Helen Suzanne Palmer

Associate Professor

Department of Natural Sciences

Email: helen.s.palmer@uia.no
Phone: +47 38142672
Mobile phone: +4746953527

Office J1047 (Universitetsveien 25, 4630 Kristiansand, Norway)

Research groups

Natural sciences education

Areas of responsibility

Physiologist and natural science educator

Teaching and R&D work connected to natural science and physiology in teacher education and secondary education. Subject coordinator for natural science in teacher training for secondary education (Years 8-13).

Research

Current R&D work is focused on teaching and learning of natural science and physiology, in teacher education programmes, in secondary education and in society, with focus on learning through experience with scientific practices.

Research background in physiology and neurophysiology with a PhD (2004-2007) "Protease-activated receptor 2 in arthritis: in vivo mechanisms" (University of the West of Scotland / based at the Centre for Rheumatic Diseases, University of Glasgow) and postdoctoral research (2008-2013) in brain imaging with advanced MRI techniques as well as some work in the field of exercise and brain function (based at the Faculty of Medicine, NTNU, now Faculty of Medicine and Health Sciences).

Tuition

I teach science education and physiology at the Department of Natural Sciences, mainly for students in our teacher education programmes for lower and upper secondary school (middle and high school).

Teaching experience from lower secondary education (Halden and Trondheim municipalities) and higher education (University of the West of Scotland, NTNU, UiA).

Palmer, Helen Suzanne (2023). Student active learning in a digital classroom: high-performing science students’ perceptions of their experiences. Nordic Journal of STEM Education. ISSN 2535-4574. 7(1), p. 27–37. doi: 10.5324/njsteme.v7i1.4829. Show summary
In March 2020 higher education institutions across Norway closed campuses in response to the COVID-19 pandemic. This study explored five high-performing science students’ perceptions of their experiences with active learning in a digital physiology classroom. A thematic analysis explored the detailed first-person subjective experiences of learning in the digital classroom to add to the knowledge base about how science students can be supported to learn physiology in remote and digital learning contexts. Five superordinate themes central to the students’ experience were identified: ‘accountability and self-regulation’, ‘building strategy and structure’, ‘creating community and social learning’, ‘difficulty and discomfort essential’ and ‘efforts to reframe adversity’. The students recognised the importance of self-regulation, structure, social interactions, and challenge, explaining how aspects of the course helped or hindered their learning. Differential responses to the use of peer-evaluation and the ability of high-performing students to reframe adversity were evident. Active learning approaches in the digital classroom supported science students in gaining a deeper understanding of physiology.
Wohlwend, Martin Rainer; Olsen, Alexander; Håberg, Asta & Palmer, Helen (2017). Exercise Intensity-Dependent Effects on Cognitive Control Function during and after Acute Treadmill Running in Young Healthy Adults. Frontiers in Psychology. ISSN 1664-1078. 8. doi: 10.3389/fpsyg.2017.00406. Full text in Research Archive Show summary
The idea that physical activity differentially impacts upon performance of various cognitive tasks has recently gained increased interest. However, our current knowledge about how cognition is altered by acute physical activity is incomplete. To measure how different intensity levels of physical activity affect cognition during and after 1 bout of physical activity, 30 healthy, young participants were randomized to perform a not-X continuous performance test (CPT) during low (LI)- and moderate intensity (MI) running. The same participants were subsequently randomized to perform the not-X CPT post LI, MI, and high intensity (HI) running. In addition, exercise related mood changes were assessed through a self-report measure pre and post running at LI, MI, and HI. Results showed worsening of performance accuracy on the not-X CPT during one bout of moderate compared to low intensity running. Post running, there was a linear decrease in reaction time with increasing running intensity and no change in accuracy or mood. The decreased reaction times post HI running recovered back to baseline within 20 min. We conclude that accuracy is acutely deteriorated during the most straining physical activity while a transient intensity-dependent enhancement of cognitive control function is present following physical activity.
Palmer, Helen; Håberg, Asta; Fimland, Marius Steiro; Solstad, Gerd Marie; Iversen, Vegard Moe & Hoff, Jan [Show all 8 contributors for this article] (2013). Structural brain changes after 4 wk of unilateral strength training of the lower limb. Journal of applied physiology. ISSN 8750-7587. 115(2), p. 167–175. doi: 10.1152/japplphysiol.00277.2012.
Palmer, Helen (2010). Optogenetic fMRI sheds light on the neural basis of the BOLD signal. Journal of Neurophysiology. ISSN 0022-3077. 104(4), p. 1838–1840. doi: 10.1152/jn.00535.2010.
Palmer, Helen (2010). Exercise training for a time poor generation: enhanced skeletal muscle mitochondrial biogenesis. Journal of Physiology. ISSN 0022-3751. 588(11), p. 1817–1818.
Palmer, Helen; Garzon, Benjamin J De C; Xu, Jian; Berntsen, Erik Magnus; Skandsen, Toril & Håberg, Asta (2010). Reduced Fractional Anisotropy Does Not Change the Shape of the Hemodynamic Response in Survivors of Severe Traumatic Brain Injury. Journal of Neurotrauma. ISSN 0897-7151. 27(5), p. 853–862. doi: 10.1089/neu.2009.1225.

