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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Lindenskov, L. B. (2021). Democracy revisited: for adults learning mathematics. 18-22. Abstract from ALM Adults Learning Mathematics.
Haas, C. (2021). Demokrati som livsform. Folkeskole og elever i 2000-tallet. Dansk Pædagogisk Tidsskrift, (4). https://dpt.dk/temanumre/2021-4/demokrati-som-livsform-2/
Schilhab, T., Esbensen, G. L. & Crety, C. R. (2021). Den gode Naturapp: - vejen fra udvikleride til vellykket produkt.
Rømer, T. A. (2021). Den store nedlukning: dagbog fra biostatens første år. U Press.
Hansen, M. E. & Jankvist, U. T. (2021). Designing tasks for a dynamic online environment: Applying Research into Students’ Difficulties with Linear Equations. Mathematics, 9(5), Article 557. https://doi.org/10.3390/math9050557
Bundsgaard, J. & Rusmann, A. (2021). Design Thinking Assessment Modules: Four performance assessment modules. Interactive production https://github.com/openPCI/DesignThinkingAssessment
Rømer, T. A. (2021). Det danske firkløver: om modersmål, fædreland, konge og folk. Grundtvigsk tidende, 173(5), 22-25.
Laursen, P. F. (2021). Det personlige i lærerhvervet. In K. K. B. Dahl (Ed.), Professionspsykologi (pp. 103-118). Aarhus Universitetsforlag.
Petersen, K. B. (2021). De unges fortællinger - under og efter opholdet på Fulton. In K. Bjerg Petersen & F. Ørsted Andersen (Eds.), Fulton projektet: Forskningsrapport (pp. 59-84). DPU, Aarhus Universitet. https://edu.au.dk/fileadmin/edu/Udgivelser/Rapporter/Rapport_-_Fulton-projektet_-_Forskningsrapport.pdf
Stjernquist, N. W., Elsborg, P., Ljungmann, C. K., Benn, J. & Høstgaard Bonde, A. (2021). Development and validation of a food literacy instrument for school children in a Danish context. Appetite, 156, Article 156. https://doi.org/10.1016/j.appet.2020.104848
Stovgaard, M. (2021). Didaktiske spor som grundlag for gentænkning af mål og deres rolle i undervisningen. In M. Carlsson & M. Stovgaard (Eds.), Almendidaktik : – udfordringer og åbninger (pp. 43-56). U Press.
Niss, M. & Jankvist, U. T. (2021). Didaktisk-pædagogisk perspektiv [på matematisk modellering]. NCUM|Nationalt Center for Udvikling af Matematikundervisning. https://matematikdidaktik.dk/temaer/matematisk-modellering/didaktisk-paedagogisk-perspektiv/
Thestrup, K. (2021). Digital Citizens: how pre-school teachers and children communicate in a digital and global world. In C. Gray & I. Palaiologou (Eds.), Early Learning in the Digital Age (Vol. 1). Nanjing Normal University Press.
Olofsson, A. D., Lindberg, J. O., Pedersen, A. Y., Arstorp, A.-T., Dalsgaard, C., Einum, E., Caviglia, F., Ilomáki, L., Veermans, M., Hákkinen, P. & Willermark, S. (2021). Digital competence across boundaries - beyond a common Nordic model of the digitalisation of K-12 schools? Education Inquiry, 12(4), 317-328. https://doi.org/10.1080/20004508.2021.1976454
Bülow, M. W. (2021). Digitale læremidler som bro mellem de samfundsfaglige vidensfelter? POLIS - Tidsskrift for samfundsfagsdidaktik, (2), 61-75.
Rohatgi, A., Bundsgaard, J. & Hatlevik, O. E. (2021). Digital Inclusion in Norwegian and Danish Schools: Analysing Variation in Teachers’ Collaboration, Attitudes, ICT Use and Students’ ICT Literacy. In T. S. Frønes, A. Pettersen, J. Radišić & N. Buchholtz (Eds.), Equity, Equality and Diversity in the Nordic Model of Education (pp. 139-172). Springer. https://doi.org/10.1007/978-3-030-61648-9_6
Baun, L. (2021). Digital og dynamisk tekstskabelse i 1. klasse. Viden om Literacy, (29), 28-36.
