Afdeling for Fagdidaktik

Forskningsenheder

Kandidatuddannelser

Videnskabelige medarbejdere

Navn	Jobtitel	E-mail	Telefon	Bygning
Bach, Cecilie Carlsen	Postdoc	ccb@edu.au.dk		B, 348
Baun, Lise	Ph.d.-studerende	liba@edu.au.dk	+4529888962
Berndsen, Mette	Ph.d.-studerende	metteberndsen@edu.au.dk
Blomhøj, Morten	Professor	blomhoej@edu.au.dk	+4521560754	B, 352
Bols Slåttvik, Anja	Ph.d.-studerende	absl@edu.au.dk
Bruun, Peter Schmidt	Ph.d.-studerende	pebr@edu.au.dk
Bundgaard, Mette Amalie Fischer	Ph.d.-studerende	mafb@edu.au.dk
Bundsgaard, Jeppe	Professor	jebu@edu.au.dk	+4531192607	B, 310
Bussenius, Laura Østergaard	Ph.d.-studerende	labu@edu.au.dk
Bülow, Morten Winther	Ph.d.-studerende	mobu@edu.au.dk
Caeli, Elisa Nadire	Postdoc	elisa@edu.au.dk	+4593508366
Caviglia, Francesco	Lektor	caviglia@edu.au.dk	+4541663378	1483, 652
Dalsgaard, Christian	Lektor	cdalsgaard@edu.au.dk	+4521664955	1483, 648
Eggersen, Dorte	Ph.d.-studerende	doeg@edu.au.dk
Ejersbo, Lisser Rye	Emeritus	lre@edu.au.dk	+4561342694	B, 356
Fougt, Simon Skov	Lektor	sifo@edu.au.dk	+4593521980	B, 340
Fredens, Line	Ph.d.-studerende	lifr@edu.au.dk
Fromholt-Iversen, Julie	Specialkonsulent	jfi@edu.au.dk		B, 351
Færch, Julie Vangsøe	Ph.d.-studerende	jvaf@edu.au.dk
Gabrielsson, Rebekka Hegaard	Videnskabelig assistent	rega@edu.au.dk	+4587159771
Gerster Johansen, Stine	Ph.d.-studerende	sgj@edu.au.dk
Gjessing, Eva	Ph.d.-studerende	evagjessing@edu.au.dk
Gregersen, Rikke Maagaard	Ph.d.-studerende	rmg@edu.au.dk
Haas, Claus	Lektor	haas@edu.au.dk	+4561607348	B, 318
Haastrup, Lisbeth	Lektor	liha@edu.au.dk		B, 317
Hansen, Morten Elkjær	Ph.d.-studerende	me@edu.au.dk
Have, Mona	Postdoc	mhave@edu.au.dk		B, 305
Heger, Stine	Ph.d.-studerende	stine.heger@edu.au.dk	+4525580656
Heiden, Thomas	Ph.d.-studerende	trhe1@edu.au.dk
Henriksen, Birgitte	Ph.d.-studerende	bhen@edu.au.dk
Holflod, Kim	Postdoc	kimh@edu.au.dk		1483, 649
Højgaard, Tomas	Lektor	tomas@edu.au.dk	+4520567003	B, 347
Jankvist, Uffe Thomas	Professor	utj@edu.au.dk	+4587162941	B, 349
Kaasby, Mia	Ph.d.-studerende	kaas@edu.au.dk
Kabel, Kristine	Lektor	kabel@edu.au.dk	+4593521760	B, 336
Knudsen, Lars Emmerik Damgaard	Lektor	lada@edu.au.dk	+4530226763	B, 312
Kristjansdottir, Bergthora	Lektor, Emerita	bekr@edu.au.dk	+4593521040	B, 320
Laraignou, Anders Simmelkiær	Ph.d.-studerende	ansl@edu.au.dk
Larsen, Line Kjærgaard	Ph.d.-studerende	lkl@edu.au.dk
Laursen, Helle Pia	Lektor	heen@edu.au.dk	+4587163874	B, 338
Lindenskov, Lena	Lektor	lenali@edu.au.dk	+4526306681	B, 337
Lund, Henriette Romme	Ph.d.-studerende	hrlu@edu.au.dk	+4528992081
Mejding, Jan	Emeritus	jm@edu.au.dk	+4561669089	B, 330
Møller, Maria	Ph.d.-studerende	maml@edu.au.dk
Norup, Maiken	Ph.d.-studerende	mano@edu.au.dk
Nørgård, Rikke Toft	Lektor	rtoft@edu.au.dk	+4520466756	1483, 650
Olsen, Lise	Ph.d.-studerende	lo@edu.au.dk
Pedersen, Alex Young	Ph.d.-studerende	ayp@edu.au.dk
Pedersen, Mathilde Kjær	Ph.d.-studerende	mkp@edu.au.dk
Percy-Smith, Victoria Sofie	Ph.d.-studerende	vps@edu.au.dk

