Danish School of Education

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You are here: Danish School of Education About the school Organisation Department of Educational theory and curriculum studies, General education and Philosophy of education

Department of
Educational Theory and Curriculum Studies, Educational Philosophy, and General Education

About the department

The department is one of four departments at the Danish School of Education, Aarhus University and is built around the Master's degree programmes in Educational Theory and Curriculum Studies - danish, - mathematics, - material culture and - music education; ICT-based educational design; General education; and Educational philosophy. The department's researchers are part of a number of research units.

Programmes

The descriptions of the programmes are only available in Danish.

Research units

Publications

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Hyldgaard, K. (2024). Blufærdighed – modstand i seksualundervisningen. Nogle indledende bemærkninger. Lamella – Tidsskrift for teoretisk psykoanalyse, 7(9), 87-105. Article 5. https://tidsskrift.dk/lamella/article/view/145803/188996
Heger, S. (2024). Børn vil gerne skrive sammen med voksne forbilleder. Dansk: medlemsblad for Dansklærerforeningens folkeskolesektion, (2).
Lindenskov, L. B. & Søndergaard, B. D. (2024, Feb 25). Brøker på erhvervsskoler.
Hanghøj, T., Kabel, K. & Hannibal Jensen, S. (2024). Brug af digitale spil i dansk og engelsk: Resultater fra et systematisk review med implikation for praksis. Sprogforum, 30(1), 5-11. https://doi.org/10.7146/spr.v30i1.145743
Ratnayake, I. G., Ahl, L. M., Prytz, J. & Jankvist, U. T. (2024). Changing mathematics education practice: a systematic review of mathematics education implementation research in the Nordic countries. Implementation and Replication Studies in Mathematics Education, 4(2), 215-242. https://doi.org/10.1163/26670127-bja10021
Østergaard, M. K. (2024). Characterizing students’ beliefs about mathematics as a discipline. LUMAT, 12(1), 48-63. https://doi.org/10.31129/LUMAT.12.1.2113
Holflod, K., Nørgård, R. T. & Eriksson, E. (2024). Community, Socialisation, and Empowerment in Cultural Game Jams with Youth Citizens. In Proceedings of the 18th European Conference on Games Based Learning (1 ed., Vol. 18, pp. 395-402). Academic Conferences and Publishing International Limited. https://doi.org/10.34190/ecgbl.18.1.2812
Højgaard, T. (2024). Competencies and fighting syllabusism. Educational Studies in Mathematics, 115(3), 459-479. https://doi.org/10.1007/s10649-023-10285-2
Groth, C. & Schilhab, T. (2024). Conclusions. In Embodied Learning and Teaching Using the 4E Cognition Approach: Exploring Perspectives in Teaching Practices (pp. 181-191). Taylor and Francis Group. https://doi.org/10.4324/9781003341604-25
Rožman, M., Fraillon, J., Dexter, S., Bundsgaard, J. & Schulz, W. (2024). Contextual framework. In J. Fraillon & M. Rožman (Eds.), IEA International Computer and Information Literacy Study 2023: Assessment Framework (pp. 45-55). Springer. https://doi.org/10.1007/978-3-031-61194-0_4
Holflod, K. & Nørgård, R. T. (2024). Crafting Culture: Aarhus’ EPIC-WE Game Jam Connects Youth and Culture. https://epic-we.eu/crafting-culture-aarhus-epic-we-game-jam-connects-youth-and-culture/
Eriksson, E., Holflod, K. & Nørgård, R. T. (2024). Creative Toying with Cultural Heritage in Game Jams. In ICGJ 2024 - Proceedings of the 8th International Conference on Game Jams, Hackathons and Game Creation Events: Proceedings of the 8th International Conference on Game Jams, Hackathons and Game Creation Events (pp. 9–16). Association for Computing Machinery. https://doi.org/10.1145/3697789.3697795
Molbæk, M.-L., Gabrielsson, R. H., Neubert, K. & Fougt, S. (2024). Danish students’ interactions with PIRLS items. Nordic Journal of Literacy Research, 10(3), 150-167. https://doi.org/10.23865/njlr.v10.5289
Bundsgaard, J., Bindslev, S. G., Caeli, E. N., Grønhøj, E. O. & Rasmussen, E. (2024). Danske elevers teknologiforståelse og skærmbrug: Resultater fra ICILS-undersøgelsen 2023. Aarhus Universitetsforlag. https://doi.org/10.2307/jj.22361577
