn, T01.406, Kalvskinnet

Background and activities

Maria I.M. Febri is an Associate Professor at the Norwegian University of Science and Technology, Department of Teacher Education, Faculty of Social and Educational Sciences, in Trondheim, Norway.

She has a PhD degree from University Grenoble I, France, in physics, materials science and structure, in the subject of synthesis and characterization of rare earth based magnetic alloys. In her subsequent career, she worked for five years as researcher in Material Science Research Center in BATAN, Jakarta, Indonesia, her home country, continuing the development of new, advanced magnetic materials. She has had experience in coordinating a research team and being a member of referee committee. In the last eleven years and after the pedagogy study (PPU) in NTNU, Maria I.M. Febri has gone into teaching career in Norway where she now lives. She has had teaching experience in mathematics and physics at various level, high school and teacher education at university. Since 2012, she has been working as teacher educator and researcher at the Dept. Teacher Education, NTNU. She teaches physics, physics education and science education at to pre-service and in-service teachers, at bachelor and recently master level. She has in addition being involved in teacher professional development and school based development as part of her research in science education.

Maria I.M. Febri has been a team member in the development of science teacher-training programs, included initial teacher training, further education for in-service teachers, and in 2015 master degree in science education. In 2015-16 she was a member of the national team for the revision of National Guidelines for Science Teacher Education for Primary and Lower Secondary.

She has taken and takes part in several EU funded projects:

PRIMAS (Promoting Inquiry in Mathematics and Science education across Europe), 2010-13,

mascil (Mathematics and Science for life),2013-16,

FaSMEd (Formative Assessment in Science and Mathematics Education), 2014-16,

and now an Erasmus+ project: Intercultural learning in mathematics and science initial teacher education (2016-19) where she is NTNU's team leader.

Maria I.M. Febri is also part of a recently formed research group within FLT-NTNU (now part of Dept. Teacher Education, NTNU), working on the overarching topic of Literacy (2016-2023).

Main research interests within Science Education/ Physics Education:

-Inquiry Based Learning and Conceptual Understanding

-Inquiry Based Learning and Scientific Literacy

Publication database

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

Journal publications

Part of book/report

  • Cyvin, Jardar; Febri, Maria Immaculata Maya. (2017) Mangfold i naturen, mangfold i skolen. Mangfold gjennom anerkjennelse og inkludering i skolen.
  • Sikko, Svein Arne; Gjøvik, Øistein; Cyvin, Jardar; Febri, Maria Immaculata Maya; Staberg, Ragnhild Lyngved. (2017) ‘Walking a graph’ – primary school students’ experimental session on functions and graphs. Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10).
  • Febri, Maria Immaculata Maya; Sikko, Svein Arne; Dahl, Heidi; Staberg, Ragnhild Lyngved. (2016) Enhancing Teachers’ Professional Knowledge in Connecting the World of Work to Inquiry Based Science Teaching: Case of Norway. Conference proceedings. New perspectives in science education.
  • Febri, Maria Immaculata Maya; Staberg, Ragnhild Lyngved. (2016) Implementing IBL and WoW in primary science in Norway. Science Education Research: Engaging learners for a sustainable future..
  • Staberg, Ragnhild Lyngved; Febri, Maria Immaculata Maya; Sikko, Svein Arne. (2016) Brine. Mathematics and Science in Life: Inquiry Learning and the World of Work.
  • Febri, Maria Immaculata Maya. (2013) To float or not to float? That is the question. Inquiry-based learning in maths and science classes. What it is and how it works - examples - experiences.