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Maslo, E. (2018). ”Give it a name and it will be yours”: how opportunities to reflect on essential questions can create space for learning. I C. Wegener, N. Meier & E. Maslo (red.), Cultivating creativity in methodology and research: in praise of detours Palgrave Macmillan. Palgrave Studies in Creativity and Culture https://doi.org/10.1007/978-3-319-60216-5

Jankvist, U. T. & Geraniou, E. (2021). “Whiteboxing” the content of a formal mathematical text in a dynamic geometry environment. Digital Experiences in Mathematics Education, 7(2), 222-246. https://doi.org/10.1007/s40751-021-00088-6

Geraniou, E. & Jankvist, U. T. (2020). “Mathematical Digital Competencies for Teaching” from a networking of theories perspective. I B. Barzel, R. Bebernik, L. Göbel, M. Pohl, H. Ruchniewicz, F. Schacht & D. Thurm (red.), Proceedings of the 14th International Conference on Technology in Mathematics Teaching – ICTMT 14, Essen, Germany, 22nd to 25th of July 2019 (s. 368-375). University of Duisburg-Essen.

Stjernqvist, N. W., Ljungmann, C. K., Benn, J. & Klinker, C. D. (2022). “I was pushed over the edge, but I didn't die” – A qualitative case study of Danish school children's food literacy at FOODcamp. Appetite, 175, [106040]. https://doi.org/10.1016/j.appet.2022.106040

Carlsen, A. & Maslo, E. (2018). ‘‘Growing together’’: a Latvian retrospective of learning opportunities created in the cooperation among Nordic and Baltic adult educators. International Review of Education, 64(4), 489-518. https://doi.org/10.1007/s11159-018-9725-y

Skyggebjerg, A. K. (2019). Øresunds monstermagiske mysterieø: Børnemagt. Jakob Martin Strid hylder barnligheden og det groteske i stor billedbog for de små. Weekendavisen, Bøger, 40.

Skyggebjerg, A. K. (2021). Økokritisk litteraturlæsning. Nationalt Videncenter for Læsnings forskerklummer. http://www.videnomlaesning.dk/viden-og-vaerktoejer/forskerklummen/2021/%C3%B8kokritisk-litteraturlaesning/

Thomsen, A. V. & Knudsen, L. E. D. (2022). Æstetik i naturfagsundervisning. Kvan - et tidsskrift for læreruddannelsen og folkeskolen, 42(122), 102-113.

Knudsen, L. E. D. (2021). Åben skole er en pædagogisk humlebi: et casestudie af undervisningsdifferentiering uden at kende elevernes forudsætning. Sammenlignende fagdidaktik, 2021(6), 71-94. https://tidsskrift.dk/sammenlignendefagdidaktik/article/view/127571/173842

Schilhab, T. (2016, maj 17). Åben skole: kan udeskole noget særligt? http://www.folkeskolen.dk/587721/aaben-skole---kan-udeskole-noget-saerligt

Knudsen, L. E. D. (2016). Åben skole: på vej mod en åben skole? Unge Pædagoger, (3), 1-3.

Knudsen, L. E. D., Jensen, L. L., Thomsen, A. V. & Fredslund, M. (red.) (2020). Åben skole. Syddansk Universitetsforlag.

Dalsgaard, C. & Caviglia, F. (2021). Åben delingskultur. EMU - Danmarks Læringsportal. https://emu.dk/stx/paedagogik-og-didaktik/digitale-faellesskaber/aaben-delingskultur?b=t6-t1374-t2950

Knudsen, L. E. D. (2016). Åben Skole – paradoks og pædagogik. Unge Pædagoger, 2016(3), 3-12.

Kuzmicova, A., Schilhab, T. & Burke, M. (2020). m-Reading: fiction reading from mobile phones. Convergence: The International Journal of Research into New Media Technologies, 26(2), 333-349. https://doi.org/10.1177/1354856518770987

Bremholm, J. & Kabel, K. (2022). Young students' early writing development in a primary school context. Abstract fra ARLE conference: Transformations in L1 education. Current Challenges and Future Possibilities, Nicosia, Cypern.