Bundsgaard, J., Bindslev, S. G., Caeli, E. N., Grønhøj, E. O. & Rasmussen, E. (2024). Danske elevers teknologiforståelse og skærmbrug: hovedresultater. DPU, Aarhus Universitet. https://projekter.au.dk/fileadmin/projekter/ICILS/2023/ICILS_2023_-_Hovedresultater_-_A4.pdf
Dalsgaard, C., Thestrup, K. & Boie, M. A. K. (2024). Design af online læringsaktiviteter: En guide til nye muligheder med digitale teknologier i uddannelse. Fællestrykkeriet, University of Aarhus.
Heger, S. (2024). "Det bedste er at skrive sammen med andre”: Børns skriveoplevelser i forfatterskoler i fritiden – og hvorfor skolen bør interessere sig for dem. Paper presented at Skriv! Les! 2024 , Stavanger, Norway.
Heger, S. (2024). ”Det bedste er at skrive sammen med andre”. Fællesskab og skrivelyst i forfatterskoler for børn. Acta Didactica Norden, 18(3), Article 2. https://doi.org/10.5617/adno.10907
Pedersen, A. & Dalsgaard, C. (2024). Digitale sprogværktøjer: En hjælper i elevernes læreproces og sprogpraksis. NCFF, Aarhus Universitet. https://viden.ncff.dk/ncff/digitale-sprogvaerktoejer-en-hjaelper-i-elevernes-laereproces-og-sprogpraksis
Boie, M. A. K., Dalsgaard, C. & Caviglia, F. (2024). Digital instinct: A keyword for making sense of students' digital practice and digital literacy. British Journal of Educational Technology, 55(2), 668-686. https://doi.org/10.1111/bjet.13398
Laursen, H. P., Kabel, K. & Rørbech, H. (2024). Digital teknologi, mobilitet og materialitet: Tekster og tekstuelle praksisser i bevægelse. Acta Didactica Norden, 18(3), 1-27. Article 1. https://doi.org/10.5617/adno.11430
Ravn, M. (2024). DO THE RESEARCHER HAVE TO EAT THE PUPILS’ COOKING? - EXPLORING PRACTICAL LEARNING IN HOME ECONOMICS. https://www.helsinki.fi/assets/drupal/2024-01/ECQI2024_Programme_Final.pdf
Kragelund, K., Dalsgaard, C. & Ryberg, T. (2024). DUT guide: Digitale læringsrum. Dansk Universitetspædagogisk Tidsskrift, 19(36), 135-143. https://doi.org/10.7146/dut.v19i36.140340
Nørgård, R. T., Lysne, D. A., Ossiannilsson, E. S. I. & Nykvist, S. S. (2024). Editorial: Increased quality education through cross-campus learning environments. Frontiers in Education, 9, Article 1460701. https://doi.org/10.3389/feduc.2024.1460701
Misfeldt, M., Aguilar, M. S., Jankvist, U. T. & Koichu, B. (2024). Editorial reflections on internationality. Implementation and Replication Studies in Mathematics Education, 4(1), 1-13. https://doi.org/10.1163/26670127-00401001
Schilhab, T. & Groth, C. (Eds.) (2024). Embodied Learning and Teaching using the 4E Cognition Approach: Exploring Perspectives in Teaching Practices. In Routledge Routledge. https://doi.org/10.4324/9781003341604
Heiden, T. & Rørbech, H. (2024). Entangled worlds: the becoming of interpretive spaces in pupils’ engagement with literature through process drama. Research in Drama Education, 29(4), 635-653. https://doi.org/10.1080/13569783.2024.2321221
Knudsen, L. E. D. (2024). Epochal key questions for the reformed Danish teacher education. In L. E. D. Knudsen, M. Wiberg, K. B. Petersen & L. Haastrup (Eds.), Teacher Ethics and Teaching Quality in Scandinavian Schools: New Reflections, Future Challenges, and Global Impacts (pp. 96-110). Routledge. https://doi.org/10.4324/9781003407775
Heiden, T. (2024). Er der et hul i bogen? om dramaleg, handlende fortolkning og (dør-)tærskler . BUKS - Tidsskrift for Børne- og Ungdomskultur, 40(69), 175-190. https://doi.org/10.7146/buks.v40i69.150393
Frandsen, H. V. (2024). Erfaring, subjektivitet, metafysik: Marion. Eksistensen Akademisk.
Nørgård, R. T. & Toft, H. (2024). Expanding the playful university: Democracy and locality. In The Playful University: Philosophy, Pedagogy, Politics and Principles (pp. 23-47). Taylor and Francis Group. https://doi.org/10.4324/9781003354956-3
Schilhab, T., Balling, G. & Esbensen, G. L. (2024). Exploring Reading Aloud Events through embodied learning: Impacts on early literacy. In Embodied Learning and Teaching Using the 4E Cognition Approach: Exploring Perspectives in Teaching Practices (pp. 25-33). Routledge. https://doi.org/10.4324/9781003341604-5
Sayed, T., Malan, H., Fourie, E. & Knoop, H. H. (Ed.) (2024). Exploring the associations between resilience and psychological well-being among South Africans during COVID-19. Frontiers in Psychology, 15, Article 1323466. https://doi.org/10.3389/fpsyg.2024.1323466
