Publications

Only the educated are free.

- Epictectus

FULL list of publications

2022

  1. Kersting, M. (2022). A case for conceptual approaches in general relativity education. Astronomy Education Journal, 2(1). https://doi.org/10.32374/AEJ.2022.2.1.040op


  2. Kersting, M., Ruggiero, M.L. (2022). Why can't you escape a black hole? Frontiers for Young Minds, 10:804654. https://doi.org/10.3389/frym.2022.804654 


  3. Kersting, M. (2022). How History and Philosophy of Science Can Inform Teaching and Learning of General Relativity in Upper Secondary School, Proceedings of the Fifteenth Marcel Grossman Meeting on General Relativity, World Scientific, Singapore, https://www.worldscientific.com/doi/abs/10.1142/9789811258251_0190


  4. Alstein, P., Rijken, S., Kersting, M., Verburgt, L. (2022). From conceptual change to scientific imagination: An interdisciplinary workshop at the crossroads of HPS and science education research, HPS&ST Newsletter, February 2022 edition http://www.hpsst.com/uploads/6/2/9/3/62931075/feboped2022.pdf


  5. Kersting, M. (2022). Following in the Footsteps of Einstein: Modernising Physics Education Using History and Philosophy of Science, HPS&ST Newsletter, January 2022 edition http://www.hpsst.com/uploads/6/2/9/3/62931075/janoped2022.pdf


  6. Kersting, M. (2022). Embodied Cognition in Physics, Chat Physics, https://chatphysics.org/embodied-cognition-in-physics

2021

  1. Kersting, M., Schrocker, G., & Papantoniou, S. (2021). ‘I loved exploring a new dimension of reality’ – a case study of middle-school girls encountering Einsteinian physics in the classroom. International Journal of Science Education, 1–21. https://doi.org/10.1080/09500693.2021.1950943
  2. Kersting, M., Haglund, J., Steier, R. (2021). A growing body of knowledge: On Four Different Senses of Embodiment in Science Education. Science & Education. https://doi.org/10.1007/s11191-021-00232-z
  3. Woithe, J., Kersting, M. (2021). Bend it like dark matter. Physics Education 56(3), https://doi.org/10.1088/1361-6552/abe09c
  4. Hughes, T., Kersting, M. (2021). The invisibility of time dilation. Physics Education, 56(2),  025011 https://doi.org/10.1088/1361-6552/abce02
  5. Kersting, M., Blair, D. (Eds) (2021), Teaching Einsteinian Physics in Schools: An Essential Guide for Teachers in Training and Practice, Routledge. ISBN 9781760877712

  6. Kersting, M. (2021) Using the language of gravity to teach about space, time, and matter in general relativity, Teaching Einsteinian Physics in Schools, Kersting, M., Blair, D. (Eds), Routledge

  7. Kersting, M. (2021) Standing on the shoulders of giants – how historical perspectives on gravity can inform modern physics education, Teaching Einsteinian Physics in Schools, Kersting, M., Blair, D. (Eds), Routledge

  8. Blair, D., Kersting, M. (2021) The difficult birth of gravitational wave astronomy, Teaching Einsteinian Physics in Schools, Routledge

  9. Ødegaard, M., Kjærnsli, M., Kersting, M. (2021) Tettere på naturfag i klasserommet, Fagbokforlaget, Oslo

  10. Ødegaard, M., Kjærnsli, M., Kersting, M. (2021), En studie av kvalitet i naturfagundervisning, Tettere på naturfag i klasserommet, Ødegaard, M., Kjærnsli, M., Kersting, M. (Eds), Fagbokforlaget, Oslo

  11. Lunde, M.L.S., Sæleset, J., Karlsen, S., Kjærnsli, M., Kersting, M., Olufsen, M., Ødegaard, M. (2021) Hvordan vurdere undervisningskvalitet i naturfag, Tettere på naturfag i klasserommet, Ødegaard, M., Kjærnsli, M., Kersting, M. (Eds), Fagbokforlaget, Oslo

  12. Lunde, M.L.S., Sæleset, J., Kjærnsli, M., Kersting, M., Karlsen, S., Olufsen, M., Ødegaard, M (2021) Forskningsdesign og metode, Tettere på naturfag i klasserommet, Ødegaard, M., Kjærnsli, M., Kersting, M. (Eds), Fagbokforlaget, Oslo

  13. Karlsen, S., Kersting, M., Ødegaard, M., Kjærnsli, M., Olufsen, M., Lunde, M.L.S., Sæleset, J. (2021) Kjennetegn på utforskende undervisning i naturfag, Tettere på naturfag i klasserommet, Ødegaard, M., Kjærnsli, M., Kersting, M. (Eds), Fagbokforlaget, Oslo

  14. Kersting, M., Karlsen, S., Ødegaard, M., Kjærnsli, M., Olufsen, M., Lunde, M.L.S., Sæleset, J. (2021) Ulike dilemmaer knyttet til utforskende undervisning i naturfag, Tettere på naturfag i klasserommet, Ødegaard, M., Kjærnsli, M., Kersting, M. (Eds), Fagbokforlaget, Oslo

  15. Ødegaard, M., Kersting, M. (2021), Kjennetegn på undervisning som skårer høyt på kunnskap og læringsmiljø, Tettere på naturfag i klasserommet, Ødegaard, M., Kjærnsli, M., Kersting, M. (Eds), Fagbokforlaget, Oslo

  16. Karlsen, S., Kersting, M., Ødegaard, M. (2021), Læreres tilrettelegging for faglig fordypning i naturfag, Tettere på naturfag i klasserommet, Ødegaard, M., Kjærnsli, M., Kersting, M. (Eds), Fagbokforlaget, Oslo

