Ronny Kjelsberg is an Assistant Professor of Physics at the Department of Physics at NTNU, presently deputy head of department for education. He holds an MSc in theoretical physics and has worked in physics and engineering education since 2003. In addition to teaching physics, he has been responsible for developing the course ‘Introduction to the Engineering Profession’ since 2011, attempting to integrate Bildung elements in engineering education, and has written the textbook for the course which came with its 2nd edition in 2022. His research and development interests include the systemic interplay between science, technology, and society, and how to integrate the knowledge of this in STEM education.
EDUCATION
. in Physics, NTNU 2003
RESEARCH, TEACHING, or OTHER INTERESTS
General Physics and Astronomy, Education, Multidisciplinary
Attending to care in responsible and innovative design Devices for teaching care ethics in Engineering Ethics Education Nolan, M., Mahé, S., de Andrade, M., Barakat, N., Chance, S., et al. Sefi 2025 53rd Annual Conference of the European Society for Engineering Education Engineering and Society Proceedings, 2025 Traditional engineering education has often prioritised technical problem-solving over relational, ethical, and holistic concerns. Recent work, including The Routledge International Handbook of Engineering Ethics Education, and seminal studies integrating qualitative data in experience-centered design highlight the need for more intentional integration of relational ethics and emotional awareness into engineering curricula. In response, this workshop introduces the Design Thinking with Care framework, developed by the facilitator. Design thinking is increasingly used in engineering education and widely adopted in innovation practices. The framework maps Joan Tronto's phases of care - Attentiveness (caring about), Responsibility (taking care of), Competence (care giving), Responsiveness (care receiving), and Solidarity (caring with), onto the traditional stages of design thinking: Empathise, Define, Ideate, Prototype, and Test. The aim is to embed care-centered values more explicitly into design thinking stages. This session focuses on the first stage of design: combining the Empathise stage of design thinking with Tronto's Caring About (attentiveness). Drawing on Jutta Treviranus' Inclusive Design principles, participants will complete an Inclusive Design Mapping exercise followed by a structured reflection on care, inclusion, and relational design priorities. Through structured and interactive reflection, the workshop invites participants to notice lived experience, marginalisation, and exclusion, offering a starting point for cultivating methodically a relational and ethically aware approach to both design and pedagogy. It aims to spark small shifts in engineering education practices that can lead to broader ripple effects in the wider community, fostering care-based, inclusive thinking in engineering education and beyond. Participants will learn teaching devices to develop a transversal competence in engineering and ethics.
“The joy of being a cause” versus “the pleasure of finding things out”: subalternity and Bildung in higher education engineering and physics Ronny Kjelsberg Cultural Studies of Science Education, 2024 This paper will discuss the concepts of Bildung, subalternity, and physics- and engineering education and where these topics intersect and interact with one another. A central part of the concept of Bildung is educating citizens—active participators in society. At the same time, a central characteristic of subaltern groups is that their voices are not heard in society. If subaltern groups thus can be recruited into a Bildung-oriented education, their subalternness can over time be challenged, and the groups can be included as equals within society. In the study, 728 physics and bachelor engineering students are asked via a questionnaire about their motivation for their education choice to chart the potential for Bildung-oriented education within these fields. The responses are sorted through a thematic analysis. As this paper will show, the social background—class structure—differs significantly between physics- and bachelor engineering students, as do their motivations. These data along with documentation from previous research showing working-class students’ predisposition toward STEM disciplines facilitate the possibility of sketching possible paths toward Bildung for these students that at the same time can lift subaltern groups and make their voices heard.
