Helen Suzanne Palmer

• Lien, Anne; Palmer, Helen; Larsen, Jorunn; Svendsen, Monica Lian; Bomark, Nils-Erik & Krakstad, Beate Fast [Vis alle 7 forfattere av denne artikkelen] (2026). Building a Scientific Skill Set: A Design-Based Research Approach to Developing a Tool for Science Education and Beyond | Journal of the International Society for Teacher Education. Journal of the International Society for Teacher Education. ISSN 1029-5968. 30(1), s. 5–22. doi: 10.26522/jiste.v30i1.5268. Fulltekst i vitenarkiv Vis sammendrag

  Life skills like problem-solving, communication, collaboration, and creative and critical thinking are closely tied to scientific practices in science education. However, there is ongoing debate about how to define and operationalize scientific practices for implementation in schools and teacher education. In Norway, these practices are a core element of the science curriculum, but their definition remains vague. To address this, we used a design-based research approach to develop a skills-based tool for teaching and learning scientific practices in schools and teacher education. The tool highlights twelve interrelated skills that support students’ engagement in scientific practices and their reflection on scientific processes. We describe the process of designing and developing the teaching tool, our design analysis of why and how the tool evolved, and three design principles to inform the development of a skills-based teaching tool to practice science. These principles highlight three critical features of the tool: it is dynamic and flexible, initiates active learning, and provides support for teachers.

• Palmer, Helen & Reinhardtsen, Jorunn (2026). Pre-Service Teachers’ Positioning When Facing Curriculum Change: Incorporating Programming in Science and Mathematics Education. Journal of the International Society for Teacher Education. ISSN 1029-5968. 30(1), s. 23–41. doi: 10.26522/jiste.v30i1.5271. Fulltekst i vitenarkiv Vis sammendrag

  This study explores pre-service teachers' (PSTs) storylines regarding their engagement with programming as a new component of mathematics and science education in Norwegian schools. To familiarize fourth-year PSTs with programming and exploratory teaching approaches, a 4-week period of experiential learning was conducted. Designed to elicit reflection on the role of the teacher, this 4-week period culminated in the PSTs working in groups to plan and deliver instruction for high school students. We have used narrative inquiry to investigate the positioning of PSTs regarding programming, the use of programming in teaching, and exploratory approaches to teaching programming. The study is based on the weekly reflection logs of nine PSTs. In this paper, we chose one PST (we called Thor, Linn, and Hans) from each group and narrated how their positioning unfolded over the four weeks. Understanding PSTs’ positioning when faced with changing curricula may help teacher educators in supporting prospective teachers.

• Palmer, Helen Suzanne; Efstathiou, Sofia & Lykknes, Annette (2024). Towards more culturally aware teaching of ‘scientific practices’: Understanding science as a social-historical human endeavour. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 20(2), s. 229–246. doi: 10.5617/nordina.10001. Fulltekst i vitenarkiv Vis sammendrag

  ‘Scientific practices’ are included as a core element in Norway’s new science curriculum as of 2020. In dialogue with international research on the teaching and learning of scientific practices, Haug et al. (2021) have identified and operationalised eight central scientific practices to support a shared understanding within science education. We are responding to Haug et al.'s invitation to contribute to the discussion about how we can understand and work with practices as they are described in the science curriculum in Norway. We supplement their approach, by enriching the eight practices identified by: (a) recognising the social and historical dimensions of science, (b) appreciating a plurality of knowledge-making practices beyond scientific inquiry, (c) connecting teaching to actual science practices. We further introduce a ninth practice we call “Doing science together”. This supplementary work is aimed at foregrounding the relationship between science practices and the nature of science. Implications for use are discussed, including suggestions for learning outcome areas for preservice and in-service science teachers.

• Palmer, Helen Suzanne (2023). Student active learning in a digital classroom: high-performing science students’ perceptions of their experiences. Nordic Journal of STEM Education. 7(1), s. 27–37. doi: 10.5324/njsteme.v7i1.4829. Fulltekst i vitenarkiv Vis sammendrag

  In March 2020 higher education institutions across Norway closed campuses in response to the COVID-19 pandemic. This study explored five high-performing science students’ perceptions of their experiences with active learning in a digital physiology classroom. A thematic analysis explored the detailed first-person subjective experiences of learning in the digital classroom to add to the knowledge base about how science students can be supported to learn physiology in remote and digital learning contexts. Five superordinate themes central to the students’ experience were identified: ‘accountability and self-regulation’, ‘building strategy and structure’, ‘creating community and social learning’, ‘difficulty and discomfort essential’ and ‘efforts to reframe adversity’. The students recognised the importance of self-regulation, structure, social interactions, and challenge, explaining how aspects of the course helped or hindered their learning. Differential responses to the use of peer-evaluation and the ability of high-performing students to reframe adversity were evident. Active learning approaches in the digital classroom supported science students in gaining a deeper understanding of physiology.