Busch, S. E. & Kristjansdottir, B. (2024). Fagdidaktik i dansk som andetsprog. Frydenlund Academic.
Kabel, K. (2024). Fagfornyelsen: 1. Perspektiver på målsætningsarbejde og læreplaner i dansk og andre fag 2. Kritisk literacy og elevers skrivning som tværgående temaer. Unpublished. In Samlede vidensbidrag til forsker- og vidensseminar, den 17. september 2024
Stovgaard, M., Laursen, P. F., Højgaard, T. & Andresen, B. B. (2024). Folkeskolens mål skal være meningsfulde - ikke mindst for lærerne. Dagbladet Information. https://www.information.dk/debat/2024/08/folkeskolens-maal-vaere-meningsfulde-mindst-laererne
Nørgård, R. T. (2024). Foreword: Play It Forward. In Playful Pedagogy in Higher Education: Research and Cases from across the Disciplines (pp. v-viii). Springer. https://doi.org/10.1007/978-3-031-54956-4
Storgaard, L. C. & Kabel, K. (2024, Jan 10). Forskerklummeskriverier - syvårsstatus. https://videnomlaesning.dk/viden-og-vaerktoejer/forskerklummen/2024/forskerklummeskriverier-syvaarsstatus/
Tonnesen, P. B., Pedersen, P. L. & Lindenskov, L. B. (2024). Fra NORSMA-redaktionen. MONA - Matematik- og Naturfagsdidaktik, 24(Særnummer), 4-10. https://tidsskrift.dk/mona/article/view/150680
Hansen, N. F., Heiden, T. & Snorre Wilms Boysen , M. (2024). Fritidspædagogik som decentreringskunst: Unges identitetsarbejde mellem oplevelsestunneler og åbne horisonter . In K. E. Pedersen & C. Schultz (Eds.), Fritids- og Ungdomspædagogik : en grundbog i fritids- og ungdomspædagogisk arbejde med større børn og unge (pp. 140-162). Ungdomsringen.
Ejersbo, L. R. & Andersen, Wahl, M. (2024). Frøken Smillas fornemmelse for tal. Matematik: tidsskrift for regne- og matematiklærere, (3), 64-67. Article 11.
Ratnayake, I. G., Ahl, L. M., Prytz, J. & Jankvist, U. T. (2024). From innovation to impact: Factors shaping the scaling success of the triumphs project. In T. Evans, O. Marmur, J. Hunter, G. Leach & J. Jhagroo (Eds.), Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 49-56). Psychology of Mathematics Education (PME).
Thestrup, K. (2024). Globale børn: Om billedleg og digital dannelse i børnehaver. In M. S. Dahle & G. S. Meyer (Eds.), Danning i digitale praksisser: Digital danning i barnehage, skole, hjem og fritid (pp. 85-98). Fagbokforlaget. https://doi.org/10.55669/oa3803
Heiden, T. (2024). Handlende fortolkning: At udtrykke det usigelige i æstetiske læreprocesser. Dansk: medlemsblad for Dansklærerforeningens folkeskolesektion, 2024(1), 22-25.
Schilhab, T. (2024). How nature-like artworks induce perceptual processes benefitting education in general and science education in particular. In Embodied Learning and Teaching Using the 4E Cognition Approach: Exploring Perspectives in Teaching Practices (1 ed., pp. 136-146). Taylor and Francis Group. https://doi.org/10.4324/9781003341604-19
Laursen, H. P. & Kolstrup, K. L. (2024). How to be young and how to belong. An identity-in-practice perspective on language and literacy learning.. Abstract from Educational Linguistics, Kalmar, Sweden. https://lnu.se/en/meet-linnaeus-university/current/events/2024/conferences/educational-linguistics-languages-from-childhood-to-adult-age/
Holflod, K. & Hansen, J. H. (2024). Hvad taler vi om, når vi taler om tværprofessionelt samarbejde? Perspektiver på tværprofessionelt samarbejde i praksis og uddannelse. Viden om Literacy, 35. https://videnomlaesning.dk/media/5835/kim-holflod_janne-hedegaard-hansen.pdf
Caeli, E. N. (2024, Mar 15). Hvorfor jeg ikke vil bruge ChatGPT. Teknologiens Mediehus. https://www.version2.dk/holdning/hvorfor-jeg-ikke-vil-bruge-chatgpt
Blomhøj, M. & Haavold, P. Ø. (2024). Implementering av utforskende undervisning i skolen: SUM – Sammenheng gjennom Utforskende Matematikkundervisning. In P. Ø. Haavold (Ed.), Utforskende undervisning i matematikk (pp. 93-109). Universitetsforlaget.
Fraillon, J., Dexter, S. & Bundsgaard, J. (2024). Introduction. In J. Fraillon & M. Rožman (Eds.), Assessment Framework: International Computer and Information Literacy Study 2023 (pp. 1-24). The International Association for the Evaluation of Educational Achievement (IEA).

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Revised 16.04.2026
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Lisbeth Hartmann