For ph.d.-er på Forskerskolen

Opptak 2024 er nå åpnet.

Du kan søke opptak her:

https://nettskjema.no/a/422539

Alle studentene som er tatt opp på forskerskolen må ha tilknytning til en av nettverksinstitusjonene gjennom institusjonell finansiering og/eller gjennom opptak på en av nettverksinstitusjonenes ph.d.-program.

Forskerskolen er med andre ord et organisert tilbud i tillegg til og i samarbeid med det ordinære doktorgradsløpet, for å gi denne særskilte gruppen ph.d.-studenter en tettere, mer systematisk og målrettet oppfølging som representerer en merverdi for studentene.

Forskerskolen vil ta opp studenter en gang i året med frist 15. juni.

Christina Bauck Jensen, UiA, 2022, Kompetansekonstruksjoner i matematikk og programfag. Utdanningsprogrammet bygg- og anleggsteknikk, videregående opplæring, https://uia.brage.unit.no/uia-xmlui/handle/11250/3030104 

Roar Bakken Stovner, University of Oslo, Faculty of Educational Sciences, 2022, The Feedback Teachers Provide in Mathematics Lessons and How They Provide It: Feedback Practices in Norwegian Lower Secondary Mathematics Classrooms https://www.duo.uio.no/handle/10852/98293

Pauline Book, INN, 2022. Deltakelse i naturfag i språklig heterogene klasser. En studie av fem flerspråklige mellomtrinnselevers involvering i naturfaglige representasjoner. https://brage.inn.no/inn-xmlui/handle/11250/3022519

Leonie Johann, Facing educational Challenges in Molecular Life Science – A Thesis to reconstruct Cell Membrane Biology for Upper Secondary Teaching and Learning, Nord Universitet, 2022, (PDF) Facing educational Challenges in Molecular Life Science -A Thesis to reconstruct Cell Membrane Biology for Upper Secondary Teaching and Learning (researchgate.net) 

Vegard Havre Paulsen: Challenging aspects of critical thinking: A mixed-methods study of students’ test results, students’ reasoning, and teaching strategies. UiB 2022. Url: https://hdl.handle.net/11250/2990155

Anita Movik Simensen, UiA, 2022, Matematiske læringsmuligheter for alle. En styrkebasert flerkasusstudie om elever som presterer lavt i matematikk sin deltakelse i heterogene smågrupper, https://uia.brage.unit.no/uia-xmlui/handle/11250/2987450

Linda Gurvin Opheim, UiA, 2022, Mathematical Tasks from the Teachers’ Point of View. A Multiple Case Study of Teachers’ Goals in Norwegian Vocationally Oriented Classrooms, https://uia.brage.unit.no/uia-xmlui/handle/11250/2984236

Vegard Gjerde: Integrating Cognitive Learning Strategies into Physics Instruction: Developing students’ approaches to physics and learning. UiB 2021. Url: https://hdl.handle.net/11250/2788641

 Amrit Bahadur Poudel, UiA, 2021, An exploration of how social science students utilise an opportunity to learn about simulation-based research methods: A design-based study, https://hdl.handle.net/11250/2758716

Yusuf Feyisara Zakariya, UiA, 2021, Undergraduate students’ performance in mathematics: Individual and combined effects of approaches to learning, self-efficacy, and prior mathematics knowledge, https://hdl.handle.net/11250/2737867

Trude Pedersen Sundtjønn, UiA, 2021, Opportunities and Challenges when Students Work with Vocationally Connected Mathematics Tasks https://hdl.handle.net/11250/2727570

Eivind Rudjord Hillesund, UiA, 2021, The resource decisions and documents of undergraduate engineering students in mathematics courses https://hdl.handle.net/11250/2722455

Anita Lopez-Pedersen, University of Oslo, Faculty of Educational Sciences. 2020. On the Trail of Early Numeracy Skills: Understanding, identifying and ameliorating young children's early numeracy skills. A multimethod approach https://www.duo.uio.no/handle/10852/79089

Everton Lacerda Jacinto, UiS, 2020. Tittel på avhandlingen:  The Development of Pre-Service Teachers’ Understanding of the Knowledge Necessary to Teach Mathematics: A Case Study in Malawi. https://ebooks.uis.no/index.php/USPS/catalog/book/66

Oda Heidi Bolstad, UiA, 2020, Teaching and learning for mathematical literacy, https://uia.brage.unit.no/uia-xmlui/handle/11250/2687234

Shaista Kanwal, 2020, Dynamics of undergraduate engineering students’ learning activities in mathematics in an online and in a blended environment https://uia.brage.unit.no/uia-xmlui/handle/11250/2686445

Helge Ingvart Fredriksen, 2020, An exploration of teaching and learning activities in mathematics flipped classrooms: A case study in an engineering program, https://uia.brage.unit.no/uia-xmlui/handle/11250/2654044

Morten Bjørnebye, INN, 2019, Young children's grounding of mathematical thinnking in sensory-motor experiences.https://brage.inn.no/inn-xmlui/handle/11250/2822955

Torstein N. Hole: Learning through practice in biology education. UiB 2019. Url: http://hdl.handle.net/1956/20404

Tom Rune Kongelf, UiA, 2019, Matematisk innhold og matematiske metoder i lærebøker brukt på ungdomstrinnet i Norge. Gullgruve eller fallgruve for utvikling av matematisk kompetanse i problemløsning og algebra, http://hdl.handle.net/11250/2616438

Svanhild Breive, UiA, 2019, Processes of mathematical inquiry in kindergarten, https://uia.brage.unit.no/uia-xmlui/handle/11250/2608190

Andualem Tamiru Gebremichal, UiA, 2019, Students’ perceptions of the relevance of mathematics in an Ethiopian preparatory school, https://uia.brage.unit.no/uia-xmlui/handle/11250/2595323

Andreas Pettersen, University of Oslo, Faculty of Educational Sciences. 2019. Towards competency-oriented mathematics education: An investigation of task demands and teachers' knowledge of task demands from a competency perspective. https://www.duo.uio.no/handle/10852/74307?show=full

Jørgen Hammer Smedsrud, University of Oslo, Faculty of Educational Sciences, 2019, Mathematically gifted adolescents in Norway: Exploring mathematically gifted adolescents' experience with the school system in Norway. https://www.duo.uio.no/handle/10852/70320

Stephan Daus. University of Oslo, Faculty of Educational Sciences, 2019. Profiling and Researching TIMSS by Introducing a Content Lens on Eighth-grade Science (PARTICLES). https://www.duo.uio.no/handle/10852/68252