Skepticism and physics: epistemic beliefs of Norwegian physics students compared with other student groups Ronny Kjelsberg Discover Education, 2024 The purpose of this study is to examine how physics students position themselves compared to other student groups on various attitudes and opinions relevant to the tradition of “scientific skepticism”. Previous research has shown physics students identifying and having mindsets in line with the epistemic ideas from this philosophical tradition, promoting disbelief in epistemically unfounded ideas, and skeptical inquiry as a tool for evaluating claims. In this, we employ quantitative constructs testing conspiracy beliefs and supernatural beliefs along with established psychological constructs for social dominance orientation, and the conspiracy mentality questionnaire that have previously been shown to have interconnectedness. After showing several direct comparisons between different student groups, the paper also examines other elements that can influence “scientific skepticism”, like education level, education type, and gender via multivariate regression analysis. The results suggest physics students tend to position themselves to the end of the spectrum on several constructs connected to scientific skepticism, both compared to students from the humanities and social sciences, and students from other STEM (science, technology, engineering, and mathematics) fields, and the regression analysis finds being a physics student contributes a statistically significant contribution along the tested dimensions. The paper discusses possible reasons for this and what this tells us about physics students and physics education.
Skeptics-Experiences of Bildung from university-level physics students Ronny Kjelsberg European Journal of Science and Mathematics Education, 2024 This study explores transformative experiences in university physics education and their potential to contribute to Bildung through a case study based on interview data of six Norwegian master’s physics students. The results show that the students experience becoming more skeptical and critical in different ways, and while not solely ascribing this to studying in general, or studying physics in particular, they also ascribe their change to their experiences as physics students. This is connected to the term ‘scientific skepticism’. This is evaluated and compared with forms of scientific skepticism from the literature. The students’ forms of skepticism are evaluated critically against a definition of Bildung by Hellesnes and within a theoretical tradition from Humboldt and Klafki. The results are mixed and also support the idea of Bildung as a social process. These questions are important to be able to understand and to have a conscious attitude toward, what knowledge and attitudes students are left with after graduating. Do we have a conscious attitude toward the epistemic values we teach our students, and are they being prepared to use their knowledge to engage critically in society?
Physics students’ opposition to conspirituality a quantitative analysis of the ‘scientific skepticism’ of Norwegian physics students Ronny Kjelsberg Cogent Education, 2024 Recent years have seen a rise in interest in how education can foster critical thinking and discourage epistemically unwarranted beliefs. Considering this, this paper seeks to explore whether master’s physics students are more critical and skeptical in the philosophical tradition of ‘Scientific skepticism’, than 1st year students. This is done by testing various quantitative variables in a survey of both 1st year and master’s Norwegian physics students. 177 respondents answered a range of questions on a 7-point Likert scale, which were then grouped into constructs and validated. This paper statistically validates several psychological constructs and gains new insight into others. The results show strong disbelief among physics students in constructs connected to the concept of conspirituality. It can in general not confirm a general increased skepticism among the master’s students compared to 1st year students. In several constructs, there is however an interesting difference in the standard deviation between 1st year and master’s students. These results open a wider discussion around aspects of the values and culture of science in physics education. This paper further discusses how it is important to have a conscious attitude toward the epistemic values we mediate through a physics education and have well-thought-out ideas of how we engage with the ideas the physics student enters their education with.
ENGAGING ENGINEERING STUDENTS IN STS TOPICS UTILIZING STUDENTS' PERCEIVED RELEVANCE Kjelsberg, Ronny, Thorseth, Trond Morten, Kahrs, Magnus Strøm Sefi 2024 52nd Annual Conference of the European Society for Engineering Proceedings Educating Responsible Engineers, 2024 Teaching Science-Technology-Society (STS) courses to engineering students can be challenging. Several studies have shown that engineering students fail to see the relevance of social and humanist science in engineering education, despite the importance of STS subjects in later professional life. In this study, we have asked 1515 first-year engineering students about what non- scientific and non-technical topics they believe are important for engineers to be knowledgeable about. These data are analyzed, and the results are used to suggest a way of teaching these subjects in line with students' perceived relevance.