Thestrup, K. (2021). Digital World Citizens: Experimenting communities and open laboratories in a global perspective. 1-3. Abstract from Nordicom 2021, Reykjavik, Iceland.
Hedegaard-Sørensen, L. (2021). Dilemmaer i inklusion og fællesskaber. Kvan - et tidsskrift for læreruddannelsen og folkeskolen, 120(41), 39-49. Article 4. https://www.kvan.dk/product_info.php?cPath=3&products_id=137
Smedegaard Ernst Bengtsen, S. (2021). Doctoral Education and Societal Impact in the Humanities.
Melander, C., Löfqvist, C., Haak, M., Edgren, G., Smedegaard Ernst Bengtsen, S. & Iwarsson, S. (2021). DOCTORAL STUDENTS’ EXPERIENCES OF BEING AFFILIATED WITH A NATIONAL INTERDISCIPLINARY GRADUATE SCHOOL IN AGING AND HEALTH IN SWEDEN. Poster session presented at SWEAH Milestone Conference, Lund, Sweden.
Häggström, J., Højgaard, T., Krzywacki, H., Liljekvist, Y., Jessen, B. E. & Carlsen, M. (2021). Editorial. Nordic Studies in Mathematics Education, 26(1), 1-3.
Häggström, J., Højgaard, T., Krzywacki, H., Liljekvist, Y., Jessen, B. E. & Carlsen, M. (2021). Editorial. Nordic Studies in Mathematics Education, 26(2), 1-3.
Sørensen, A. (2021). Educating Citizens through Bildung: Didactics and Pedagogy in the service of Democracy . Eğitim Felsefesi ve Sosyolojisi Dergisi, 2(1), 1-30. https://doi.org/10.29329/jeps.2021.438.1
Pedersen, M. K. & Jankvist, U. T. (2021). Eksempel: Negativ black box-effekt. NCUM|Nationalt Center for Udvikling af Matematikundervisning. https://matematikdidaktik.dk/temaer/digitale-teknologier/eksempel-negativ-black-box-effekt
Kabel, K., Bremholm, J., Bundsgaard, J. & Berthelsen, U. D. (2021). Elevers tidlige skriveudvikling: Identificerede trin. (pp. 1-28). https://projekter.au.dk/fileadmin/projekter/ATEL/Ebog_-_Elevers_tidlige_skriveudvikling_-_identificerede_trin.pdf
Misfeldt, M., Tamborg, A., Fougt, S., Allsopp, B. B. & Herfort, J. D. (2021). Emerging Organizations When Implementing a Collaborative Professional Development Program. Implementation and Replication Studies in Mathematics Education, 1(2), 1-27. https://brill.com/view/journals/irme/aop/article-10.1163-26670127-01010010/article-10.1163-26670127-01010010.xml
Wieser, C. (2021). Empirisk analyse af undervisningspraksis og didaktiske situationer. In Almendidaktik : udfordringer og åbninger (pp. 57-70). U Press.
Broström, S. (2021). En god skolestart = et godt samarbejde mellem børnehave og skole. Skolestart, 51(1), 10-12.
Blomhøj, M. & Elicer, R. (2021). Epidemiological models and the problem of coherence from the critical justification to a practice of teaching mathematical modelling. Quadrante, 30(2), 79-100. https://doi.org/10.48489/quadrante.23597
Niss, M. & Jankvist, U. T. (2021). Et eksempel på matematisk modellering. NCUM|Nationalt Center for Udvikling af Matematikundervisning. https://matematikdidaktik.dk/temaer/matematisk-modellering/et-eksempel-paa-en-matematisk-modellering/
Højgaard, T. & Winther, N. (2021). Facilitering af kompetenceorienteret matematikundervisning: Erfaringer med kommunalt forankret, skolebaseret udvikling af lærerkompetencer. MONA - Matematik- og Naturfagsdidaktik, 1, 50-68. https://tidsskrift.dk/mona/article/view/125072
Hyldgaard, K. (2021). Filosofi og fagfilosofi. Paradoks: Tidsskrift for Filosofi og Teori. https://paradoks.nu/2021/07/15/filosofi-og-fagfilosofi/
Broström, S. (2021). Forord. In K. Lykke (Ed.), Nets møder daginstitutionen (Vol. 1, pp. 3-5). Dafolo.
