Publikationer fra medlemmerne af forskningsprogrammet

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Dohn, N. B. (2014, sep.). Motiverende og interesseskabende naturfagsundervisning. http://ntsnet.dk/blog/ntsadmin/motivation-og-interesse

Dohn, N. B. (2015). Genetikrapport - en undersøgelse af elevers genrekompetencer i biologi. I E. Krogh, T. S. Christensen & K. S. Jakobsen (red.), Elevskrivere i gymnasiefag (s. 245-266). Syddansk Universitetsforlag.

Dohn, N. B. & Dohn, N. B. (2016). Using video recording glasses to get a first person perspective. I C.-K. Looi, J. Polman, U. Cress & P. Reimann (red.), 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings (Bind 2, s. 1159-1160). International Society of the Learning Sciences.

Dohn, N. B., Fago, A., Overgaard, J., Madsen, P. T. & Malte, H. (2016). Students' motivation toward laboratory work in physiology teaching. Advances in Physiology Education, 40(3), 313-318. https://doi.org/10.1152/advan.00029.2016

Dohn, N. B. & Dohn, N. B. (2017). Integrating Facebook in upper secondary biology instruction: a case study of students’ situational interest and participation in learning communication. Research in Science Education, 47(6), 1305-1329. https://doi.org/10.1007/s11165-016-9549-3

Dohn, N. B. (2018). Elevers selvregulering og interesse i et it-støttet tværfagligt forløb. I J. Bundsgaard, M. Georgsen, S. Ting Graf, T. Illum Hansen & C. Krog Skott (red.), Innovativ undervisning med IT: forskning i tre demonstrationsskoleforsøg II (s. 203-219). Aarhus Universitetsforlag.

Dohn, N. B. (2020). Students’ interest in Scratch coding in lower secondary mathematics. British Journal of Educational Technology, 51(1), 71-83. https://doi.org/10.1111/bjet.12759

Dohn, N. B. & Dohn, N. B. (2019). A comparative study of learning designs for the transformation of knowledge in undergraduate laboratory physics. I N. B. Dohn, S. B. Hansen & J. J. Hansen (red.), Designing for Situated Knowledge Transformation (s. 231-248). Routledge. https://doi.org/10.4324/9780429275692

Dohn, N. B. (2021). Predictors of students’ interest in a citizen science programme. International Journal of Science Education, 43(18), 2956-2973. https://doi.org/10.1080/09500693.2021.2003469

Dohn, N. B., Madsen, S. R., Møller, K. L., Sølvberg, J. & Thomsen, M. B. (red.) (2022). Interlab: 11 pædagogiske formater. DPU - Danmarks Institut for Pædagogik og Uddannelse.

Dohn, N. B. & Dohn, N. B. (2022). Student motivation in science learning with embodied Computational Thinking. I C. Chinn, E. Tan, C. Chan & Y. Kali (red.), Proceedings of the 16th International Conference of the Learning Sciences, ICLS 2022 (s. 1850-1851) https://2022.isls.org/proceedings/

Dohn, N. B. (2022). A gender perspective on the structure of adolescents’ interest in science. International Journal of Science Education, 44(10), 1565-1582. https://doi.org/10.1080/09500693.2022.2087008

Dohn, N. B. & Dohn, N. B. (2023). Student Motivation in Unplugged Computational Thinking Activities in Upper Secondary Science Education. I J. D. Slotta & E. S. Charles (red.), Proceedings of the 17th International Conference of the Learning Sciences - ISLS 2023 (s. 1767-1768). International Society of the Learning Sciences (ISLS). https://doi.org/10.22318/icls2023.106359

Dohn, N. B. & Dohn, N. B. (2024). Design Principles for Disciplinary Learning Designs with Unplugged Computational Thinking as Pedagogical Means. I R. Lindgren, T. Asino, E. A. Kyza, C.-K. Looi, D. T. Keifert & E. Suarez (red.), ISLS Annual Meeting 2024: Learning as a Cornerstone of Healing, Resilience, and Community - 18th International Conference of the Learning Sciences, ICLS 2024 - Proceedings (s. 2115-2116). https://doi.org/10.22318/icls2024.309157

Dohn, N. B. & Dohn, N. B. (2024). Co-Creating Learning Designs with Upper Secondary School Teachers. I I.-M. F. Christensen, L. Markauskaite, N. B. Dohn, D. Ripley & R. Hachmann (red.), Creating Design Knowledge in Educational Innovation: Theory, Methods, and Practice (s. 206-218). Routledge. https://doi.org/10.4324/9781003391432-23

Dohn, N. B., Petersen, M. R., Villumsen, N. & Schrøder, T. B. (2025). Værktøjer til måling af motivation og interesse i naturfagsundervisningen. Billeder, Video- og Lydoptagelser (digital)

Dohn, N. B., Petersen, M. R., Villumsen, N. & Schrøder, T. B. (2025). Værktøj til måling af interesse og motivation i naturfag - teknisk rapport. NAFA.

