Danish School of Education

Aarhus University Seal
 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

Sort by: Date | Author | Title

Tamborg, A. L., Jankvist, U. T. & Misfeldt, M. (2022). Comparing programming and computational thinking with mathematical digital competencies from an implementation perspective. In U. T. Jankvist, R. Elicer, A. Clark-Wilson, H.-G. Weigand & M. Thomsen (Eds.), Proceedings of the 15th international conference on technology in mathematics teaching (ICTMT 15): Making and Strengthening "Connections and Connectivity" for Teaching Mathematics with Technology (pp. 298–305). Danish School of Education, Aarhus University. https://doi.org/10.7146/aul.452
Misfeldt, M., Jankvist, U. T., Elicer, R., Geraniou, E., Bråting, K. & Tamborg, A. L. (2022). Comparing the implementation of programming and computational thinking in Denmark, Sweden and England. In J. Hodgen, E. Geraniou, G. Bolondi & F. Ferretti (Eds.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12) (pp. 4171-4172). ERME and Free University of Bozen-Bolzano. https://hal.archives-ouvertes.fr/CERME12/hal-03766226
Hong, Y. & Jankvist, U. T. (2022). Comparing two mathematical competencies frameworks from China and Denmark. Asian Journal for Mathematics Education, 1(4). https://doi.org/10.1177/27527263221144193
Misfeldt, M., Jankvist, U. T., Elicer, R., Tamborg, A. L., Brahe, T., Geraniou, E. & Bråting, K. (2022). Computational thinking and mathematics viewed as transdisciplinary configurations. Abstract from Mathematics and its Connections to the Arts and Sciences, Shippagan, New Brunswick, Canada. https://www.umoncton.ca/umcs-macas2022/sites/umcs-macas2022.prod.umoncton.ca/files/wf/16-08-2.pdf
Tannert, M., Lorentzen, R. F. & Berthelsen, U. D. (2022). Computational Thinking as Subject Matter: As an Independent Subject or Integrated across Subjects? In A. Yadav & U. D. Berthelsen (Eds.), Computational Thinking in Education: A Pedagogical Perspective (pp. 73-89). Routledge. https://doi.org/10.4324/9781003102991-5
Zacho, L. & Elicer, R. (2022). Computational thinking i matematiktimen. Matematik: tidsskrift for regne- og matematiklærere, 50(3), 52-55.
Caeli, E. N. (2022). Computational Thinking in Compulsory Education. [PhD dissertation, Aarhus University]. Aarhus Universitet.
Tamborg, A. L., Elicer, R., Misfeldt, M. & Jankvist, U. T. (2022). Computational thinking in Denmark from an anthropological theory of the didactic perspective. In C. Fernández, S. Llinares, Á. Gutiérrez & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education: ´ (Vol. 4, pp. 91-98). PME. https://web.ua.es/en/pme45/documents/proceedings-pme45-vol4.pdf
Dohn, N. B. & Nørgård, R. T. (2022). Computational thinking in higher education: a framework for mapping and developing learning activities. In R. Sharpe, S. Bennett & T. Varge-Atkins (Eds.), Handbook of Digital Higher Education (pp. 65-83). Edward Elgar Publishing.
Tamborg, A. L. & Elicer, R. (2022). Computational thinking og matematik - erfaringer fra et igangværende forskningsprojekt. Matematik: tidsskrift for regne- og matematiklærere, 50(3), 4-9.
Dalsgaard, C. & Caviglia, F. (2022). Computeren som kognitiv partner og personligt læringsmiljø. Børne- og Undervisningsministeriet. https://emu.dk/stx/paedagogik-og-didaktik/skriftlighed/computeren-som-kognitiv-partner-og-personligt
Thestrup, K. (2022). Connecting workshops in digital education. Abstract from Thirteenth International Conference on Networked Learning, Sundsvall, Sweden. https://www.networkedlearning.aau.dk/NLC2022/Submissions/
Sørensen, A. (2022). Critical theory, immanent critique and neo-liberalism. Reply to critique raised in Copenhagen. Philosophy and Social Criticism, 48(2), 184-208. https://doi.org/10.1177/01914537211059506
Barnett, R., Smedegaard Ernst Bengtsen, S. & Nørgård, R. T. (2022). Culture and the University: Education, Ecology, Design. Bloomsbury Academic. https://doi.org/10.5040/9781350193048
Wiberg, M. (2022). Dannelsens værdifylde. Tidsskrift for professionsstudier, 18(34), 26-33. https://doi.org/10.7146/tfp.v18i35.134052
