Adrian Kristinsønn Jacobsen

• Jacobsen, Adrian K.; Skarstein, Tuula Helka Sarvas & Moser, Thomas (2025). Early science education for toddlers (1–3-year-olds) in natural environments – exploring the perspectives of early childhood teachers in Norway. European Early Childhood Education Research Journal. ISSN 1350-293X. s. 1–17. doi: 10.1080/1350293x.2025.2501314. Fulltekst i vitenarkiv Vis sammendrag

  Although early childhood science education is a field that is gaining increasing research interest, there is still little research on early science learning with a focus on toddlers. In Norway, science-related activities in natural environments are common in early childhood education and care (ECEC) institutions. This study addresses this research gap by interviewing early childhood teachers in Norway about their perspectives on early science education for toddlers (ESET) in natural environments. Using thematic analysis, we found that the teachers view ESET as primarily consisting of informal, firsthand exploration of nature elements in everyday settings based on the children's interests. According to the teachers, this practice supports a sense of community and depends on a feeling of security. The study concludes that ESET in natural environments appears compatible with the ECEC context, contributing to a better understanding of how ESET can be implemented in these settings.

• Karlsen, Kristine Høeg; Motzfeldt, Gitte Cecilie; Pilskog, Hanne Eik; Rasmussen, Adrian Kristinsønn & Halstvedt, Camilla Blikstad (2020). An Exploration of the “Mimetic Aspects” of Storyline Used as a Creative and Imaginative Approach to Teaching and Learning in Teacher Education. I Karlsen, Kristine Høeg & Häggström, Margaretha (Red.), Teaching through Stories: Renewing the Scottish Storyline Approach in Teacher Education. Waxmann Verlag. ISSN 9783830939863. s. 99–123. doi: 10.31244/9783830989868. Fulltekst i vitenarkiv Vis sammendrag

  The aim of this study is to contribute to a comprehensive understanding of the potential mimetic aspects of The Storyline Approach (TSA)1. This study critically ex-amines how student teachers create imaginative make-believe experiences within the use of examples (props) in teaching and learning about sustainability. The analysis fol-lows the parameters set out in Willbergh’s (2011b; 2015, 2016, 2017) theory of mimetic didactics. Data were collected during a Storyline by sound recordings, and immediately after the Storyline using focus group interviews. The result of the study indicates that Storyline expands the students’ own experiences through imaginative make-believe interpretations created from 1) The making of the props: the frieze and the handheld puppets, 2) Taking on fictional roles and role-playing, 3) Applying, sharing and using each other’s knowledge, and 4) Perceiving activities as if they were pupils. This is in-terpreted as important for the students’ professional teachers’ qualification in bridging school content with competance for the future.

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• Jacobsen, Adrian Kristinsønn (2025). How toddlers (1–3-year-olds) and early childhood teachers may co-create informal science activities in nature. Fulltekst i vitenarkiv Vis sammendrag

  Recent research has focused on how teachers can support early science learning for children under three years of age in educational settings. It is well established that children under three years old are capable of early science learning. However, it is unclear how teachers can support this learning while also upholding the core values of early childhood education, such as safeguarding children's play and participation. Utilizing natural environments as a physical learning arena can be a potentially valuable approach. This study addresses the challenge by investigating how early childhood teachers can co-create informal science activities with toddlers (1-3 years) in natural environments. The method involves conducting video observations during nature excursions with toddlers and conducting interviews with early childhood teachers. Selected activities are analyzed with activity theory. The results indicate that the teacher plays a crucial role in mediating the science activity and its content, in addition to facilitating children's participation through the co-creation of the activity. This mediation can help integrate early science learning into children's play with natural materials in a meaningful way. The study is currently in development.

• Jacobsen, Adrian Kristinsønn; Skarstein, Tuula Helka Sarvas & Moser, Thomas (2025). Hvordan jobber barnehagelærere med naturfag for de aller minste? | Universitetet i Stavanger. [Internet]. www.uis.no. Fulltekst i vitenarkiv Vis sammendrag

  En ny studie fra Universitetet i Stavanger undersøker norske barnehagelæreres perspektiver på naturfaglige aktiviteter i naturen med barn under tre år. Resultatene gir verdifull innsikt i hvordan uformell utforsking og trygghet i fellesskapet kan danne grunnlag for de aller yngstes vitenskapelige forståelse.