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Palmer, Helen Suzanne (2024). Studentledet høring om HeLa celler.
Palmer, Helen Suzanne (2023). Applied improv in science education: accepting gifts and embracing failure.
Nordskog, Martin; Daliri, Deyhim Marjan & Palmer, Helen (2022). Sannsynlighet på tur. Tangenten - Tidsskrift for matematikkundervisning. ISSN 0802-8192. 33(2), p. 17–22.
Palmer, Helen (2021). Actionbound kurs for faglærere.
Palmer, Helen (2021). Actionbound kurs for kroppsøvingslærere .
Palmer, Helen (2021). Kompetansekveld for lærere og lærerstudenter om bruk av Actionbound for å tilrettelegge for utendørs læringsløyper.
Garshol, Lenka; Drange, Eli-Marie D.; Palmer, Helen Suzanne; Vos, Pauline & Baartman, Desire (2021). Actionbound seminar.
Palmer, Helen (2013). Changes in brain structures after four weeks of leg strength training. Show summary
CERG-bloggen
Wohlwend, Martin; Hoad, Damon; Olsen, Alexander; Håberg, Asta & Palmer, Helen (2012). Investigating the reticular-activating hypofrontality model of acute exercise with Conner´s Continuous Performance test in combination with treadmill running and transcranial direct current stimulation.
Wohlwend, Martin; Olsen, Alexander; Håberg, Asta & Palmer, Helen (2012). The effect of exercise on executive function - Investigating and alternative explanation for "Runner's High".
Wohlwend, Martin; Olsen, Alexander; Håberg, Asta & Palmer, Helen (2012). Investigating the reticular-activating hypofrontality model of acute exercise with Conner´s Continuous Performance test in combination with treadmill running and transcranial direct current stimulation.
Wohlwend, Martin; Olsen, Alexander; Håberg, Asta & Palmer, Helen (2012). The effect of exercise on executive function – Investigating an alternative explanation for “Runner’s High”.
Palmer, Helen; Eikenes, Live; Fimland, Marius; Solstad, Gerd Marie; Hoff, Jan & Helgerud, Jan [Show all 7 contributors for this article] (2011). Changes in the brain in response to maximal strength training: a DTI study.
Palmer, Helen (2011). PHOTONICS APPLIED: BIOPHOTONICS: Optogenetics--Turning light bulbs on in the brain. [Newspaper]. Laser Focus World.
Palmer, Helen (2010). Reduced fractional anisotropy but intact hemodynamic response in traumatic brain injury survivors.
Palmer, Helen; Fimland, Marius Steiro; Solstad, Gerd Marie; Iversen, Vegard Moe; Hoff, Jan & Helgerud, Jan [Show all 7 contributors for this article] (2009). Maximal strength training of the plantar flexors: can changes in the brain be detected using functional magnetic resonance imaging?
Palmer, Helen; Garzon, Benjamin J De C; Xu, Jian; Berntsen, Erik Magnus & Håberg, Asta (2009). Reduced fractional anisotropy does not change the shape of the hemodynamic response in survivors of severe traumatic brain injury.
Palmer, Helen; Garzon, Benjamin J De C; Xu, Jian; Berntsen, Erik Magnus & Håberg, Asta (2009). The shape of the hemodynamic response remains intact in severe traumatic brain injury survivors.
Palmer, Helen (2009). Introduction to fMRI.
Palmer, Helen (2008). Exploring cerebral vasoreactivity with fMRI.

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Published Apr. 16, 2024 10:48 AM - Last modified Apr. 26, 2024 4:26 PM