Rømer, T. A. (2022). Dansk pædagogisk filosofi. In Pædagogikhåndbogen : seks tilgange til pædagogik (2. ed., pp. 157-171). Hans Reitzels Forlag.
Lindenskov, L. B. (2022). Democracy and mathematics instruction for adults: three philosophical perspectives. In Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12) (pp. 1274-1281). ERME and Free University of Bozen-Bolzano. https://hal.science/hal-03745534v1/document
Laursen, P. F. (2022). Den autentiske lærer. Unge Pædagoger, 2022(3), 69-81.
Knudsen, L. E. D. (2022). Den praktiske vending i forslaget til en nye læreruddannelse. Liv i Skolen, 2022(1), 52-63.
Korsgaard, O. (2022). Den republikanske Grundtvig. In L. K. Martinsen (Ed.), Den store mand: Nye fortællinger om Grundtvig (pp. 152-167). Gad.
Haastrup, L. (2022). De "rigtige" grøntsager. In L. Holm & S. Tange Kristensen (Eds.), Mad, mennesker og måltider: samfundsvidenskabelige perspektiver (3 ed., pp. 261-278). Munksgaard .
Frølund, S. (2022). Des études de laboratoire à l'anthropocène. Comment Bruno Latour a finalement presque accepté (un concept de) la nature. Diogenes, 275-276(3), 97-117. https://doi.org/10.3917/dio.275.0097
Bülow, M. W. (2022). Designing synchronous hybrid learning spaces: Challenges and opportunities. In I. Gil, Y. Mor, Y. Dimitriadis & C. Köppe (Eds.), Hybrid Learning Spaces (1 ed., pp. 135-163). Springer. https://doi.org/10.1007/978-3-030-88520-5_9
Kjeldsen, T. H., Clark, K. & Jankvist, U. T. (2022). Developing historical awareness through the use of primary sources in the teaching and learning of mathematics. In C. Michelsen, A. Beckmann, V. Freiman, U. T. Jankvist & A. Savard (Eds.), Mathematics and Its Connections to the Arts and Sciences (MACAS) : 15 Years of Interdisciplinary Mathematics Education (pp. 45-68). Springer. https://doi.org/10.1007/978-3-031-10518-0
Højgaard, T. & Hansen, R. (2022). Didactical modelling – an outline of a research methodology. International Journal of Mathematical Education in Science and Technology, 53(7), 1770-1786. https://doi.org/10.1080/0020739X.2020.1844908
Broström, S. (2022). Didaktik in preschool: critical-democratic and play-oriented. Educare, 2022(5), 21-57. Article 2. https://doi.org/10.24834/educare.2022.5.2
Broström, S. (2022). Didaktik og/eller læreplan. Dansk Pædagogisk Tidsskrift, 2022(2), 7-21.
Dalsgaard, C. & Ryberg, T. (2022). Digitale læringsrum. Samfundslitteratur.
Hanghøj, T., Kabel, K. & Hannibal Jensen, S. (2022). Digital games, literacy and language learning in L1 and L2: A comparative review. L1-Educational Studies in Language and Literature, 22(2), 1-44. Article 363. https://doi.org/10.21248/l1esll.2022.22.2.363
Nørgård, R. T., Schreibman, S. & Huang, M. P. (2022). Digital Humanities and Hybrid Education: Higher education in, with and for the Public. In A. Schwan & T. Thomson (Eds.), The Palgrave Handbook of Digital and Public Humanities (pp. 11-29). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-11886-9, https://doi.org/10.1007/978-3-031-11886-9_2
Fougt, S. (2022). Digital kommunikation. In B. Nielsen (Ed.), Danskdidaktisk opslagsbog (pp. 85-92). Hans Reitzels Forlag. https://hansreitzel.dk/products/danskdidaktisk-opslagsbog-bog-54567-9788702332568#
Shumar, W., Robinson, S. & Thestrup, K. (2022). Digital Technology and the University: Promises and Pitfalls. 1-2. Abstract from Philosophy and Theory of Higher Education Conference, Uppsala, Sweden.
MacKenzie, A., Bacalja, A., Annamali, D., Panaretou, A., Girme, P., Cutajar, M., Abegglen, S., Evens, M., Neuhaus, F., Wilson, K., Psarikidou, K., Koole, M., Hrastinski, S., Sturm, S., Adachi, C., Schnaider, K., Bozkurt, A., Rapanta, C., Themelis, C. ... Gourlay, L. (2022). Dissolving the Dichotomies Between Online and Campus-Based Teaching: a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020). Postdigital Science and Education, 4(2), 271-329. https://doi.org/10.1007/s42438-021-00259-z
Li, S. C. & Petersen, K. B. (2022). Does ICT matter? Unfolding the complex multilevel structural relationship between technology use and academic achievements in PISA 2015. Educational Technology & Society, 25(4), 43-55. Article 4. https://www.j-ets.net/collection/published-issues/25_4