Dohn, N. B. (2007). Gymnasieelevers situationelle interesse i forskellige læringssammenhænge i faget biologi. Institut for Filosofi, Pædagogik og Religionsstudier, Syddansk Universitet.

Dohn, N. B. (2025). Interesse som drivkraft for læring. Biofag, (3), 21-23.

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

Dalsgaard, C. & Prilop, C. N. (2025). Partnerskaber mellem elever og AI: Nye arbejdsmetoder med generativ AI. Læring og Medier, 17(31), 1-30. https://doi.org/10.7146/lom.v17i31.150410

Dalsgaard, C., Boie, M. A. K. & Prilop, C. N. (2025). Students’ hidden feedback literacy: distinct differences between formal and informal peer feedback situations. Scandinavian Journal of Educational Research, 1-16. Advance online publication. https://doi.org/10.1080/00313831.2025.2554726

Cin, F. M., Gümüs, S. & Weiss, F. (2021). Women’s empowerment in the period of the rapid expansion of higher education in Turkey: developments and paradoxes of gender equality in the labour market. Higher Education, 81(1), 31-50. https://doi.org/10.1007/s10734-020-00587-2

Christensen, J. & Hyllested, T. (2014, aug. 29). Madkamp som læringsarena. http://www.madkundskab.nu/madkamp_som_laeringsarena/

Christensen, J. & Hyllested, T. (2014, aug. 29). Ph.d. projekt og pilotundersøgelse om Madkamp. http://www.madkundskab.nu/phd_projekt_og_pilotundersoegelse_om_madkamp/

Christensen, J. & Wistoft, K. (2016). Taste as a didactic approach: enabling students to achieve learning goals. International Journal of Home Economics, 9(1), 20-34. https://www.ifhe.org/index.php?eID=tx_nawsecuredl&u=0&g=0&t=1480761338&hash=02727e1fd1b132e579305c1e1317e9f4efc3ff81&file=fileadmin/user_upload/redaktion/Publications/E-Journal_IJHE/IJHE_Volume_9_Issue_1_CHRISTENSEN.pdf

Christensen, J. (2015). Mad og måltidspædagogik i det japanske uddannelsessystem: refleksioner fra et forskningsophold. AU Library Scholarly Publishing Services. https://doi.org/10.7146/aul.100.92

Christensen, J. & Wistoft, K. (2017). Fagintegration i skolehaver: hvordan lægges grundskolens matematik, natur- og sprogfag ud i skolehaver? Hvordan inddrages skolehaveundervisning i fagene? Aarhus Universitet, DPU.

Christensen, J. H. & Wistoft, K. (2019). Investigating the effectiveness of subject-integrated school garden teaching. Journal of Outdoor and Environmental Education , 22(3), 237-251. https://doi.org/10.1007/s42322-019-00043-5

Christensen, J. H. (2019). Taste as constitutive element of meaning in food education. International Journal of Home Economics, 12(1), 9-19.

Christensen, J. H. & Wistoft, K. (2018). Evaluering af MADmovers. DPU, Aarhus Universitet.

Christensen, J. H., Wistoft, K. & Clark, A. (2019). Vild mad: forskningsbaseret evaluering. Aarhus Universitet.

Christensen, J. H., Wistoft, K. & Clark, A. (2018). MIT kokkeri 2.0: forskningsbaseret evaluering. DPU, Aarhus Universitet.

Christensen, J. H. & Wistoft, K. (2019). Forskningsbaseret evaluering af Arla MADmovers. DPU, Aarhus Universitet.

Christensen, J. H. (2019). School subject competitions as an educational form. International Journal on New Trends in Education and Their Implications, 10(3), 30-46.