Kabel, K. (2021). Year 8 students’ interpretations of short stories in the Danish L1 literature classroom: Distinct ways of writing and knowing. L1-Educational Studies in Language and Literature, 27, 1-27. https://doi.org/10.17239/L1ESLL-2021.21.02.09

Kabel, K. & Bremholm, J. (2022). Writing Instruction and Writing Research in Denmark. Composition Studies, 49(3), 150-154. https://compstudiesjournal.com/current-issue-fall-2021-49-3/

Schilhab, T. (2015). Words as cultivators of others minds. Frontiers in Psychology, (6). https://doi.org/10.3389/fpsyg.2015.01690

Scholl, D., Völschow, Y., Anders, D., Küth, S., Warrelmann, J-N., Kleinknecht, M., Prilop, C. N. & Weber, K. E. (2022). Wie kann die professionelle Refexion von angehenden Lehrer*innen digital gefördert werden? Chancen und Grenzen neuer Tools in der Lehrer*innenbildung. I Reflexion und Reflexivität in Unterricht, Schule und Lehrer:innenbildung (s. 185-203). Julius Klinkhardt. Studien zur Professionsforschung und Lehrerbildung) https://doi.org/10.25656/01:25410

Østergaard, M. K. & Jankvist, U. T. (2022). When researcher and teacher talk past each other: an IR analysis. I J. Hodgen, E. Geraniou, G. Bolondi & F. Ferretti (red.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12) (s. 4173-4180). ERME and Free University of Bozen-Bolzano. CERME Proceedings Series Bind 12 http://erme.site/wp-content/uploads/2023/02/Proceedings_CERME12.pdf

Jankvist, U. T., Aguilar, M. S., Misfeldt, M. & Koichu, B. (2021). What to replicate? Implementation and Replication Studies in Mathematics Education, 1(2), 141-153. https://doi.org/10.1163/26670127-01010015

Fougt, S., Bremholm, J. & Buch, B. (2020). What learning materials reveal about Danish L1 as a school subject. Background, methods and results from a collaborative mixed methods study on learning materials in Danish L1 education. L1-Educational Studies in Language and Literature, 20. https://doi.org/10.17239/L1ESLL-2020.20.02.04

Prytz, J., Ahl, L. M. & Jankvist, U. T. (2022). What is a successful implementation in mathematics education? On sustainable innovations and the role of textbooks. I J. Hodgen, E. Geraniou, G. Bolondi & F. Ferretti (red.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12) (s. 4189-4196). ERME and Free University of Bozen-Bolzano. CERME Proceedings Series Bind 12 http://erme.site/wp-content/uploads/2023/02/Proceedings_CERME12.pdf

Knudsen, L. E. D. (2017). What is Open School?. 1. Abstract fra Seminar Series, Vancouver, Canada.

Jankvist, U. T., Misfeldt, M. & Aguilar, M. S. (2019). What happens when CAS-procedures are objectified? the case of "solve" and "desolve". Educational Studies in Mathematics, 101(1), 67-81. https://doi.org/10.1007/s10649-019-09888-5

Falk, J., Kannabiran, G. & Hansen, N. B. (2021). What do hackathons do? Understanding participation in hackathons through program theory analysis. I Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems (s. 1-6). [147] Association for Computing Machinery. https://doi.org/10.1145/3411764.3445198

Nørgård, R. T. (2022). What comes after the ruin? Designing for the arrival of preferable futures for the university. I S. S. E. Bengtsen & R. E. Gildersleeve (red.), Transformation of the University: Hopeful Futures for Higher Education (s. 156-174). Routledge. World Issues in the Philosophy and Theory of Higher Education https://www.routledge.com/Transformation-of-the-University-Hopeful-Futures-for-Higher-Education/Bengtsen-Gildersleeve/p/book/9780367610265

Smedegaard Ernst Bengtsen, S., Leth Andersen, H., Szulevicz, T., Nørgård, R. T., Bearman, M., Ajjawi, R. & Pedersen, L. T. (2022). Wellbeing in higher education: From behavioural control to community building. Abstract fra ICED 2022 - International Consortium for Educational Development, Aarhus, Danmark. https://medialib.cmcdn.dk/medialibrary/80234312-1C55-406C-86A7-410099EB2739/EAF8CD82-1FCA-EC11-84B2-00155D0B0901.pdf

Nørgård, R. T. (2022). Well-being through educational development for playfulness. 2. Abstract fra ICED 2022 - International Consortium for Educational Development, Aarhus, Danmark. https://medialib.cmcdn.dk/medialibrary/80234312-1C55-406C-86A7-410099EB2739/F000F556-B4B4-EC11-84B2-00155D0B0901.pdf

Skyggebjerg, A. K. (2015). War in Contemporary Danish Children's Literature. Paper præsenteret ved The 22nd biennial congress of IRSCL, Worcester, Storbritannien.

Haas, C. (2016). Værdier kan gradbøjes: også uden imamer. Berlingske Tidende, 20.