• Jacobsen, Adrian Kristinsønn (2024). Naturfagdidaktiske kompetanser i BLU. Fulltekst i vitenarkiv
• Jacobsen, Adrian Kristinsønn; Hov, Asbjørn Magnar & Skarstein, Tuula Helka Sarvas (2024). Bonusepisode 2: Forskningsnytt fra Hell-konferansen. Naturen som læringsarena for yngste barna og prosjektet Språksterk. [Internet]. Naturfagpodden. Fulltekst i vitenarkiv
• Jacobsen, Adrian Kristinsønn; Skarstein, Tuula S. & Moser, Thomas (2024). Exploring Norwegian ECEC teachers’ perspectives and approaches to early childhood science education for toddlers in nature. Fulltekst i vitenarkiv
• Jacobsen, Adrian Kristinsønn (2024). Norway law decrees: Let childhood be childhood. [Journal]. The Hechinger Report. Fulltekst i vitenarkiv
• Jacobsen, Adrian Kristinsønn; Skarstein, Tuula Helka Sarvas & Moser, Thomas (2024). Exploring Norwegian ECEC teachers’ perspectives and approaches to early childhood science education for toddlers in nature. Fulltekst i vitenarkiv
• Jacobsen, Adrian Kristinsønn; Skarstein, Tuula Helka & Moser, Thomas (2023). Naturfag i naturen for de yngste barna: Barnehagelæreres perspektiver og tilnærminger. Fulltekst i vitenarkiv
• Jacobsen, Adrian Kristinsønn (2023). Naturfag i naturen for de yngste barna: Barnehagelæreres perspektiver og tilnærminger. Fulltekst i vitenarkiv
• Pilskog, Hanne Eik; Karlsen, Kristine Høeg; Jacobsen, Adrian Kristinsønn; Motzfeldt, Gitte Cecilie & Halstvedt, Camilla Blikstad (2022). Kan "The Sustainability Consciousness Questionnaire" brukes i en norsk lærerutdanningskontekst, og er den nyttig for Storyline? Fulltekst i vitenarkiv
• Tandberg, Håkon Naasen & Jacobsen, Adrian Kristinsønn (2022). Pausepraten: live: "Et kritisk og konstruktivt blikk på ‘constructive alignment’" (podkast). [Internet]. HiØ/Seksjon for pedagogisk utvikling og læring. Fulltekst i vitenarkiv Vis sammendrag

  Til den 7 episoden av 'Pausepraten: live!' (S1E7) har vi invitert Adrian K. Jacobsen (LUSP) for å snakke om teorien om constructive alignment (også kalt konstruktiv innretting eller samstemt design). Ideen er enkel: læringsmål, undervisningspraksiser og vurderingsformer bør henge sammen. Det pedagogiske rammeverket skal støtte dybdelæring hos studentene. Teorien kan hjelpe oss med en rekke utfordringer som til stadighet kommer opp i lunsj-diskusjoner: hvordan bidra til godt samarbeid i grupper, hvordan støtte mer aktivitet i klassen, hvordan legge til rette for formativ vurdering, osv. Jeg og Adrian tar samtalen, også om hvilke fallgruver man bør være obs på.

