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. (2022). Negativ pædagogik. Samfundslitteratur.
Hyldgaard, K. (2022). Negativ pædagogik. Filosofilærerforeningens Blad, 1, 47-50. Article 4.
Bach, C. C., Gregersen, R. M., Pedersen, M. K. & Jankvist, U. T. (2022). Networking practices in design research: refining design principles. 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. 2922-2929). ERME and Free University of Bozen-Bolzano. http://erme.site/wp-content/uploads/2023/02/Proceedings_CERME12.pdf
Elicer, R. & Tamborg, A. L. (2022). Networking the theoretical constructs of computational thinking and techno-mathematical fluency through a geometrical task. In H.-G. Weigand, A. Donevska-Todorova, E. Faggiano, P. Iannone, J. Medová, M. Tabach & M. Turgut (Eds.), Mathematics Education in the Digital Age (MEDA 3): Proceedings of the 13th ERME Topic Conference (ETC 13) (pp. 125-132). Constantine the Philosopher University in Nitra. https://hal.science/hal-03925304v1/file/MEDA3proceedings_2022.pdf#page=137
Heger, S. (2022). Ny forskning: Skrivelyst i fritid og skole. Dansk, (2), 12-14.
Christensen, J. H., Bundsgaard, J., Kjeldsen, C. C. & Pettersson, M. (2022). Nyt studie om coronas indvirkning på skolen er tankevækkende og bemærkelsesværdigt. Skolemonitor. https://skolemonitor.dk/debat/art8619302/Nyt-studie-om-coronas-indvirkning-p%C3%A5-skolen-er-tankev%C3%A6kkende-og-bem%C3%A6rkelsesv%C3%A6rdigt
Sørensen, A. (2022). Ohne Kapitalismuskritik keine Sozialdemokratie: Über kritische Theorie, Ideologiekritik und die Notwendigkeit von Kritik. Zeitschrift für kritische Theorie, 28(54/55), 245-257. https://doi.org/10.28937/9783987373565_12
Geraniou, E., Jankvist, U. T., Elicer, R., Tamborg, A. L. & Misfeldt, M. (2022). On mathematical digital competency for teaching: The case of an expert teacher. In H.-G. Weigand, A. Donevska-Todorova, E. Faggiano, P. Iannone, J. Medová, M. Tabach & M. Turgut (Eds.), Mathematics Education in the Digital Age (MEDA 3): Proceedings of the 13th ERME Topic Conference (ETC 13) (pp. 161-168). Constantine the Philosopher University in Nitra. https://hal.science/hal-03925304v1/file/MEDA3proceedings_2022.pdf#page=173
Prilop, C. N. & Schwedler-Diesner, A. (2022, Nov). Open Educational Ressource: Videobasierte Professionalisierung. Ein Flipped Classroom Seminar in der Lehrer:innenbildung. https://www.twillo.de/oer/web/suche/?search=%22Videobasierte+Professionalisierung.+Ein+Flipped+Classroom+Seminar+in+der+Lehrer%3Ainnenbildung%22
Sørensen, A. (2022). Otvorimo umove za snove i nadanja. In Z. Zarić & G. Pudar-Draško (Eds.), Angažovane reči (pp. 195-205). Institute for Philosophy and Social Theory, Belgrade.
Dahl, K. K. B., Laursen, P. F. & Andresen, B. B. (2022). Overlevelsesguide for nye lærere. Dafolo.
Sattrup, L. & Knudsen, L. E. D. (2022, Nov). Overraskende positiv deltagelse i eksterne læringsmiljøer. https://skoletjenesten.dk/overraskende-positiv-deltagelse-i-eksterne-laeringsmiljoeer
Møller, M. (2022). Overview of categories and themes related to the texts included in a literature and document review.
Bjerre, J. & Laursen, P. F. (Eds.) (2022). Pædagogikhåndbogen: Seks tilgange til pædagogik. (2 ed.) Hans Reitzels Forlag.
Gjessing, E. (2022). Pædagogiske koncepter og skolearkitektur: - læringstrappen kritisk belyst. Unge Pædagoger, 83(1), 62-71.
Pio, F. (2022). Pædagogisk rettet forskning og dens mulige kontinuitetsformer i det post-traditionelle samfund: Dannelse som bro-begreb for innovativ tradering (Benner, Prange, Krüger). Nordic Studies in Education, 42(4), 376-394. https://doi.org/10.23865/nse.v42.3856
Nørgård, R. T. (2022). Pedagogical patterns as method for sustainable development. https://medialib.cmcdn.dk/medialibrary/80234312-1C55-406C-86A7-410099EB2739/2FE27D3E-00B1-EC11-84B2-00155D0B0901.pdf
Korsgaard, O. (2022). Peoplehood: In the Nordic World. Aarhus Universitetsforlag.
