Afdeling for
Fagdidaktik, Generel pædagogik og Pædagogisk filosofi

Om afdelingen

Afdelingen er en af fire afdelinger ved DPU, Aarhus Universitet og er bygget op omkring de fagdidaktiske kandiatuddannelser og kandidatuddannelserne i generel pædagogik og pædagogisk filosofi.

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Seneste publikationer

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Jankvist, U. T. & Geraniou, E. (2019). Digital technologies as a way of making original sources more accessible to students. I Proceedings of the Eighth European Summer University on History and Epistemology in Mathematics Education ESU 8 (s. 107-130). https://skriftserien.hioa.no/index.php/skriftserien/article/view/664/179

Jankvist, U. T., Misfeldt, M. & Aguilar, M. S. (2019). Tschirnhaus' transformation: mathematical proof, history and CAS. I Proceedings of the Eighth European Summer University on History and Epistemology in Mathematics Education ESU 8 (s. 319-330). https://skriftserien.hioa.no/index.php/skriftserien/article/view/664/179

Gregersen, R. M., Lauridsen, S. D. & Jankvist, U. T. (2019). Operationalizing implementation theory in mathematics education research - identifying enablers and barriers in the Swedish “Boost for Mathematics”. I U. T. Jankvist, M. Van der Heuvel-Panhuizen & M. Veldhuis (red.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (s. 4373-4380). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. http://www.mathematik.uni-dortmund.de/~prediger/ERME/CERME11_Proceedings_2019.pdf

Jankvist, U. T., Aguilar, M. S., Dreyøe, J. & Misfeldt, M. (2019). Adapting implementation research frameworks for mathematics education. I U. T. Jankvist, M. Van den Heuvel-Panhuizen & M. Veldhuis (red.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (s. 4405-4412). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. https://hal.archives-ouvertes.fr/hal-02429773/document

Rømer, T. A. (2019). A critique of John Hattie’s theory of Visible Learning. Educational Philosophy and Theory, 51(6), 587-598. https://doi.org/10.1080/00131857.2018.1488216

Jankvist, U. T., Misfeldt, M. & Iversen, S. M. (2018). A student's perception of CAS-related sociomathematical norms surrounding teacher change in the classroom. I H.-G. Weigand, A. Clark-Wilson, A. Donevska-Todorova, E. Faggiano, N. Grønbæk & J. Trgalova (red.), 5th ERME Topic Conference: Mathematics Education in the Digital Age (s. 131-139). Københavns Universitet.

Jankvist, U. T., Geraniou, E. & Misfeldt, M. (2018). The KOM framework's aids and tools competency in relation to digital technologies: a networking of theories perspective. I H.-G. Weigand, A. Clark-Wilson, A. Donevska-Todorova, E. Faggiano, N. Grønbæk & J. Trgalova (red.), Proceedings of the fifth ERME Topic Conference (ETC 5) on Mathematics Education in the Digital Age (MEDA) (s. 123-130). Københavns Universitet.

Geraniou, E. & Jankvist, U. T. (2018). A tentative framework for students' mathematical digital competencies. I J. Golding, N. Bretscher, C. Crisan, E. Geraniou, J. Hodgen & C. Morgan (red.), Research Proceedings of the 9th British Congress in Mathematics Education (s. 56-63).

Jankvist, U. T., Clark, K. & Mosvold, R. (2020). Developing mathematical knowledge for teaching teachers: Potentials of history of mathematics in teacher educator training. Journal of Mathematics Teacher Education, 23(3), 311-332. https://doi.org/10.1007/s10857-018-09424-x

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

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

Schilhab, T. & Walker, S. (red.) (2020). Materiality of reading. Aarhus Universitetsforlag.

Hillesund, T., Schilhab, T. & Mangen, A. (2022). Text Materialities, Affordances, and the Embodied Turn in the Study of Reading. Reading Research Quarterly, 13, Artikel 827058. https://doi.org/10.3389/fpsyg.2022.827058

Stevenson, M. P., Dewhurst, R. C., Schilhab, T. & Bentsen, P. (2019). Cognitive Restoration in Children Following Exposure to Nature: Evidence From the Attention Network Task and Mobile Eye Tracking. Frontiers in Psychology, 10(FEB), Artikel 42. https://doi.org/10.3389/fpsyg.2019.00042

Skyggebjerg, A. K. (2019). At blive til et træ: Døden. Prisbelønnede Anna Jacobina Jacobsen tegner og fortæller stilfærdigt om kroppens forfald og døden som en befrielse. Weekendavisen, Bøger, 6. Artikel 12.