• Wohlwend, Martin Rainer; Olsen, Alexander; Håberg, Asta & Palmer, Helen (2017). Exercise Intensity-Dependent Effects on Cognitive Control Function during and after Acute Treadmill Running in Young Healthy Adults. Frontiers in Psychology. 8. doi: 10.3389/fpsyg.2017.00406. Fulltekst i vitenarkiv Vis sammendrag

  The idea that physical activity differentially impacts upon performance of various cognitive tasks has recently gained increased interest. However, our current knowledge about how cognition is altered by acute physical activity is incomplete. To measure how different intensity levels of physical activity affect cognition during and after 1 bout of physical activity, 30 healthy, young participants were randomized to perform a not-X continuous performance test (CPT) during low (LI)- and moderate intensity (MI) running. The same participants were subsequently randomized to perform the not-X CPT post LI, MI, and high intensity (HI) running. In addition, exercise related mood changes were assessed through a self-report measure pre and post running at LI, MI, and HI. Results showed worsening of performance accuracy on the not-X CPT during one bout of moderate compared to low intensity running. Post running, there was a linear decrease in reaction time with increasing running intensity and no change in accuracy or mood. The decreased reaction times post HI running recovered back to baseline within 20 min. We conclude that accuracy is acutely deteriorated during the most straining physical activity while a transient intensity-dependent enhancement of cognitive control function is present following physical activity.

• Palmer, Helen; Håberg, Asta; Fimland, Marius Steiro; Solstad, Gerd Marie; Iversen, Vegard Moe & Hoff, Jan [Vis alle 8 forfattere av denne artikkelen] (2013). Structural brain changes after 4 wk of unilateral strength training of the lower limb. Journal of applied physiology. ISSN 8750-7587. 115(2), s. 167–175. doi: 10.1152/japplphysiol.00277.2012. Fulltekst i vitenarkiv
• Palmer, Helen (2010). Exercise training for a time poor generation: enhanced skeletal muscle mitochondrial biogenesis. Journal of Physiology. ISSN 0022-3751. 588(11), s. 1817–1818. Fulltekst i vitenarkiv
• Palmer, Helen; Garzon, Benjamin J De C; Xu, Jian; Berntsen, Erik Magnus; Skandsen, Toril & Håberg, Asta (2010). Reduced Fractional Anisotropy Does Not Change the Shape of the Hemodynamic Response in Survivors of Severe Traumatic Brain Injury. Journal of Neurotrauma. ISSN 0897-7151. 27(5), s. 853–862. doi: 10.1089/neu.2009.1225. Fulltekst i vitenarkiv
• Palmer, Helen (2010). Optogenetic fMRI sheds light on the neural basis of the BOLD signal. Journal of Neurophysiology. ISSN 0022-3077. 104(4), s. 1838–1840. doi: 10.1152/jn.00535.2010. Fulltekst i vitenarkiv

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• Lien, Anne & Palmer, Helen (2026). En praktisk og humanistisk naturfagundervisning for demokratisk dannelse. doi: https:/www.uhr.no/strategiske-enheter/fagstrategiske-enheter/uhr-larerutdanning/nyheter-fra-uhr-larerutdanning/larerutdanningskonferansen-2026-demokrati-og-kunnskapsberedskap.8216.aspx#%3A%7E%3Atext=L%C3%A6rerutdanningskonferansen%202026%20arrangeres%2030.%20april%20p%C3%A5%20Thon%20Hotel%2Ci%20sentrum%20na%CC%8Ar%20vi%20samles%20til%20a%CC%8Arets%20konferanse.. Fulltekst i vitenarkiv Vis sammendrag