ENGAGING STUDENTS ORIENTED TOWARDS USEFULNESS IN A BILDUNG-ORIENTED ENGINEERING EDUCATION Proceedings of the International Cdio Conference, 2023
"IT'S NOT LIKE IT'S POPULAR SCIENCE WE ARE DOING" - POPULAR SCIENCE, MOTIVATION, CALCULATIONS, AND CONCEPTUAL UNDERSTANDING AMONG PHYSICS AND ENGINEERING STUDENTS (RESEARCH) Ronny Kjelsberg, Trond Morten Thorseth Sefi 2022 50th Annual Conference of the European Society for Engineering Education Proceedings, 2022 This paper discusses the role popular science and science dissemination texts can have in learning physics in higher education for physics students and technical physics engineering students. In a mixed-methods study, students' attitudes, experienced motivation, and learning is mapped through a quantitative survey (N=155) and two qualitative surveys with in-depth interviews, one with six master level students and one with four 1st year students. The interview data shed light on two aspects of popular science's role in learning physics. Students report that reading popular science is highly motivating, but they do not have the perception of having learned physics from it. This converges with a division between calculations and conceptual understanding among the students. The paper then questions whether this gap could be closed or made smaller with greater emphasis on conceptual understanding in physics classes.
Citizen engineer - Engineering students' motivation towards an engineering career Sefi 48th Annual Conference Engaging Engineering Education Proceedings, 2020
RECENT SCHOLAR PUBLICATIONS
Reflections on the 2024 ESJP review process: Ronny R Kjelsberg International Journal of Engineering, Social Justice, and Peace 12 (1) , 2025 2025.0 Citations: 1
Working class engineers: The path from vocational education to engineering as a path for recruiting working-class students into higher education R Kjelsberg International Journal of Engineering, Social Justice, and Peace 12 (1), 73-91 , 2025 2025.0 Citations: 1
Teaching Climate Change to Engineering Students in an Oil-Based Economy R Kjelsberg Building Networks for Critical and Altruistic Science Education: Seeking … , 2025 2025.0
Usefulness and Bildung : Engaging Students in a Bildung -oriented Engineering Education R Kjelsberg, MS Kahrs Bildung for Engineering Education and Practice: A New Agenda, 153-169 , 2025 2025.0 Citations: 2
And then I made some pockets of change: Collage-making to think presents and futures of engineering education with KP Günter International Journal of Engineering, Social Justice and Peace , 2025 2025.0 Citations: 1
Physics students’ opposition to conspirituality a quantitative analysis of the ‘scientific skepticism’of Norwegian physics students R Kjelsberg Cogent Education 11 (1), 2410093 , 2024 2024.0 Citations: 2
“The joy of being a cause” versus “the pleasure of finding things out”: subalternity and Bildung in higher education engineering and physics R Kjelsberg Cultural Studies of Science Education 19 (4), 531-552 , 2024 2024.0 Citations: 1
Skepticism and physics: epistemic beliefs of Norwegian physics students compared with other student groups R Kjelsberg Discover Education 3 (1), 78 , 2024 2024.0 Citations: 1
Skeptics--Experiences of Bildung from University-Level Physics Students. R Kjelsberg European Journal of Science and Mathematics Education 12 (4), 452-467 , 2024 2024.0 Citations: 1
Fag eller politikk: –hvem skal bestemme over Utdannings-Norge? R Kjelsberg Nytt norsk tidsskrift, 232-238 , 2023 2023.0 Citations: 1
Engaging Students Oriented Towards Usefulness in a Bildung-Oriented Engineering Education R Kjelsberg, MS Kahrs Proceedings of the 19th International CDIO Conference, 966-974 , 2023 2023.0 Citations: 1
“It’s not like it’s popular science we are doing”-Popular science, motivation, calculations, and conceptual understanding among physics and engineering students R Kjelsberg, T Morten Thorseth Towards a new future in engineering education, new scenarios that european … , 2022 2022.0