Sørensen, A. (2019). Truth in Education and Science: The Central Idea of the University. Eco-ethica, 8, 201-244. https://doi.org/10.5840/ecoethica20206226

Niss, M. A. & Jankvist, U. T. (2016). Introduktion. I Fra snublesten til byggesten (s. 5-13). Frydenlund Academic.

Huggler, J. (2019). Natur og barndom. Jean-Jacques Rousseau. Filosofi, 19(1), 32-40.

Broström, S. (2019). Children’s views on their learning in preschool and school: reflections and influence on practice. I S. Dockett, J. Einarsdottir & B. Perry (red.), Listening to children's advice about starting school and school care (s. 84-98). Routledge.

Rømer, T. A. (2019). FAQ om dannelse. Hans Reitzels Forlag.

Rømer, T. A. (2019). Grundtvig og pædagogik: vexelvirkningen. I A. von Oettingen (red.), Pædagogiske tænkere: bidrag til empirisk dannelsesforskning (s. 67-82). Hans Reitzels Forlag.

Broström, S. (2019). Science med etårige børn. 0-14 : nul til fjorten, 29(1), 86-89. Artikel 17.

Skyggebjerg, A. K. (2019). Danish Picture-book Illustrations of The Little Red Ridinghood. Abstract fra Europa Illustriert die Grimms, Pasing/München, Tyskland.

Skyggebjerg, A. K. (2019). Grotesk barndom: Auto-FIKTION. Forfatteren Ole Dalgaard lader sit alias, Oscar K., dø og udgiver hans efterladte papirer, hvori der berettes fra et kollektivt traumatiseret efterkrigsmiljø. Weekendavisen, Bøger, 8.

Skyggebjerg, A. K. (2019). Tantelitteratur: Børnebøger recirkuleres igen og igen. Men hvorfor er ældre børnebøger så populære, og har vi et problem? Weekendavisen, Bøger, 10.

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

Knoop, H. H. (2019). Unity and diversity in positive psychology. I L. E. Van Zyl & S. Rothmann Sr. (red.), Evidence-based positive psychological interventions in multi-cultural contexts (s. vii-viii). Springer. https://doi.org/10.1007/978--3-030-20311-5

Knoop, H. H. (2020). Education in 2035: how positive psychology can revitalize education. I S. I. Donaldson, M. Csikszentmihalyi & J. Nakamura (red.), Positive psychological science: improving everyday life, well-being, work, education, and societies across the globe (2 udg., s. 176-192). Routledge. https://www.routledge.com/Positive-Psychological-Science-Improving-Everyday-Life-Well-Being-Work/Donaldson-Csikszentmihalyi-Nakamura/p/book/9781138302297

Harnisch, H., Montgomery, E. & Knoop, H. H. (2020). Forced Resilience: Conceptualizing Resilience in Life-Threatening Adversity. I Oxford Research Encyclopedias: Psychology Oxford University Press. https://doi.org/10.1093/acrefore/9780190236557.013.546

Frølund, S. & Winther-Jensen, T. (2018). Forord. Studier i Pædagogisk Filosofi, 7(1), 1. https://tidsskrift.dk/spf/article/download/111840/160881/

Broström, S. (2018). At arbejde med en styrket pædagogisk læreplan. Læringsledelse Nationalt Center for Skoleledelse .

Stovgaard, M., Thorborg, M. M. R., Kragelund, K. H., Andersen, B. V. & Wistoft, K. (2018). Rammer for mad og måltider i skolen: Et interventionsstudie af skolemad og måltidsrammer som betydningselement for elevers læringsforudsætninger, sundhed og trivsel. DCA - Nationalt Center for Fødevarer og Jordbrug. DCA rapport Nr. 137 http://web.agrsci.dk/djfpublikation/djfpdf/DCArapport137_5.pdf

Räsänen, P., Daland, E., Dalvang, T., Engstrøm, A., Korhonen, J., Kristinsdottir, J. V., Lindenskov, L. B., Lindhardt, B., Oskarsdottir, E., Reikerås, E. & Träff, U. (2019). Mathematical learning and its difficulties: the case of Nordic countries. I A. Fritz, V. G. Haase & P. Räsänen (red.), International handbook of mathematical learning difficulties: from the laboratory to the classroom (s. 107-125). Springer. https://doi.org/10.1007/978-3-319-97148-3_8