Christensen, J. H. (2022). Enhancing Mixed Methods pragmatism with systems theory: Perspectives from educational research . Systems Research and Behavioral Science, 39(1), 104-115. https://doi.org/10.1002/sres.2751

Christensen, J. H. (2020). Investigating the effectiveness of students using their sense of taste actively in home economics teaching, based upon the Danish project: MY Cookery. Abstract fra International Federation for Home Economics World Congress, Atlanta, Georgia, USA.

Christensen, J. H. (2019). Blind spots of the self-glorification in Home Economics. International Journal of Home Economics, 12(2), 76-80.

Christensen, J. H. & Wistoft, K. (2020). Teaching taste and design - A trend in food education concerning sustainability. Abstract fra Creative tastebuds.

Christensen, J. H. (2019, nov. 29). Undervisningsmateriale - Formativ feedback modul omhandlende Niklas Luhmanns systemteori.

Christensen, J. H. (2020). Smag som meningsbærende element i faget madkundskab. Abstract fra Dansk sociologikongres.

Christensen, J. H. (2020). Supporting first year educational sociology master students in learning basic systems theoretical concepts through online formative feedback exercises. Abstract fra European First Year Experience 2020, Aarhus, Danmark.

Christensen, J. H. (2020, feb. 20). Online feedbackøvelser for tilegnelse af systemteoretiske grundbegreber. Aarhus Universitet. https://educate.au.dk/praksiseksempler/feedback/online-feedbackoevelser-til-tilegnelse-af-grundbegreber/

Christensen, J. H. (2020). Åben skole i form af nationale fagkonkurrencer. Studier i læreruddannelse og -profession, 5(1), 157-177. https://doi.org/10.7146/lup.v5i1.119661

Christensen, J. H. (2020). Positionering af Arla fondens årlige analyse i forhold til eksisterende forskning og vurdering af undersøgelsens kvalitet. I Børn, Unge og Mad 2020 : Madlejrdeltagere (s. 5-6). Arla Fonden. https://assets.website-files.com/5e2ff55f9d703b58c5c38716/5e53dc93dfb713f6c81801af_Wordrapport_madlejrdeltagere.pdf

Christensen, J. H. (2022). Iagttagelse af tegn på læring via Mixed Methods: en tilgang for undersøgelse af effektfuldhed. I J. Højgaard Christensen & L. Qvortrup (red.), Effektfuldhed og kausalitet i pædagogisk forskning og praksis (s. 141-178). Aarhus Universitetsforlag.

Christensen, J. H. (2021). Kvalitetsvurdering af rapporten: Stop diskrimination i skolen: LGBTQ+ elevers trivsel og vilkår i grundskolen. I N. Laue Juhl (red.), Stop diskrimination i skolen: LGBTQ+ elevers trivsel og vilkår i grundskolen (s. 54-58). LGBT+ Ungdom og LGBT+ Danmark. https://lgbtdanmark-my.sharepoint.com/personal/nicolajlj_lgbt_dk/_layouts/15/onedrive.aspx?id=%2Fpersonal%2Fnicolajlj%5Flgbt%5Fdk%2FDocuments%2FRapport%2FStop%20diskrimination%20i%20skolen%20%2D%202021%2Epdf&parent=%2Fpersonal%2Fnicolajlj%5Flgbt%5Fdk%2FDocuments%2FRapport&originalPath=aHR0cHM6Ly9sZ2J0ZGFubWFyay1teS5zaGFyZXBvaW50LmNvbS86YjovZy9wZXJzb25hbC9uaWNvbGFqbGpfbGdidF9kay9FWXR2d05nS0pLQkxzZmRZNUJSVVVka0JIc0UzdzZ5eEdGb1RuZzBKNUVQLWJRP3J0aW1lPXdPWVdMZjdMMkVn

Christensen, J. H. & Qvortrup, L. (red.) (2022). Kausalitet og effektfuldhed i pædagogisk forskning og praksis. Aarhus Universitetsforlag.

Christensen, J. H., Stovgaard, M. & Wistoft, K. (2022). The effectiveness of taste as a catalyst for learning in primary school. International Journal on New Trends in Education and Their Implications, 13(1), 154-167. http://www.ijonte.org/FileUpload/ks63207/File/the_effectiveness_of_taste_as_a_catalyst_for_learning_in_primary_school.pdf

Christensen, J. H. & Wistoft, K. (2022). Children’s cookbooks – learning by using recipes, cooking experiments and taste competence. Health Education Journal, 81(4), 375-386. https://doi.org/10.1177/00178969221082387

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Knud Holt Nielsen