Rørbech, H. & Höglund, H. (2022). Performative Spaces: Negotiations in the Literature Classroom. Abstract from ARLE conference: Transformations in L1 education. Current Challenges and Future Possibilities, Nicosia, Cyprus.
Klomberg, B., Schilhab, T. & Burke, M. (2022). Picturing fiction through embodied cognition: Drawn representations and viewpoint in literary texts . Routledge. https://doi.org/10.4324/9781003225300
Nørgård, R. T., Solheim, J. & Bukholt, K. J. (2022). Playful Higher Education: Voices, Activities and Co-creations from the PUP Community. Center for Higher Education Futures, Aarhus University. https://acrobat.adobe.com/link/track?uri=urn:aaid:scds:US:20b3ae83-7c77-353d-8973-d83db60b606e#pageNum=6
Fougt, S. (2022). POV-METODEN: En kvalitativ evaluering af en pædagogisk grundmetode til filmproduktion i skolen .
Sørensen, A. (2022). Preface. Danish Yearbook of Philosophy, 55(1), 1-5. https://doi.org/10.1163/24689300-bja10034
Thurm, D., Geraniou, E. & Jankvist, U. T. (2022). Preservice teachers’ beliefs about mathematical digital competency – a “hidden variable” in teaching mathematics with digital technology? 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. 2642-2649). ERME and Free University of Bozen-Bolzano. http://erme.site/wp-content/uploads/2023/02/Proceedings_CERME12.pdf
Lindenskov, L. B. (2022). Problemløsning i samarbejde - samarbejde i problemløsning. In "Når jeg hjælper andre, kan jeg bedre forstå det selv" : om undersøgende samtaler i makkerpar (pp. 73-84). Københavns Professionshøjskole. https://sykl.kp.dk/wp-content/uploads/2022/11/SYKL_Antologi_webudgave.pdf
Jankvist, U. T., Elicer, R., Clark-Wilson, A., Weigand, H.-G. & Thomsen, M. (Eds.) (2022). Proceedings of the 15th International Conference on Technology in Mathematics Teaching: Making and strengthening “connections and connectivity” for teaching mathematics with technology. Aarhus Universitet. https://doi.org/10.7146/aul.452
Ahl, L. M., Aguilar, M. S., Jankvist, U. T., Misfeldt, M. & Prytz, J. (2022). Professional development as a means for implementing mathematics education innovations: results from a systematic review. In L. Mattsson, J. Häggström, M. Carlsen, C. Kilhamn, H. Palmér, M. Perez & K. Pettersson (Eds.), The relation between mathematics education research and teachers’ professional development. Proceedings of MADIF13 (pp. 57-67) http://matematikdidaktik.org/wp-content/uploads/2022/07/MADIF13_final.pdf
Tamborg, A. L., Elicer, R. & Spikol, D. (2022). Programming and computational thinking in mathematics education: An integration towards AI awareness. KI - Kunstliche Intelligenz, 36(1), 73-81. https://doi.org/10.1007/s13218-021-00753-3
Niss, M. & Jankvist, U. T. (2022). Ræsonnementskompetence. NCUM|Nationalt Center for Udvikling af Matematikundervisning.
Ahl, L. M., Aguilar, M. S., Misfeldt, M., Koichu, B. & Jankvist, U. T. (2022). Recent discussions on implementation research at CERME12. Implementation and Replication Studies in Mathematics Education, 2(1), 1-19. https://doi.org/10.1163/26670127-02012015
Lindenskov, L. B., Overgaard, S., Bruun, M. S. & Bach, C. C. (2022). Regnehuller: brøker, decimaltal og procent. Dansk Psykologisk Forlag.
Lindenskov, L. B., Overgaard, S., Bruun, M. S. & Bach, C. C. (2022). Regnehuller: negative tal, potenser og pi, store og små tal. Dansk Psykologisk Forlag.
Lindenskov, L. B., Overgaard, S., Bruun, M. S. & Bach, C. C. (2022). Regnehuller: ligninger. Dansk Psykologisk Forlag.
Lindenskov, L. B., Bach, C. C., Overgaard, S. & Bruun, M. S. (2022). Regnehuller: division og positionssystemet. Dansk Psykologisk Forlag.
Lindenskov, L. B., Overgaard, S., Bruun, M. S. & Bach, C. C. (2022). Regnehuller: Plus, minus og gange. Dansk Psykologisk Forlag.
Carlsson, M. S. (2022). Reimagining wellbeing in neoliberal times: School wellbeing as an adjunct to academic performance? In R. McLellan, C. Faucher & V. Simovska (Eds.), Wellbeing and Schooling: Cross Cultural and Cross Disciplinary Perspectives (pp. 35-48). Springer.
Knudsen, L. E. D. (2022). Relationer mellem teori og praksis kan udfordre og perspektivere refleksiv praksis læring. In L. H. Horn, P. M. Pedersen & M. Georgsen (Eds.), Teori og praksis i professionsdidaktik: En bog om refleksiv praksislæring (pp. 233-246). Aalborg Universitetsforlag.
