Assessment, Teaching and Learning in Science Education

Organisation profile

The research group 'Assessment, Teaching and Learning in Science Education' studies teaching and learning processes in science education at all educational levels – with a focus on secondary and tertiary education. A primary focus in the research is assessment of and for student learning. More specifically, the members of the research group investigate how teachers can operationalise complex competencies (such as inquiry competencies, innovation, argumentation, modelling, educational formation ('Bildung’), and societal decision-making) as learning goals in science teaching and assess students’ progress in obtaining these goals. Further, the group is concerned with studying and improving science teacher’s professional development at both national and international levels.

  1. 2019
  2. Published

    Faglighed – kompetencer, dannelse og viden. / Dolin, Jens.

    EMU - Danmarks læringsportal. 2019.

    Research output: Chapter in Book/Report/Conference proceedingEncyclopedia chapterCommunication

  3. Published

    Innovationskompetence i scenariebaserede eksamensformer. / Nielsen, Jan Alexis.

    Hvad er scenariedidaktik?. ed. / Thorkild Hanghøj; Morten Misfeldt; Jeppe Bundsgaard; Simon Skov Fougt; Vibeke Hetmar. Aarhus Universitetsforlag, 2019. p. 216-237 (Didaktiske studier; No. 2).

    Research output: Chapter in Book/Report/Conference proceedingBook chapterResearchpeer-review

  4. Published

    Network analysis and qualitative discourse analysis of a classroom group discussion. / Bruun, Jesper; Lindahl, Mats; Linder, Cedric.

    In: International Journal of Research and Method in Education, Vol. 42, No. 3, 2019, p. 317-339.

    Research output: Contribution to journalJournal articleResearchpeer-review

  5. Published
  6. 2018
  7. Published

    Taking Advantage of the Synergy Between Scientific Literacy Goals, Inquiry-Based Methods and Self-Efficacy to Change Science Teaching. / Evans, Robert Harry; Dolin, Jens.

    Professional Development for Inquiry-Based Science Teaching and Learning. ed. / 0lia Tsivitanidou; peter gray; Eliza Rybska; Loucas Louca; Costas Constantinou. Vol. 5 Springer, 2018. p. 105-120 (Contributions from Science Education Research).

    Research output: Chapter in Book/Report/Conference proceedingBook chapterResearchpeer-review

  8. Published

    Rapport fra Følgegruppen for én bedømmer ved folkeskolens prøver. / Dolin, Jens; Nielsen, Keld; Rangvid, Beatrice Schindler.

    2018. 28 p.

    Research output: Book/ReportReportResearch

  9. Published

    GRACE : Broadening narratives of computing through history, craft and technology. / Menendez-Blanco, Maria; Bjørn, Pernille; Holten Møller, Naja M.; Bruun, Jesper; Dybkjær, Hans; Lorentzen, Kasper.

    GROUP 2018 - Proceedings of the 2018 ACM Conference on Supporting Groupwork. Association for Computing Machinery, 2018. p. 397-400.

    Research output: Chapter in Book/Report/Conference proceedingArticle in proceedingsResearchpeer-review

  10. Published

    Enkeltfag eller fagintegration i naturfagene? / Dolin, Jens.

    In: MONA - Matematik- og Naturfagsdidaktik, Vol. 4, 2018, p. 7-27.

    Research output: Contribution to journalJournal articleResearchpeer-review

  11. Published

    European Educational Systems and Assessment Practice. / Evans, Robert Harry; Cross, David; Grangeat, Michel ; Lima, Laurent ; Nakhili, Nadia; Rached, Elie ; Ropohl, Mathias; Ronnebeck, Silke.

    Transforming assessment: Through an interplay between practice, research and policy. ed. / Jens Dolin; Robert Evans. cham, switzerland : Springer, 2018. p. 211-226 (Contributions from Science Education Research).

    Research output: Chapter in Book/Report/Conference proceedingBook chapterResearchpeer-review

  12. Published

    Exploring Relations Between Formative and Summative Assessment. / Dolin, Jens; Black, Paul; Harlen, Wynne; Tiberghien, Andrée.

    Transforming Assessment: Through an Interplay Between Practice, Research and Policy. ed. / Jens Dolin; Robert Evans. Springer, 2018. p. 53-80 (Contributions from Science Education Research, Vol. 4).

    Research output: Chapter in Book/Report/Conference proceedingBook chapterResearchpeer-review

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