Embodied cognition in science teacher education
How can we introduce teachers to the potential of embodied cognition perspectives in science education? A new paper by my former PhD student, Dr Fridtjof Gjengset, takes a nuanced approach to give an answer to that question 🙂
New paper: from intuition to intention
I am happy to share one outcome of our Science Education Network for Embodied Sense-making (SENSES) – a new paper published in the Journal of Science Teacher Education 🙂
Embodied, epistemic cognition in science education
Where exactly does scientific thinking happen? While I tend to answer this question with physics in mind, I learned a lot from teaming up with a chemistry education researcher 🧪
Embodied cognition – mapping out the field
I’m excited to share this latest publication in Studies in Science Education with the world: a systematic literature review on embodied cognition in STEM education, conducted by my PhD student, Fridtjof Gjengset.
New paper: Metaphors beyond words
Metaphors don't just live in language – they are also enacted with the whole body. Our new paper in Science Education explores how science teachers use speech, gesture, and material objects to bring abstract concepts to life 🙌
What makes practical work in science classrooms actually work?
Hot off the press: Our new paper explores what actually makes practical work effective in science classrooms – and the answer might surprise you 🔬
Teachers' ideas and classroom practices in inquiry-based science education
Our latest study identifies two key challenges that prevent science teachers from fully implementing their educational ideals - and offers insights for improving teacher training and professional development 👩🏫
Breaking records and building connections at ESERA 2025
What an absolutely incredible conference we've just wrapped up here in Copenhagen! Thank you to everyone who made this week possible 💪
Four years leading ESERA SIG6
After four wonderful years as co-coordinator of ESERA's Special Interest Group on Languages and Literacies in Science Education (SIG6), I have officially stepped down from the role. What a brilliant journey this has been 🙂
Heading to Zurich: IARU Early-Career Collaboration Award
Exciting news! I've been awarded an IARU Early-Career Collaboration Award to conduct research at ETH Zurich in 2026. Working with Dr. Charlotte Müller, we'll be investigating what actually works in embodied science education and why 🎓
From mathematics to STEM education: an unexpected journey
From chalk-dusted blackboards to embodied cognition research: A personal reflection on crossing disciplinary boundaries and finding unexpected career paths 🤓
Dual Lenses on Science Classroom Interaction: New Publication
When it comes to understanding how students learn physics concepts, sometimes we need to look through more than one lens 🔍🔍
An embodied approach to STEM - celebrating student research
So proud of my graduate student Mette Elsnab Olesen whose thesis maps how teachers conceptualise and implement embodied instructional approaches in STEM classrooms 🎓
Join KUPER's Unfinished Business 2
The Physics Education Research Group at the University of Copenhagen invites you to peek behind the curtain of our ongoing research projects at our interactive poster exhibition 🧁
Building a dictionary for embodied science education
How do we translate insights from cognitive science into teaching tools? Together with the SENSES network, we're building a dictionary of embodied science education 📖
Developing an Einsteinian science curriculum from years 3–10
Two new papers present our Einsteinian science curriculum from Years 3 to 10 and show how we can prepare teachers to confidently teach these topics 💪
Come work with me - PhD position in science education research
We are looking for a PhD candidate to join us for a research project exploring how primary school science teachers can foster nature connectedness in their students 🔍
Models of gravity - from Newton's law to Einstein's spacetime
Models are at the core of scientific inquiry. In my latest piece for the Norwegian Centre for Science Education, I use the history of gravity as a case study to illustrate how models become crucial tools in advancing scientific knowledge 🤓
Languages & literacies in science education
Our ESERA Special Interest Group has just published a position paper on the evolving roles of languages and literacies in science education 🙂
From the cosmos to the classroom
How do science education, science communication, and public outreach intersect and overlap? And how do our evolving education and communication practices affect our understanding of science and its place in society? Together with Urban Eriksson, I wrote a feature for CERN Courier reflecting on these questions 📣