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University of Bergen
Kjellrun Hiis Hauge's picture

Kjellrun Hiis Hauge

Guest Researcher
Faculty of Medicine
  • E-mailKjellrun.Hauge@uib.no
  • Visitor Address
    Haukelandsveien 28, 4. etg.
    Armauer Hansens hus
    5009 Bergen
  • Postal Address
    Postboks 7804
    5020 Bergen
Academic article
  • Show author(s) (2023). Etisk tenkning og programmering. Tangenten - Tidsskrift for matematikkundervisning.
  • Show author(s) (2022). Using inquiry-based dialogues to explore controversial climate change issues with secondary students: An example from Norway. Educational Philosophy and Theory.
  • Show author(s) (2022). A Tool for Reflecting on Questionable Numbers in Society. Studies in Philosophy and Education. 511-528.
  • Show author(s) (2021). Ethical thinking and programming. Proceedings of the International Mathematics Education and Society Conference. 957-966.
  • Show author(s) (2019). Xenophobia and numbers in the media – discussing mathematics education in the post-truth era. Philosophy of Mathematics Education Journal. 23 pages.
  • Show author(s) (2019). Tverrfaglighet i norsk barnehagelærerutdanning - et forslag til begrepsavklaring. Nordic Studies in Education. 249-263.
  • Show author(s) (2019). Early Childhood Education for Sustainability Through Contradicting and Overlapping Dimensions. ECNU Review of Education. 374-395.
  • Show author(s) (2019). Approaching fake news in mathematics education. Proceedings of the International Mathematics Education and Society Conference. 486-495.
  • Show author(s) (2017). Teaching climate change in mathematics classrooms: An ethical responsibility. Philosophy of Mathematics Education Journal. 18 pages.
  • Show author(s) (2017). Post-normal science and mathematics education in uncertain times: Educating future citizens for extended peer communities. Futures: The journal of policy, planning and futures studies. 25-34.
  • Show author(s) (2017). Kritisk refleksjon om global temperaturutvikling. Tangenten - Tidsskrift for matematikkundervisning. 38-48.
  • Show author(s) (2015). Uncertainty in texts about climate change: A critical mathematics education perspective. Proceedings of the International Mathematics Education and Society Conference. 582-595.
  • Show author(s) (2014). Students’ expressed capabilities related to risk. Quaderni di Ricerca in Didattica. 114 -120.
  • Show author(s) (2014). Inadequate risk assessments – A study on worst-case scenarios related to petroleum exploitation in the Lofoten area. Marine Policy. 82-89.
  • Show author(s) (2014). Harmful routines? Uncertainty in science and conflicting views on routine petroleum operations in Norway. Marine Policy. 313-320.
  • Show author(s) (2013). Critical democratic competence and classroom discussion - A project at an intial stage. Proceedings of the International Mathematics Education and Society Conference. 164-167.
  • Show author(s) (2012). The added value of participatoly modelling in fisheries management - what has been learnt? Marine Policy. 1072-1085.
  • Show author(s) (2011). Uncertainty and hyper-precision in fisheries science and policy. Futures: The journal of policy, planning and futures studies. 173-181.
  • Show author(s) (2006). Joint PINRO/IMR report on the state of teh Barents Sea Ecosystem 2005-2006. IMR/PINRO Joint Report Series. 123 pages.
  • Show author(s) (2005). Status report on the Barents Sea Ecosystem, 2004-2005. IMR/PINRO Joint Report Series. 46 pages.
Report
  • Show author(s) (2015). Students’ critical reflections on a graph of temperature anomalies. .
Lecture
  • Show author(s) (2023). Matematikk og bærekraft i et tverrfaglig prosjekt på 9. trinn.
  • Show author(s) (2022). Medborgerskap og kritisk blikk på tall i media.
  • Show author(s) (2022). Educating students to handle complexity and controversy Om Klimadanning og barnehagelærerutdanningen sin rolle. .
  • Show author(s) (2022). Danning og bærekraft – hvordan skal barn og unge møte fremtiden? .
  • Show author(s) (2022). Bærekraft – Kompleksitet, usikkerhet og håp .
  • Show author(s) (2020). FNs bærekraftsmål i lærerutdanningene – erfarte muligheter og utfordringer ved HVL.
  • Show author(s) (2019). Teaching about issues of climate change in mathematics classrooms: Empowerment of critical citizenship.
  • Show author(s) (2016). HOW TEACHERS IMPLEMENT AND IMAGINE WORK WITH CLIMATE CHANGE IN MATHEMATICS CLASSROOMS IN NORWAY AND CANADA.
  • Show author(s) (2016). CLIMATE CHANGE IN MATHEMATICS CLASSROOMS.
  • Show author(s) (2014). The weather: how it feels, expert knowledge and how we can work with it in math class.