Skyggebjerg, A. K. (2020). Vogelkopløvhyttefuglens kurmageri: Poesipædagogik. Børns interesse for fugl, fisk og sprog stimuleres i to eksklusive billedbøger med figurdigte, ordkløveri og nonsensvers. Weekendavisen, Bøger, 14. https://www.weekendavisen.dk/2020-38/boeger/vogelkoploevhyttefuglens-kurmageri

Kristensen, A., Andersen, C. & Pedersen, A. Y. (2022, jun. 23). Vinkler til det globale perspektiv i den daglige undervisning. EMU - Danmarks Læringsportal. https://emu.dk/htx/idehistorie/global-idehistorie/vinkler-til-det-globale-perspektiv-i-den-daglige-undervisning

Skyggebjerg, A. K. (2020). Vidnesbyrdlitteraturens stille stemmer: Flygtningekrise i dansk børnelitteratur efter 2015. Barnboken (Online), 43, 1-18. https://doi.org/10.14811/clr.v43.527

Kristjansdottir, B. (2017). Viden om verden i læremidlet Fandango 7 –: hvilken viden og hvilken verden?. Paper præsenteret ved NOFA 6 - Nordisk Fagdidaktisk konference, Odense, Danmark.

Kristjansdottir, B. (2017). Viden om verden i fandango 7. I J. Bremholm, J. Bundsgaard, S. S. Fougt & A. Karlskov Skyggebjerg (red.), Læremidlernes danskfag (s. 172-198). Aarhus Universitetsforlag. Didaktiske studier Nr. 1

Petersen, D. K. & Arnbak, E. (2017). Vi tildeler it-støtte, men nytter det noget? Laesepaedagogen, (5), 4-9.

Christensen, J. H., Kjeldsen, C. C., Kristensen, R. M., Jensen, L. M., Rasmussen, E., de la Villa Gonzalez, C., Bundsgaard, J. & Bindslev, S. G. (2022, sep. 28). Vi har nået bagkanten af pandemien – men hvordan er det gået med elevernes faglighed? Folkeskolen.dk. https://www.folkeskolen.dk/dpu-forskning-it/debat-vi-har-naet-bagkanten-af-pandemien-men-hvordan-er-det-gaet-med-elevernes-faglighed/4677535

Bundsgaard, J. (2016). Verbalsubstantiver. Plenum, 2016(4), 58. http://www.skolelederforeningen.org/media/41639/plenum_4_16_web.pdf

Henriette Buus & Wiil, P. H. (2021). Valmuedialektikken: Når forskning og formidling føjes sammen. Danske Museer, Årgang 34(Efterår 2021), 44-47.

Bundsgaard, J., Kabel, K. & Bremholm, J. (2022). Validating scales for the early development of writing proficiency. Writing & pedagogy, 13(1-3 (2021)), 89-120. https://doi.org/10.1558/wap.21491

Berthelsen, U. D. & Tannert, M. (2020). Utilizing the Affordances of Digital Learning Materials. L1-Educational Studies in Language and Literature, 20, 1-23. https://doi.org/10.17239/L1ESLL-2020.20.02.03

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.), Transforming learning, empowering learners: The International Conference of the Learning Sciences (ICLS) 2016 (Bind 2, s. 1159-1160). International Society of the Learning Sciences.

Bundsgaard, J. (2018). Using technology to scaffold progressive teaching. I Z. Babaci-Wilhite (red.), Promoting language and STEAM as human rights in education: science, technology, engineering, arts and mathematics (s. 109-124). Springer. https://doi.org/10.1007/978-981-13-2880-0_7

Jankvist, U. T. & Niss, M. (2020). Upper secondary school students' difficulties with mathematical modelling. International Journal of Mathematical Education in Science and Technology, 51(4), 467-496. https://doi.org/10.1080/0020739X.2019.1587530

Caeli, E. N. & Yadav, A. (2020). Unplugged Approaches to Computational Thinking: a Historical Perspective. TechTrends, 64(1), 29-36. https://doi.org/10.1007/s11528-019-00410-5

Hanghøj, T., Misfeldt, M., Bundsgaard, J. & Fougt, S. S. (2018). Unpacking the domains and practices of game-oriented learning. I H. C. Arnseth, T. Hanghøj, T. Duus Henriksen, M. Misfeldt, R. Ramberg & S. Selander (red.), Games and education: designs in and for learning (s. 29-46). Brill | Sense. Gaming Ecologies and Pedagogies Series Nr. 2 https://doi.org/10.1163/9789004388826_003

Højgaard, T. (2022). University Mathematics-Laden Education, Competencies and the Fighting of Syllabusitis. I O. Lutsenko (red.), Active Learning : Theory and Practice (s. 143-151). InTechOpen. https://doi.org/10.5772/intechopen.97692

Skyggebjerg, A. K. (2021). Unge pionerer og pandaklubmedlemmer. Weekendavisen, Bøger(7), 15-15.

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