  17. Lunde, M.L.S., Karlsen, S., Kersting, M. (2021) Hva kan vi forske på? Om å utvikle forsbare spørsmål i klasserommet, Tettere på naturfag i klasserommet, Ødegaard, M., Kjærnsli, M., Kersting, M. (Eds), Fagbokforlaget, Oslo

  18. Kersting, M., Karlsen, S., Lunde, M.L.S. (2021) Hvordan lykkes med å integrere nettbrett i praktiske forsøk? Tettere på naturfag i klasserommet, Ødegaard, M., Kjærnsli, M., Kersting, M. (Eds), Fagbokforlaget, Oslo

  19. Karlsen, S., Kersting, M., Lunde, M.L.S. (2021) Elevdeltakelse i et aldersblandet klasserom, Tettere på naturfag i klasserommet, Ødegaard, M., Kjærnsli, M., Kersting, M. (Eds), Fagbokforlaget, Oslo

  20. Kersting, M., Ødegaard, M., Sæleset, J. (2021) Hvordan fremme fantasi og kreativitet i naturfag, Tettere på naturfag i klasserommet, Ødegaard, M., Kjærnsli, M., Kersting, M. (Eds), Fagbokforlaget, Oslo
  21. Ødegaard, M., Kjærnsli, M., Kersting, M., Karlsen, S., Lunde, M.L.S., Olufsen, M., Sæleset, J. (2021) Diskusjon - tettere på naturfag i klasserommet, Tettere på naturfag i klasserommet, Ødegaard, M., Kjærnsli, M., Kersting, M. (Eds), Fagbokforlaget, Oslo
  22. Ødegaard, M., Kjærnsli, M., Karlsen, S., Kersting, M., Lunde, M.L.S., Olufsen, M. & Sæleset, J. (2021). Tett på naturfag i klasserommet (Linking Instruction in Science & Student Impact). Report for The Norwegian Directorate for Education and Training
  23. Kersting, M. (2021). Eine didaktische Rekonstruktion der Allgemeinen Relativitätstheorie für den Oberstufenunterricht. Astronomie und Raumfahrt im Unterricht. https://www.friedrich-verlag.de/shop/kosmologie-536184

2020

  1. Kersting, M., Steier, R., Venville, G. (2020). Exploring participant engagement during an astrophysics virtual reality experience at a science festival. International Journal of Science Education, Part B, https://doi.org/10.1080/21548455.2020.1857458

  2. Kersting, M., Toellner, R., Blair, D., Burman, R. (2020) Gravity and warped time – clarifying conceptual confusions in general relativity, Physics Education, 55, 015023, https://doi.org/10.1088/1361-6552/AB56D7

  3. Kersting M. (2020) Visualizing Four Dimensions in Special and General Relativity. In: Sriraman B. (eds) Handbook of the Mathematics of the Arts and Sciences. Springer, Cham, https://doi.org/10.1007/978-3-319-70658-0_120-1

2019

  1. Kersting, M., (2019) Free fall in curved spacetime – how to visualise gravity in general relativity, Physics Education, Physics Education, 54, 035008, https://dx.doi.org/10.1088/1361-6552/ab08f5
  2. Steier, R., Kersting, M. (2019), Metaimagining and embodied conceptions of spacetime, Cognition & Instruction, 37(2), 145-168, https://dx.doi.org/10.1080/07370008.2019.1580711 (accepted author version)
  3. Steier, R., Kersting, M., Silseth, K (2019). Imagining with improvised representations in CSCL environments, International Journal of Computer-Supported Collaborative Learning, 14: 109. https://doi.org/10.1007/s11412-019-09295-1
  4. Choudhary, R., Kraus, U., Kersting, M., Zahn, C., Zadnik, M., Meagher, R., Blair, D. (2019). Einsteinian physics in the classroom: Integrating physical and digital learning resources in the context of an international research collaboration, The Physics Educator. 1(4) 1950016, https://doi.org/10.1142/S2661339519500161 (accepted author version)
  5. Kersting, M. (2019). Navigating four dimensions - upper secondary students' understanding of movement in spacetime, Journal of Physics: Conference Series, Volume 1287, Number 1, http://doi.org/10.1088/1742-6596/1287/1/012007
  6. Kamphorst, F., Kersting, M. (2019). Design-Based Research and the Model of Educational Reconstruction: A Combined Approach to Design Successful Science Instruction. In Levrini, O. & Tasquier, G. (Eds.) Electronic Proceedings of the ESERA 2019 Conference. The beauty and pleasure of understanding: engaging with contemporary challenges through science education, Part [18] (co-ed. [Kapon, S. & Ødegaard, M.]), (pp. [256]). Bologna: ALMA MATER STUDIORUM – University of Bologna. 978- 88-945874-0-1978-88-945874-0-1

  7. Kersting, M. (2019), General Relativity in Secondary School - Research-Based Development of Learning Resources and Analyses of Students’ Conceptual Understanding Using the Model of Educational Reconstruction, Series of dissertations submitted to the The Faculty of Mathematics and Natural Sciences, University of Oslo No. 2214, ISSN 1501-7710

2018

  1. Kersting, M., Steier, R. (2018). Understanding curved spacetime - the role of the rubber sheet analogy in learning general relativity. Science & Education. 27(7),593-623, https://doi.org/10.1007/s11191-018-9997-4 (accepted author version)
  2. Kersting, M., Henriksen, E. K., Bøe, M. V., & Angell, C. (2018). General relativity in upper secondary school: design and evaluation of an online learning environment using the model of educational reconstruction. Physical Review Physics Education Research, 14(1), 010130-1-010130-18. http://doi.org/10.1103/PhysRevPhysEducRes.14.010130

 


 

 


About | Sitemap
© 2023 Magdalena Kersting All Rights Reserved
Log out | Edit