Popular scientific lecture
  • Show author(s) (2021). Hvordan kan matematikk- og norskfaget bidra til kritisk demokratisk danning? .
Academic lecture
  • Show author(s) (2023). Utvikling av fortellinger knyttet til en graf om holdninger til demokrati.
  • Show author(s) (2023). Mathematics and Sustainability in an interdisciplinary project.
  • Show author(s) (2023). Ethical awareness, critical thinking and empowerment in mathematics education for critical citizenship: How can mathematics education play a role in facilitating critical thinking, ethical awareness, and empowering students in projects about critical citizenship.
  • Show author(s) (2022). Using inquiry-based dialogues on climate change issues to support students’ engagement.
  • Show author(s) (2022). Students’ discussions of cultural, social, economic, and political aspects of the COVID-19 pandemic.
  • Show author(s) (2022). Questionable numbers in society - Educational approaches.
  • Show author(s) (2022). Matematikkfaget, etisk bevissthet og myndiggjøring av elever som kritiske medborgere.
  • Show author(s) (2022). LitEd: Fagspesifikk literacy i lærerutdannningen – et tverrfaglig intervensjonsstudium.
  • Show author(s) (2022). Levd demokrati i utdanning.
  • Show author(s) (2022). Klimadanning og bærekraft – vyer for fremtidens skole .
  • Show author(s) (2022). Ethical and democratic dilemmas of education for sustainability .
  • Show author(s) (2022). Diskusjon om oljeboring i Lofoten – elevers læring og danning .
  • Show author(s) (2021). Wicked problems i lærerutdanningene.
  • Show author(s) (2021). Students’ discussions of cultural, social, economic, and political aspects of the COVID-19 pandemic - a work in progress.
  • Show author(s) (2021). Om modellering og om lærere som oppgavedesignere.
  • Show author(s) (2021). Læreres uttalte utfordringer knyttet til oppgaver om desinformasjon og manipulerende tall.
  • Show author(s) (2021). Kritisk blikk på tall i media – utvikling av medborgerskap og livsmestring i matematikkfaget og i tverrfaglig samarbeid.
  • Show author(s) (2021). Ethical thinking and programming.
  • Show author(s) (2021). Book-launch: Outdoor learning and play. Pedagogical practices and children's cultural formation.
  • Show author(s) (2020). Interessekonflikter i forskning - eksempler fra debattene om lakselus, iskanten og oljeboring.
  • Show author(s) (2019). Matematikkfaget og konspirasjonsteorier.
  • Show author(s) (2019). Kunnskapsbasert forvaltning og dilemmaer knyttet til usikkerhet.
  • Show author(s) (2019). Fake news og matematikkfaget.
  • Show author(s) (2019). Fake news og kritisk danning.
  • Show author(s) (2019). Fake news.
  • Show author(s) (2019). Early childhood education on sustainability through contradicting and overlapping dimensions .
  • Show author(s) (2017). Transforming vaules, ideas and paradoxes to education for sustainability.
  • Show author(s) (2017). Participatory approaches in mathematics education in teacher education.
  • Show author(s) (2017). Forskningens samfunnsansvar når kunnskap er usikkher.
  • Show author(s) (2017). Formidling av usikkerhet og risiko som forskningsetisk utfordring.
  • Show author(s) (2017). Conflict of interest as a research ethical challenge - Experiences from Norway.
  • Show author(s) (2017). CATEGORIES OF CRITICAL MATHEMATICS BASED REFLECTIONS ON CLIMATE CHANGE.
  • Show author(s) (2017). Agents of change while playing with water?
  • Show author(s) (2015). Utfordringer med risikovurderinger - eksempler knyttet til fiskekvoter og åpning av nye petroleumsområder.
  • Show author(s) (2015). Students’ understanding of sustainable development - a classroom study.
  • Show author(s) (2015). Students’ capabilities on discussing risk – a classroom study.
  • Show author(s) (2015). Forskjeller og motsetninger som vilkår for læring i et samarbeid om tverrfaglig undervisning.
  • Show author(s) (2015). Elevers uttrykte kunnskap om bærekraftig utvikling i en diskusjon om oljeboring.
  • Show author(s) (2015). CRITICAL REFLECTIONS ON TEMPERATURE CHANGE.
  • Show author(s) (2015). An interdisciplinary narrative dialogue to enhance our understanding of education for sustainable development in early childhood education.
  • Show author(s) (2014). Students’ informal knowledge on risk - a study on students discussing oil exploitation close to their hometown.
  • Show author(s) (2014). Students’ expressed capabilities related to risk.
  • Show author(s) (2014). Reflections on uncertainty aspects in a student project on traffic safety.
  • Show author(s) (2014). Mathematics education and post-normal science.
  • Show author(s) (2014). Environmental risk and mathematics education.
  • Show author(s) (2014). Developing sustainability literacy through discussing petroleum exploitation.