Heiden, T. & Gissel, S. T. (2022). Drama. In B. Nielsen (Ed.), Danskdidaktisk opslagsbog Hans Reitzels Forlag. https://hansreitzel.dk/products/danskdidaktisk-opslagsbog-bog-54567-9788702332568#
Cole, M., Shankland, R., Nel, M., Knoop, H. H., Chen, S. & van Zyl, L. E. (2022). Editorial: Positive Educational Approaches to Teaching Effectiveness and Student Well-being: Contemporary Approaches and Guidelines. Frontiers in Psychology, 13, Article 1015064. https://doi.org/10.3389/fpsyg.2022.1015064
Löfström, J. & Wiberg, M. (2022). Editorial: Teaching and learning ethics in the Humanities and social Science school subjects. Nordidactica - Journal of Humanities and Social Science Education, 12(2), i-iv. https://journals.lub.lu.se/nordidactica/article/view/24298/21487
Sørensen, A. (2022). Educar a los ciudadanos a través de Bildung: Didáctica y pedagogía al servicio de la democracia. In J. Valdivielso (Ed.), Democracia en estado de alarma: Sujetos emergentes y esfera pública (pp. 267-297). Plaza y Valdés.
Pilgaard, M., Basballe, D. A., Buus, L., Nørgård, R. T., Kjeldsen, C. C., Madsen, S. R. & Hjorth, M. (2022). Educational makerspaces in Danish primary and lower-secondary schools: Preliminary insights from an ongoing evaluation of 17 municipalities makerspace initiatives. In Proceedings of 6th FabLearn Europe / MakeEd Conference 2022 Article 16 Association for Computing Machinery. https://doi.org/10.1145/3535227.3535243
Prilop, C. N. & Weber, K. E. (2022). Effects of (standardized) feedback on student teachers’ professional vision and feedback perceptions. Abstract from EARLI SIG 11 conference, Oldenburg, Germany.
Prilop, C. N. & Weber, K. E. (2022). Effects of (standardized) feedback on student teachers’ professional vision and feedback perceptions. Abstract from EARLI SIG 1 und SIG 4 conference, Cadiz, Spain.
Damsboe-Svendsen, M., Karpantschof, B. M., Stovgaard, M., Christensen, J. H. & Frøst, M. B. (2022). Effects on skills and knowledge of a sensory teaching program for culinary students. International Journal of Food Design, 7(2), 119-141. https://doi.org/10.1386/ijfd_00041_1
Prilop, C. N. & Weber, K. E. (2022). Effekte von personalisiertem vs. standardisiertem ExpertInnenfeedback auf die professionelle Wahrnehmung von Klassenführung und die Feedback-Wahrnehmung von Lehramtsstudierenden. Abstract from GEBF conference, Bamberg, Germany.
Prilop, C. N. (2022). Elaborate vs. concise expert feedback: How do they affect pre-service teachers’ professional vision of classroom management and feedback perceptions?. Abstract from 2nd Meeting on Quantitative Educational Research in Denmark by Trygfonden's Centre for Child Research, Odense, Denmark.
Heger, S. (2022). Emerging Themes in Field Work Amongst Children Who Write for Pleasure. Abstract from ARLE conference: Transformations in L1 education. Current Challenges and Future Possibilities, Nicosia, Cyprus.
Dahl, K. K. B., Laursen, P. F. & Andresen, B. B. (2022). En bog til nye lærere: indledning. In K. K. B. Dahl, P. Fibæk Laursen & B. B. Andresen (Eds.), Overlevelsesguide for nye lærere (pp. 9-11). Dafolo.
Kristjansdottir, B. (2022). En flygtning er en flygtning er en flygtning. Sprogforum, 28(75). https://tidsskrift.dk/spr/article/view/136071
Laursen, H. P. (2022). En lang pind op i næsen: Om latter, læring og literacy-som-begivenhed. Acta Didactica Norden, 16(3), 1-20. Article 15. https://doi.org/10.5617/adno.9229
Hyldgaard, K. (2022, Jan 12). En nihilistisk pædagogik? https://www.eftertrykket.dk/2022/01/12/en-nihilistisk-paedagogik/
Caviglia, F. & Dalsgaard, C. (2022). Etablering af fælles vidensgrundlag - med epistemisk handlekraft som mål. Børne- og Undervisningsministeriet. https://emu.dk/stx/paedagogik-og-didaktik/digitale-faellesskaber/etablering-af-faelles-vidensgrundlag-med

Displaying results 501 to 550 out of 2706

Previous

7

8

9

10

11

12

13

14

15

16

Next

Staff

Contact

Head of department

Department administrator

Revised 16.04.2026
-
Lisbeth Hartmann