• Motzfeldt, Gitte Cecilie; Karlsen, Kristine Høeg; Halstvedt, Camilla Blikstad; Pilskog, Hanne Eik & Jacobsen, Adrian Kristinsønn (2022). An exploration of the mimetic aspects of Storyline used as a cross-curricular and creative approach to teaching and learning in Teacher Education. Fulltekst i vitenarkiv
• Pilskog, Hanne Eik; Karlsen, Kristine Høeg; Jacobsen, Adrian Kristinsønn; Motzfeldt, Gitte Cecilie & Halstvedt, Camilla Blikstad (2022). Can the Sustainability Consciousness Questionnaire be used in a Norwegian teacher education context, and is it useful for The Storyline Approach? Fulltekst i vitenarkiv
• Jacobsen, Adrian Kristinsønn; Tangen, Steffen; Olsen, Alexander; Hoveid, Sigrid & Eide, Cathrine Aasgaard (2022). De yngste barna i naturen. Fulltekst i vitenarkiv
• Jacobsen, Adrian Kristinsønn (2022). Naturfag i naturen for de yngste barna. Fulltekst i vitenarkiv
• Rasmussen, Adrian Kristinsønn & Eidissen, Trine Bakke (2021). Da Ingebjørg gikk på tur i Schultzedalen, fikk hun øye på noe merkelig på bakken. [Journal]. Halden Arbeiderblad. Fulltekst i vitenarkiv
• Rasmussen, Adrian Kristinsønn; Tangen, Steffen & Hoveid, Sigrid (2020). Å la barns nysgjerrighet vise vei i naturen. Forskerfrø. ISSN 2703-8106. 1, s. 32–35. Fulltekst i vitenarkiv
• Hoveid, Sigrid; Eide, Cathrine Aasgaard; Tangen, Steffen; Rasmussen, Adrian Kristinsønn & Olsen, Alexander (2020). Å la barns nysgjerrighet lede vei i utforsking av naturen. Fulltekst i vitenarkiv
• Rasmussen, Adrian Kristinsønn & Tangen, Steffen (2020). Ute hele dagen – noen utfordringer og mange fordeler. Fulltekst i vitenarkiv
• Tangen, Steffen & Rasmussen, Adrian Kristinsønn (2019). Friluftsliv og mangfold i naturen. Fulltekst i vitenarkiv
• Pilskog, Hanne Eik; Karlsen, Kristine Høeg; Rasmussen, Adrian Kristinsønn; Halstvedt, Camilla Blikstad & Motzfeldt, Gitte Cecilie (2019). Et bærekraftig elvedelta: Storyline som metode i lærerutdanningen? Fulltekst i vitenarkiv
• Motzfeldt, Gitte Cecilie; Karlsen, Kristine Høeg; Pilskog, Hanne Eik; Rasmussen, Adrian Kristinsønn & Halstvedt, Camilla Blikstad (2019). Storyline i MAGLU 5-10, tverrfaglig undervisning og forskning:"An exploration of the ‘mimetic’ aspects of Storyline used as a cross-curricular and creative approach to teaching and learning in Teacher Education". Fulltekst i vitenarkiv
• Widerøe, Ina Kirsten Sundal; Rasmussen, Adrian Kristinsønn; Aae, Rune; Braaten, Bjørn Espen Pontus; Båtvik, Jan Ingar Iversen & Halstvedt, Camilla Blikstad [Vis alle 9 forfattere av denne artikkelen] (2019). Naturfag i framtidens skole: Inn med teknologi, ut med uteskole? Fulltekst i vitenarkiv
• Ludvigsen, Ar; Motzfeldt, Gitte Cecilie; Pilskog, Hanne Eik; Karlsen, Kristine Høeg & Rasmussen, Adrian Kristinsønn (2019). Storyline - en tverrfaglig og utforskende undervisning om bærekraftig utvikling. Fulltekst i vitenarkiv
• Motzfeldt, Gitte Cecilie; Karlsen, Kristine Høeg; Rasmussen, Adrian Kristinsønn; Pilskog, Hanne Eik & Ludvigsen, Ar (2019). Storyline - tverrfaglig og utforskende undervisning om bærekraftig utvikling. Fulltekst i vitenarkiv
• Karlsen, Kristine Høeg; Nohr, Magnus & Rasmussen, Adrian Kristinsønn (2017). Fleksibilitet i utdanningen – utprøving av nettbasert peer review i et tverrfaglig prosjekt ved avdeling for lærerutdanning. Fulltekst i vitenarkiv
• Rasmussen, Adrian Kristinsønn (2017). Utforskende arbeidsmetoder for 1-4. trinn. Fulltekst i vitenarkiv
• Rasmussen, Adrian Kristinsønn (2017). Utforskende arbeidsmetoder 1-4. trinn. Fulltekst i vitenarkiv
• Rasmussen, Adrian Kristinsønn (2016). Natur, miljø og teknikk i hverdagen. Fulltekst i vitenarkiv
• Rasmussen, Adrian Kristinsønn & Halstvedt, Camilla Blikstad (2016). Antall, rom og form. Fulltekst i vitenarkiv
• Fossen, Harald & Rasmussen, Adrian Kristinsønn (2016). La Humla suse i Råde. [Journal]. Demokraten. Fulltekst i vitenarkiv
• Rasmussen, Adrian Kristinsønn (2016). Viktig summetone. [Journal]. Moss avis. Fulltekst i vitenarkiv
• Kristiansen, Nina; Rasmussen, Adrian Kristinsønn & Sydenham, Markus A. K. (2015). Bier flest bor alene. [Internet]. forskning.no. Fulltekst i vitenarkiv
• Rasmussen, Adrian Kristinsønn (2015). Bier flest bor alene. [Journal]. Ekstra. Fulltekst i vitenarkiv
• Rasmussen, Adrian Kristinsønn (2015). Den norske humles ambassadør. [Journal]. Avisa Nordland. Fulltekst i vitenarkiv
• Rasmussen, Adrian Kristinsønn (2015). På jakt etter humler. [Journal]. Budstikka. Fulltekst i vitenarkiv
• Rasmussen, Adrian Kristinsønn (2015). Lar ikke humla suse. [Journal]. Fædrelandsvennen. Fulltekst i vitenarkiv
• Rasmussen, Adrian Kristinsønn (2014). Bekymret for naturarv. Fulltekst i vitenarkiv
• Rasmussen, Adrian Kristinsønn (2014). Har fulgt med. [Journal]. Ås Avis. Fulltekst i vitenarkiv
• Rasmussen, Adrian Kristinsønn & Sydenham, Markus A. K. (2016). Kartlegging av ville bier på Østlandet, Vestlandet og i Nord-Trøndelag. Samarbeidsrådet for biologisk mangfold. Fulltekst i vitenarkiv
• Sverdrup-Thygeson, Anne; Rasmussen, Adrian; Hanssen, Oddvar & Evju, Marianne (2014). Gjenbesøk av hule eiker kartlagt for 30 år siden. Norges miljø- og biovitenskapelige universitet (NMBU). Fulltekst i vitenarkiv Vis sammendrag