  • Show author(s) (2014). Co-learning in a lecturer - student project on critical reflection.
  • Show author(s) (2013). Critical democratic competence and classroom discussion – a project at an initial stage.
  • Show author(s) (2013). Critical Democratic Competence and Classroom Discussion – a project at an initial stage.
  • Show author(s) (2013). BRIDGING POLICY DEBATES ON RISK ASSESSMENTS AND MATHEMATICAL LITERACY.
Reader opinion piece
  • Show author(s) (2019). La elevene bli rustet til å møte de store samfunnsutfordringene, Jan Tore Sanner! Forskning.no.
  • Show author(s) (2019). Føre var-prinsippet og naturkatastrofer. Forskningsetikk.
Book review
  • Show author(s) (2015). BOOK REVIEW Governance of Marine Fisheries and Biodiversity Conservation. Marine Biology Research. 785-787.
Academic anthology/Conference proceedings
  • Show author(s) (2022). Lived democracy in education. Young citizens' democratic lives in kindergarten, school and higher education. Routledge.
  • Show author(s) (2019). Interessekonflikter i forskning. Cappelen Damm Akademisk.
Popular scientific article
  • Show author(s) (2022). Å telle de usynlige. Tangenten - Tidsskrift for matematikkundervisning. 2-7.
  • Show author(s) (2022). Å bli noe samfunnet ikke er - bærekraftig utvikling som et danningsparadoks. blogg.forskning.no - Nasjonalt forskernettverk for bærekraft og utdanning.
  • Show author(s) (2018). My mathematical journey from right/wrong to non-controllable uncertainty. Journal of the Association of Teachers of Mathematics. 13-14.
  • Show author(s) (2017). Students’ informal knowledge on risk: A study on students discussing oil exploitation close to their hometown. EDUCATION REVIEW. 14-15.
  • Show author(s) (2013). Min matematiske reise. Tangenten - Tidsskrift for matematikkundervisning. 19-22.
Feature article
  • Show author(s) (2019). Når særinteresser påvirker forskning. Morgenbladet.
  • Show author(s) (2017). Riper i Laksen. Morgenbladet.
Interview
  • Show author(s) (2021). De fleste av oss er ikke i stand til å komme med de gode ideene.
  • Show author(s) (2016). FORSKET BÅDE MED OG PÅ STUDENTENE.
  • Show author(s) (2016). Er forskning på sjødeponier kjøpt og betalt?
Academic chapter/article/Conference paper
  • Show author(s) (2023). Matematikkfaget, etisk bevissthet og myndiggjøring av elever som kritiske samfunnsborgere. 26 pages.
  • Show author(s) (2022). Students’ discussions of cultural, social, economic, and political aspects of the COVID-19 pandemic. 9 pages.
  • Show author(s) (2022). Potentials for critical reflections on climate change figures. 13 pages.
  • Show author(s) (2022). Lived Democracy in the Classroom: Student views on risks and benefits related to oil exploitation in Lofoten. 12 pages.
  • Show author(s) (2022). Education for post-normal times. 12 pages.
  • Show author(s) (2022). An elaborated understanding of lived democracy in education: A synthesis. 12 pages.
  • Show author(s) (2021). A Critical Mathematics Education for Climate Change. 19 pages.
  • Show author(s) (2019). Med norsk og matematikk mot konspirasjonsteorier. 10 pages.
  • Show author(s) (2019). Kunnskapsbasert forvaltning og dilemmaer knyttet til usikkerhet. 23 pages.
  • Show author(s) (2019). Fra klasseromsdebatt til didaktisk verktøy. 22 pages.
  • Show author(s) (2016). Usikkerhet i temperaturprognoser. 24 pages.
  • Show author(s) (2016). Matematikksamtaler om risiko. 16 pages.
  • Show author(s) (2015). Reflections on uncertainty aspects in a student project on traffic safety. 10 pages.
Poster
  • Show author(s) (2022). Idealer for et bærekraftig samfunn.
Introduction
  • Show author(s) (2019). Introduksjon. 7-18.
Website (informational material)
  • Show author(s) (2020). Sustainable development by involvement (SDI) Suggested education for sustainability in Norway’s work towards Agenda 2030. .
Article in business/trade/industry journal
  • Show author(s) (2016). Klasseromsdebatt som danningsarena. Norsklæreren. 38-43.
Chapter
  • Show author(s) (2021). Children as playing agents of change in sustainable ECEC institutions. . In:
    • Show author(s) (2021). Cooperative learning in early childhood education between China and Norway: Experiences-Dialogues-Reflections. China Youth Publishing Group.
  • Show author(s) (2019). Lekende endringsagenter i bærekraftige barnehager. 89-106. In:
    • Show author(s) (2019). Barnehagelæreren - en verdibygger. Fagbokforlaget.

More information in national current research information system (CRIStin)