From building to Bildung: Engineering students’ motivation towards interacting with society R Kjelsberg Læring om læring 4 (1) , 2020 2020.0 Citations: 2
Citizen Engineer—Engineering Student’s Motivation Towards an Engineering Career R Kjelsberg, MS Kahrs Engaging Engineering Education, SEFI 48th Annual Conference, University of … , 2020 2020.0 Citations: 2
Bruk og misbruk av forskningspublisering R Kjelsberg Morgenbladet , 2017 2017.0
Teknologi og vitenskap R Kjelsberg Universitetsforl. , 2017 2017.0 Citations: 1
Gramsci in Scandinavia–Notes On Ehnmark’s Gramsci R Kjelsberg 2014.0
The Cooling of Neutron Stars R Kjelsberg Lulu. com , 2012 2012.0 Citations: 4
Mange slags røvertidsskrifter R Kjelsberg
Konspirasjonsbloggeren R Kjelsberg
MOST CITED SCHOLAR PUBLICATIONS
The Cooling of Neutron Stars R Kjelsberg Lulu. com , 2012 2012.0 Citations: 4
Usefulness and Bildung : Engaging Students in a Bildung -oriented Engineering Education R Kjelsberg, MS Kahrs Bildung for Engineering Education and Practice: A New Agenda, 153-169 , 2025 2025.0 Citations: 2
Physics students’ opposition to conspirituality a quantitative analysis of the ‘scientific skepticism’of Norwegian physics students R Kjelsberg Cogent Education 11 (1), 2410093 , 2024 2024.0 Citations: 2
From building to Bildung: Engineering students’ motivation towards interacting with society R Kjelsberg Læring om læring 4 (1) , 2020 2020.0 Citations: 2
Citizen Engineer—Engineering Student’s Motivation Towards an Engineering Career R Kjelsberg, MS Kahrs Engaging Engineering Education, SEFI 48th Annual Conference, University of … , 2020 2020.0 Citations: 2
Reflections on the 2024 ESJP review process: Ronny R Kjelsberg International Journal of Engineering, Social Justice, and Peace 12 (1) , 2025 2025.0 Citations: 1
Working class engineers: The path from vocational education to engineering as a path for recruiting working-class students into higher education R Kjelsberg International Journal of Engineering, Social Justice, and Peace 12 (1), 73-91 , 2025 2025.0 Citations: 1
And then I made some pockets of change: Collage-making to think presents and futures of engineering education with KP Günter International Journal of Engineering, Social Justice and Peace , 2025 2025.0 Citations: 1
“The joy of being a cause” versus “the pleasure of finding things out”: subalternity and Bildung in higher education engineering and physics R Kjelsberg Cultural Studies of Science Education 19 (4), 531-552 , 2024 2024.0 Citations: 1
Skepticism and physics: epistemic beliefs of Norwegian physics students compared with other student groups R Kjelsberg Discover Education 3 (1), 78 , 2024 2024.0 Citations: 1
Skeptics--Experiences of Bildung from University-Level Physics Students. R Kjelsberg European Journal of Science and Mathematics Education 12 (4), 452-467 , 2024 2024.0 Citations: 1
Fag eller politikk: –hvem skal bestemme over Utdannings-Norge? R Kjelsberg Nytt norsk tidsskrift, 232-238 , 2023 2023.0 Citations: 1
Engaging Students Oriented Towards Usefulness in a Bildung-Oriented Engineering Education R Kjelsberg, MS Kahrs Proceedings of the 19th International CDIO Conference, 966-974 , 2023 2023.0 Citations: 1
Teknologi og vitenskap R Kjelsberg Universitetsforl. , 2017 2017.0 Citations: 1
Teaching Climate Change to Engineering Students in an Oil-Based Economy R Kjelsberg Building Networks for Critical and Altruistic Science Education: Seeking … , 2025 2025.0
“It’s not like it’s popular science we are doing”-Popular science, motivation, calculations, and conceptual understanding among physics and engineering students R Kjelsberg, T Morten Thorseth Towards a new future in engineering education, new scenarios that european … , 2022 2022.0
Bruk og misbruk av forskningspublisering R Kjelsberg Morgenbladet , 2017 2017.0
Gramsci in Scandinavia–Notes On Ehnmark’s Gramsci R Kjelsberg 2014.0