  I en tid med svekket tillit til forskning og raske teknologiske endringer har naturfaget en nøkkelrolle i å utdanne aktive demokratiske borgere. Faget handler ikke bare om å formidle fagkunnskap, men også om å lære vitenskapelige og teknologiske praksiser og forstå naturvitenskapens egenart. Slike ferdigheter styrker elevenes evne til kritisk tenkning, vurdering av informasjon og deltakelse i sosiovitenskapelige diskusjoner. Utfordringen er at naturfagundervisningen bygger på en tradisjon som ofte vektlegger teorier og begreper fremfor praksiser (Ødegaard et al., 2021), og som kan oppleves ekskluderende for enkelte grupper (Palmer et al., 2024). For å styrke den demokratiske dannelsen i form av både kunnskap, ferdigheter og holdninger, trengs en mer praktisk og humanistisk naturfagundervisning, der naturvitenskapene forstås som en menneskelig aktivitet med egen kultur, verdier og metoder (Southerland & Settlage, 2022). En humanistisk naturfagundervisning er mer et verb enn et substantiv, og legger vekt på at kunnskap bør læres i kontekst og med utgangspunkt i et reelt behov for å vite (Klopfer & Aikenhead, 2022). Med dette som bakgrunn har vi utviklet UTFORSK-verktøyet: 12 sekskantede brikker som representerer sentrale ferdigheter i naturvitenskapelige praksiser. Gjennom designbasert forskning har vi identifisert tre prinsipper: verktøyet er fleksibelt og dynamisk, inviterer til aktiv læring og støtter lærere i arbeidet med praksiser og tenkemåter. Det gir rom for dialog fremfor endelige svar, noe som bidrar til å humanisere vitenskapen. Brikkene hjelper lærere med planlegging, fokusering og refleksjon, og legger til rette for læringsprosesser som engasjerer elever i konkrete fenomener og diskusjoner om formål, verdier og metoder.

• Palmer, Helen (2025). Profesjonsutvikling: Hvordan jobbe med NoS? Eksempler fra UiA. Fulltekst i vitenarkiv
• Palmer, Helen & Cain, Ryan (2025). Papirkretser som verktøy for kreativitet og utforskende praksis i naturfagundervisning. doi: https:/naturfagutdannere.no/2025/10/nnn-seminaret-2025-kunst-kreativitet-og-estetiske-laeringsprosesser-i-naturfagene/. Fulltekst i vitenarkiv Vis sammendrag

  I denne parallellsesjonen ønsker jeg å dele erfaringer med bruk av papirkretser som et verktøy for å fremme kreativitet, problemløsning og estetiske læringsprosesser i naturfag. Gjennom arbeidet med papirkretser får studentene mulighet til å kombinere praktisk arbeid med kunstnerisk uttrykk og teknologisk forståelse – en tilnærming som kan beskrives som educative making. Undervisningsopplegget jeg presenterer, er utviklet for lærerutdanning i naturfag, og har som mål å vise hvordan praktisk arbeid kan være både deduktivt og induktivt. Studentene introduseres først for grunnleggende prinsipper for elektriske kretser gjennom en strukturert, deduktiv øvelse med en ferdig mal. Deretter får de bruke det de har lært til å lage egne kreative produkter – ofte med estetiske og personlige uttrykk – hvor de må anvende kunnskapen på nye måter. Dette gir rom for utforskning, feiling og problemløsning, og åpner for refleksjon rundt hvordan praktisk arbeid kan bidra til dypere forståelse i naturfag. Når den kreative aktiviteten gjennomføres som gruppearbeid, gir det også en mulighet til å rette oppmerksomheten mot sosiale, kulturelle og politiske krefter i læringsmiljøet. Ved å be studentene reflektere individuelt over hvordan deres posisjon i gruppa påvirket prosessen og resultatet, kan man åpne for viktige samtaler om makt, inkludering og deltakelse i undervisning og læring. Som inspirasjon viser jeg også til prosjektet Illuminated Masterpieces fra en videregående skole i USA, hvor elever har laget kunstverk med integrerte papirkretser i kunstfaget. Dette prosjektet illustrerer hvordan kunst og ingeniørtenkning kan møtes i undervisningen, og hvordan estetiske prosesser kan styrke elevenes engasjement og læring i naturfag.

• Palmer, Helen (2025). Responding to (ambitious) educational reform in science education: research in teacher education in Norway. Fulltekst i vitenarkiv Vis sammendrag

  The latest educational reform in Norway in 2020 has raised new challenges for science teachers and teacher educators. This presentation will focus on providing insight into our response to two of the curricula changes 1) the introduction of the core element Natural science practices and approaches and 2) that teachers at the secondary level in Norway are now required to integrate computer programming into their science teaching. I will argue that although these new elements are well supported and justified by changing societal demands and aligned with educational reforms worldwide, they are ambitious and present significant challenges regarding preservice and in-service teachers' competence and teacher identities. There is a need for systematic educational research supporting implementation processes in the context of teacher education and in schools. I will present parts of our published and ongoing research regarding how to understand and implement the core element Natural science practices and approaches as well as a study investigating the positioning of preservice teachers regarding the incorporation of programming in mathematics and science education (in process). Both directions of the research I will present envision preservice and in-service teachers as change agents and focus on how to empower teachers in implementing science teaching aligned with the new curriculum, recognizing tensions and viewing teachers as resources rather than from a deficit perspective.

