Jargonium asks …Annette Lykknes

We are honoured to interview Annette Lykknes, Professor of chemistry education and historian of chemistry at NTNU-Norwegian University of Science and Technology. She was recently awarded the Joseph B. Lambert HIST Award for Outstanding Achievement in the History of Chemistry for 2026 for her outstanding contributions to the advancement of the study and communication of the history of chemistry.

1.    How did you get into the history and/or philosophy of chemistry?

I studied chemistry and mathematics out of a genuine interest in the subjects themselves. Over time, this developed into an interest in becoming a teacher. In my first chemistry education course, I was introduced to the history of chemistry—and I immediately fell in love with the subject. The professor who taught the course later invited me to pursue my master’s degree with her. What began as a historical perspective within an educational context eventually led me to undertake a PhD in the history of chemistry itself.

2. What is your favourite question in the history and/or philosophy of chemistry?

My answer to this question is inevitably shaped by my own background. Although I have always been interested in the development of ideas in chemistry, I became increasingly curious about the human side of scientific work—what happens behind the scenes, beyond the formal narratives. As a chemistry educator, what I most want students to grasp is that scientific development is far more complex than it may initially appear. It involves hidden agendas, rivalries, and contributions from many lesser-known figures—including women. So rather than offering a single novel question, I return to the guiding questions that have always shaped my work: How is knowledge actually established? And who contributed, and in what roles?

3. What is the value of history and/or philosophy of chemistry?

The history of chemistry can teach us how the science of chemistry works—how knowledge is established, and how the contexts of a given time shape the questions scientists ask and the ways they conduct their work. It can also illuminate opportunities: how people in different positions and ranks gained (or were denied) the chance to contribute to scientific developments. More broadly, history and philosophy prompt us to reflect on the aims, values, opportunities, challenges, and broader significance of scientific work.

4.    What are you currently working on?

My main research interests have been the 20th‑century history of chemistry, along with gender and women’s studies within the field. My recent work on the history of the periodic system has sparked a growing curiosity about the history of atomic weight determinations. I have also begun exploring the Nobel Prize archives as a lens for understanding the evolving state of the discipline. While I approach historical sources with particular questions in mind, I try to remain open to unexpected findings—and I almost always keep an eye out for women’s roles. In the next step, I consistently ask how the historical insights I uncover can offer fresh perspectives to chemistry education.

5.  How do you envision the future of the field? What are the areas/topics that you believe deserve more attention?

More work is needed to make research in the history of chemistry accessible to chemistry educators. Although many educators are genuinely interested in the history of their field, my experience is that a gap still exists between specialized historical research and the kinds of clear, engaging narratives that educators can readily use. In my view, it is in historians’ best interests to communicate their findings to a broader audience, as this is the only way to ensure that new research finds its way into teaching—and, ultimately, reaches the next generation of chemists.

6. A recently published paper or book that you would recommend reading?

Together with Brigitte Van Tiggelen, I recently co‑edited the volume Discovering the Elements: No Simple Stories  (Discovering the Elements | Analysis: Historical Cases in Chemistry). The book offers case studies on the discovery of chemical elements and on the ways these stories have been constructed and retold. It also includes didactic materials designed to support educators who wish to integrate historical perspectives into their teaching.