Niss, M. & Jankvist, U. T. (2021). Forskningsresultater – udvalgte [ang. matematisk modellering]. NCUM|Nationalt Center for Udvikling af Matematikundervisning. https://matematikdidaktik.dk/temaer/matematisk-modellering/forskningsresultater-udvalgte/
Thestrup, K. (2021). Fra Power Points til eksperimenterende fællesskaber. Kognition & Pædagogik, 31(122), 64-76. Article 6.
Pedersen, M. K. & Jankvist, U. T. (2021). Fra værktøj til personligt instrument. NCUM|Nationalt Center for Udvikling af Matematikundervisning. https://matematikdidaktik.dk/temaer/digitale-teknologier/fra-vaerktoej-til-personligt-instrument
Petersen, K. B. & Andersen, F. Ø. (Eds.) (2021). Fulton-projektet: Forskningsrapport. DPU, Aarhus Universitet. https://newsletter.au.dk/t/j-87D52C294B7667ED2540EF23F30FEDED?fbclid=IwAR2bE6JePSJJaNsOcttGFcv86Hl5ENFATTgQRUbP-eiTbfrNi15LDjQGH2g
Rosendal Bang, L. (2021, Jun). Gå i faglig dialog med eleverne via tekstæstetiske samtaler: Den tekstæstetiske samtale er et alternativ til den traditionelle spørgsmål-svar-undervisning. EMU - Danmarks Læringsportal.
Rømer, T. A. (2021). Gert Biesta - Education between Bildung and Post-structuralism. Educational Philosophy and Theory, 53(1), 34-45. https://doi.org/10.1080/00131857.2020.1738216
Petersen, K. B. (2021). Global Citizenship Education for (unknown) Futures. 15. Abstract from Futures of Education - Learning to Become, Denmark.
Petersen, K. B. (2021). Global Citizenship Education, Internationalization and Global Concerns. Reflections from Denmark. In K. B. Petersen, K. Von Brömssen, G. Hellesdatter, J. Gaarsdal, M. Paulsen & O. Koefoed (Eds.), Rethinking Education in the Light of Global Challenges : Culture, Society, and the Anthropocene (pp. 152-165). Routledge. https://doi.org/10.4324/9781003217213-12
Thestrup, K. (2021). Global, Visual and Physical - Platforms of creativity as a form of communication. 1-2. Abstract from 2021 International AVP Conference, Bergen, Norway.
Skyggebjerg, A. K. (2021). Guddommelig arrigskab: Kulturarv. Myteforskeren Pernille Carstens og illustratoren Sussi Bech har gendigtet en livskraftig og eksotisk fortælling fra oldtidens Anatolien. Weekendavisen, Sektion 2 (Bøger), 15.
Olesen, J. F. (2021). How Game Jams and Hackathons Accelerate Design Processes. [PhD dissertation, Aarhus University].
Falk, J., Biskjaer, M. M., Halskov, K. & Kultima, A. (2021). How Organisers Understand and Promote Participants’ Creativity in Game Jams. In Proceedings of the 6th International Conference on Game Jams, Hackathons and Game Creation Events, ICGJ 2021 (pp. 12-21). Article 3472690 Association for Computing Machinery. https://doi.org/10.1145/3472688.3472690
Ejersbo, L. R. (2021, Feb 10). Hvad er en eksponentiel funktion? https://www.folkeskolen.dk/1865242/hvad-er-en-eksponentiel-funktion
Niss, M. & Jankvist, U. T. (2021). Hvad er matematisk modellering? NCUM|Nationalt Center for Udvikling af Matematikundervisning. https://matematikdidaktik.dk/temaer/matematisk-modellering/hvad-er-matematisk-modellering/
Laursen, P. F. (2021). Hvad former undervisningens landskab? Kvan - et tidsskrift for læreruddannelsen og folkeskolen, 41(119 ), 7-16.
Ejersbo, L. R. (2021, Mar 3). Hvordan håndterer matematiklærere mobning blandt eleverne? https://www.folkeskolen.dk/1867095/hvordan-haandterer-matematiklaerere-mobning-blandt-eleverne

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Revised 16.04.2026
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Lisbeth Hartmann