Winther-Jensen, T., Frølund, S. & Huggler, J. (red.) (2018). Knud Grue-Sørensen. Studier i Pædagogisk Filosofi, 7(1). https://tidsskrift.dk/spf/issue/view/Knud%20Grue-S%C3%B8rensen

Harnisch, H. & Pfeiffer, A. (2018). How ‘the urge to kill’ feels: articulations of emic ‘appetitive aggression’ experiences among former forcefully recruited children and youth in the Acholi region of northern Uganda. Culture, Medicine and Psychiatry, 42(2), 419-448. https://doi.org/10.1007/s11013-017-9557-4

Bundsgaard, J. (2018). Pædagogisk brug af test. Sakprosa , 10(2), 1-40. https://doi.org/10.5617/sakprosa.6007

Clausen, S. W. (2018). Exploring the pedagogical content knowledge of Danish geography teachers: teaching weather formation and climate change. International Research in Geographical and Environmental Education, 27(3), 267-280. https://doi.org/10.1080/10382046.2017.1349376

Hartmeyer, R., Stevenson, M. P. & Bentsen, P. (2018). A systematic review of concept mapping-based formative assessment processes in primary and secondary science education. Assessment in Education: Principles, Policy and Practice, 25(6), 598-619. https://doi.org/10.1080/0969594X.2017.1377685

Huggler, J. (2020). The Educative Process and Its Relation to Truth, Knowledge, Culture and Critique: Epistemological and Metaphysical Premises for Formation. I Rethinking Ethical-Political Education (s. 237-250). Springer. https://doi.org/10.1007/978-3-030-49524-4_16

Hansen, O. H. (2018). Empati i pedagogisk arbete. I I. Pramling Samuelsson & A. Jonsson (red.), Barnehagens yngste barn: perspektiver på omsorg, læring og lek (s. 62-77). Fagbokforlaget.

Bjerre, H. J., Hansen, B. B., Hyldgaard, K., Rosendal, J. & Rösing, L. M. (2020). Introduction. I H. J. Bjerre, B. B. Hansen, K. Hyldgaard, J. Rosendal & L. M. Rösing (red.), Analysing the Cultural Unconscious. Science of the Signifier (s. 1-16). Bloomsbury Academic.

Dietz, M. (2018). The effects of role-play from a history didactical perspective. I M. Ciussi (red.), Proceedings of the 12th European Conference on Game-Based Learning, ECGBL 2018 (s. 765-772). Dechema e.V..

Broström, S. (2019, feb.). Ny kvalitet kan opstå, når pædagoger og lærere i grundskolen arbejder sammen. EMU - Danmarks Læringsportal. https://www.emu.dk/grundskole/paedagogik-og-didaktik/paedagogisk-professionelles-samarbejde/stig-brostrom-ny-kvalitet

Caeli, E. N. (2019). Drop intelligenstest – dét ville være intelligent. Information, 75. årgang(044), 16. https://www.information.dk/debat/2019/02/drop-intelligenstest-vaere-intelligent

Broström, S. (2019). Overgange og sammenhænge i børns liv. Akademisk Forlag. https://issuu.com/akademiskforlag/docs/overgange_og_sammenhaenge_-_bladreb?e=15228256/67449133

Knudsen, L. E. D. (2019, feb.). Teori- og praksisdidaktik – at arbejde med teori og praksis i din undervisning. EMU - Danmarks Læringsportal.

Rømer, T. A. (2019). Skrammologi: et bidrag til verdenspædagogikken. Lilleskolernes årsskrift 2019, 26-27.

Caeli, E. N. & Bundsgaard, J. (2019, feb. 12). Does your ‘private’ data picture meet the beauty standards of society? Sciencenordic.com. https://sciencenordic.com/denmark-digital-education-forskerzonen/does-your-private-data-picture-meet-the-beauty-standards-of-society/1461580

Højsted, I. H. (2018). Research Based Design for Mathematics Teaching with Dynamic Geometry Software. Abstract fra Creativity in STEAM Education, Linz, Østrig.

Højsted, I. H. (2018). Research based design of mathematics teaching with dynamic geometry. I H.-G. Weigand, A. Clark-Wilson, A. Donevska-Todorova, E. Faggiano, N. Grønbæk & J. Trgalova (red.), Proceedings of the 5th ERME Topic Conference MEDA 2018 (s. 309-310). University of Copenhagen. https://www.math.ku.dk/english/research/conferences/2018/meda/proceedings/MEDA_2018_Proceedings.pdf

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