Las-Hayas, C., Mateo-Abad, M., Vergara, I., Izco-Basurko, I., González-Pinto, A., Gabrielli, S., Mazur, I., Hjemdal, O., Gudmundsdottir, D. G., Knoop, H. H., Olafsdottir, A. S., Fullaondo, A., González, N., Mar-Medina, J., Krzyżanowski, D., Morote, R., Anyan, F., Ledertoug, M. M., Tidmand, L. ... on behalf of the UPRIGHT Consortium (2022). Relevance of well-being, resilience, and health-related quality of life to mental health profiles of European adolescents: results from a cross-sectional analysis of the school-based multinational UPRIGHT project. Social Psychiatry and Psychiatric Epidemiology, 57(2), 279-291. https://doi.org/10.1007/s00127-021-02156-z
Bach, C. C. & Jankvist, U. T. (2022). Representational infrastructures’ mediation on mathematical communication. In G. A. Nortvedt, N. F. Buchholtz, J. Fauskanger, M. Hähkiöniemi, B. E. Jessen, M. Naalsund, H. K. Nilsen, G. Pálsdóttir, P. Portaankorva-Koivisto, P. J. Radišić, J. Ö. Sigurjónsson, O. Viirman & A. Wernberg (Eds.), Bringing Nordic mathematics education into the future - Proceedings of Norma 20 : The ninth Nordic Conference on Mathematics Education, Oslo, 2021 (pp. 9-16) https://www.uv.uio.no/ils/english/about/events/2021/norma/proceedings/norma_proceedings_221220.pdf
Hellesdatter, G., Petersen, K. B. & Ørbech Jensen, O. (2022). Rethinking Education in Light of Global Challenges: Culture, Society, and Bildung. Abstract from European Educational Research Association - ECER 2022, Yerevan, Armenia.
Petersen, K. B. (2022). Rethinking Education in Light of Global Challenges: Society and Culture - Presentation. 870-871. Abstract from NERA Conference Reykjavik, 2022, Reykjavik, Iceland. https://menntavisindastofnun.hi.is/sites/menntavisindastofnun.hi.is/files/2022-06/Abstract_book_NERA_2022_3.pdf
Elicer, R., Tamborg, A. L. & Jankvist, U. T. (2022). Revising a programming task in geometry through the lens of design-based implementation research. 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. 4119-4126). ERME and Free University of Bozen-Bolzano. https://hal.archives-ouvertes.fr/CERME12/hal-03765101v1
Pio, F. (2022). Rocking Heidegger: Musical Experience between Technology and Ontology. In J. Spier & C. Rentmeester (Eds.), Heidegger & Music (pp. 3-18). Rowman & Littlefield Publishers. https://doi.org/10.5040/9798881814137.ch-1
Rørbech, H. (2022). Rum, artefakter og praksisser i filmproduktion. In S. S. Fougt, J. Bundsgaard, T. Hanghøj & M. Misfeldt (Eds.), Håndbog i scenariedidaktik (pp. 133-144). Aarhus Universitetsforlag.
Bundsgaard, J., Bremholm, J. & Kabel, K. (2022). Sådan udvikler børn sig skriftsprogligt. Sprog & Samfund, 40(2), 18-19. https://www.modersmaalselskabet.dk/udgivelser/sprog-samfund/
Bundsgaard, J., Fougt, S., Hanghøj, T. & Misfelt, M. (2022). Scenariedidaktik: en introduktion. In Håndbog i scenariedidaktik (pp. 16-42). Aarhus Universitetsforlag.
Hanghøj, T., Fougt, S., Bundsgaard, J., Bundsgaard, J., Lorentzen, R. F., Brahe-Orlandi, R., Molbæk, L. & Rørbech, H. (2022). Scenariedidaktik i dansk: et overblik. In Håndbog i scenariedidaktik (pp. 63-80). Aarhus Universitetsforlag.
Misfeldt, M., Blomhøj, M., Lindhardt, B., Moeskær Larsen, D. & Skånstrøm, M. (2022). Scenariedidaktik i matematik: et overblik. In S. S. Fougt (Ed.), Håndbog i Scenariedidaktik (pp. 172-189). Aarhus Universitetsforlag.
Fougt, S., Bundsgaard, J., Hanghøj, T. & Misfelt, M. (2022). Scenariedidaktik på tværs af roller, ting, tid og rum. In Håndbog i scenariedidaktik (pp. 43-62). Aarhus Universitetsforlag.
Kristjansdottir, B. (2022, Dec). Skal vi undervise i Norden? Nationalt Videncenter for Læsning. https://videnomlaesning.dk/viden-og-vaerktoejer/forskerklummen/2022/skal-vi-undervise-i-norden/

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Revised 16.04.2026
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Lisbeth Hartmann