• Palmer, Helen Suzanne & Reinhardtsen, Jorunn (2025). Investigating the positioning of preservice teachers regarding the incorporation of programming in mathematics and science education. Fulltekst i vitenarkiv
• Palmer, Helen Suzanne (2024). Introduksjon til programmering: erfaringer fra egen undervisning og myten om den digitale innfødte. Fulltekst i vitenarkiv
• Palmer, Helen & Lykknes, Annette (2024). Naturvitenskap som en sosial-historisk, kulturell praksis: NOS-undervisning for lærerutdanning og skole. Fulltekst i vitenarkiv
• Palmer, Helen Suzanne (2024). Studentledet høring om HeLa celler. Fulltekst i vitenarkiv
• Palmer, Helen Suzanne (2023). Applied improv in science education: accepting gifts and embracing failure. Fulltekst i vitenarkiv
• Nordskog, Martin; Daliri, Deyhim Marjan & Palmer, Helen (2022). Sannsynlighet på tur. Tangenten - Tidsskrift for matematikkundervisning. ISSN 0802-8192. 33(2), s. 17–22. Fulltekst i vitenarkiv
• Palmer, Helen (2021). Actionbound kurs for kroppsøvingslærere. Fulltekst i vitenarkiv
• Palmer, Helen (2021). Actionbound kurs for faglærere. Fulltekst i vitenarkiv
• Palmer, Helen (2021). Kompetansekveld for lærere og lærerstudenter om bruk av Actionbound for å tilrettelegge for utendørs læringsløyper. Fulltekst i vitenarkiv
• Garshol, Lenka; Drange, Eli-Marie D.; Palmer, Helen Suzanne; Vos, Pauline & Baartman, Desire (2021). Actionbound seminar. Fulltekst i vitenarkiv
• Wohlwend, Martin; Olsen, Alexander; Håberg, Asta & Palmer, Helen (2012). Investigating the reticular-activating hypofrontality model of acute exercise with Conner´s Continuous Performance test in combination with treadmill running and transcranial direct current stimulation. Fulltekst i vitenarkiv
• Wohlwend, Martin; Olsen, Alexander; Håberg, Asta & Palmer, Helen (2012). The effect of exercise on executive function – Investigating an alternative explanation for “Runner’s High”. Fulltekst i vitenarkiv
• Wohlwend, Martin; Olsen, Alexander; Håberg, Asta & Palmer, Helen (2012). The effect of exercise on executive function - Investigating and alternative explanation for "Runner's High". Fulltekst i vitenarkiv
• Wohlwend, Martin; Hoad, Damon; Olsen, Alexander; Håberg, Asta & Palmer, Helen (2012). Investigating the reticular-activating hypofrontality model of acute exercise with Conner´s Continuous Performance test in combination with treadmill running and transcranial direct current stimulation. Fulltekst i vitenarkiv
• Palmer, Helen (2011). PHOTONICS APPLIED: BIOPHOTONICS: Optogenetics--Turning light bulbs on in the brain. [Journal]. Laser Focus World. Fulltekst i vitenarkiv
• Palmer, Helen; Eikenes, Live; Fimland, Marius; Solstad, Gerd Marie; Hoff, Jan & Helgerud, Jan [Vis alle 7 forfattere av denne artikkelen] (2011). Changes in the brain in response to maximal strength training: a DTI study. Fulltekst i vitenarkiv
• Palmer, Helen (2010). Reduced fractional anisotropy but intact hemodynamic response in traumatic brain injury survivors. Fulltekst i vitenarkiv
• Palmer, Helen; Garzon, Benjamin J De C; Xu, Jian; Berntsen, Erik Magnus & Håberg, Asta (2009). Reduced fractional anisotropy does not change the shape of the hemodynamic response in survivors of severe traumatic brain injury. Fulltekst i vitenarkiv
• Palmer, Helen; Garzon, Benjamin J De C; Xu, Jian; Berntsen, Erik Magnus & Håberg, Asta (2009). The shape of the hemodynamic response remains intact in severe traumatic brain injury survivors. Fulltekst i vitenarkiv
• Palmer, Helen; Fimland, Marius Steiro; Solstad, Gerd Marie; Iversen, Vegard Moe; Hoff, Jan & Helgerud, Jan [Vis alle 7 forfattere av denne artikkelen] (2009). Maximal strength training of the plantar flexors: can changes in the brain be detected using functional magnetic resonance imaging? Fulltekst i vitenarkiv
• Palmer, Helen (2009). Introduction to fMRI. Fulltekst i vitenarkiv
• Palmer, Helen (2008). Exploring cerebral vasoreactivity with fMRI. Fulltekst i vitenarkiv

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