  Hotspot-habitat, hule eiker, utvalgt naturtype, overvåking, ARKO-projektet, Hotspot habitat, monitoring, hollow oaks, ancient trees, selected habitat type

• Rasmussen, Adrian Kristinsønn; Sverdrup-Thygeson, Anne & Birkemoe, Tone (2013). Conservation of spruce-associated saproxylic beetles : significance of management categories, environmental variables and fungi. Norges miljø- og biovitenskapelige universitet (NMBU). Fulltekst i vitenarkiv Vis sammendrag

  Intensive modern forestry is a threat to beetles depending on dead wood (saproxylic beetles). To mitigate these negative effects, forests are regularly set aside as woodland key habitats or retention patches, as supplements to nature reserves. However, there are considerable uncertainties regarding the relative effectiveness of woodland key habitats and retention patches. In addition, it is important to know if these types of conservation are effective for organisms with different ecology and biology. To explore these issues, the species richness, abundance and composition of spruce-associated saproxylic beetles was compared between 8 woodland key habitats, 9 retention patches and one nature reserve, in one production forest in Norway. Two types of flight intercept traps were used, which were placed on Norway spruce (Picea abies). Furthermore, I assessed if fungivores and cambium consumers of spruce-associated saproxylic beetles had similar responses to the management categories. Then I examined the relationship between the beetles and environmental variables. Lastly, it was tested for relationships between the species richness of saproxylic beetles and wood-decaying fungi found on the same logs as the traps. My results were that woodland key habitats, but not retention patches, had a significantly different species richness of saproxylic beetles from the nature reserve. No significant differences were found in species abundance. Furthermore, no significant differences were found in species richness or abundance of fungivores and cambium consumers between the management categories. Also, dead-wood parameters and sun-exposure could not explain the variation in species richness. However, species composition differences between management categories were significant for saproxylic beetles, but not for fungivores or cambium consumers. Lastly, the species richness of fungi did neither correlate with the species richness of saproxylic beetles, nor with the different functional groups. These results indicate that the conservation value of the woodland key habitats and the retention patches are useful supplements to the nature reserve, in terms of conserving spruce-associated saproxylic beetles in Selvik. Also, the correlation between spruce-associated saproxylic beetles and fungi appears to be weak on a relatively small temporal and spatial scale. However, it is unclear if the populations that were sampled in woodland key habitats and retention patches will be sustained over time, or if they will go extinct as a result of the relatively high degree of fragmentation in these management categories.

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