Didactics of Information and Communication Technology in Science Education


The research group's intention is to contribute to the rethinking of learning and teaching environments and to communicate new knowledge about when, how and why technology can support the education system's continued development. The focus is on the individual, social and technological dimensions in relation to learning, teaching and education. The group’s fields of research are concentrating on upper secondary school, college and university level and the research group collaborates with national and international researchers. The theoretical approaches of the group are in the field of pedagogy, didactic, sociology, anthropology, philosophy, psychology and organization theory. Furthermore the group collaborates with museum researchers, assessments researchers and researchers in the field of creativity and innovation.

Examples of research questions

The overall question: How can we organize teaching and learning environments, including choice of media and communication forums, so that each student gets the possibility to develop the concrete required educational qualification and competences, when the theoretical starting point is that each person has his or her own specific mental constructions and lenses for interpreting observed information in the environment?

More specific research questions e.g.:

  • Which forms of teaching and organisation of teaching can be expected to support the development of various/different types of qualifications and competencies and why?
  • How can different ICT implementation models facilitate the development of different types of factual knowledge (qualifications)?
  • And, how can the use of this factual knowledge be introduced into or otherwise embedded into new contexts (competencies)?
  • Which ICT implementation forms can be used advantageously to support:

- face-to-face campus based teaching?
- a mixture of face-to-face and net-based teaching?
- net-based teaching?
- how and why?

  • Which teaching organizations and forms can be actualized, when the approach is “students as “not-generalizable”?
  • Which type of ICT implementation can be considered for supporting individual knowledge construction and development of professional competences (e.g. feedback forms and formats)?
  • How do teachers get insight into each student's prerequisites in order to participate optimally in and maximize the academic benefits of teaching, with regard to the professional, social and study skills dimension? And How do the teachers themselves facilitate, that this knowledge comes into play when it comes to the professional progression in their specific subjects?
  • How can different media types be incorporated into different examination forms, when and why?


  • OBL Project, Online & Blended Learning, KU 2016- projekt
  • Gamble Web-based clinical veterinary cases, KU 2016- project
  • Professional pig practice, KU 2016- project
  • Game-based training, KU 2016- projekt
  • Virtual lab exercises in Chemical and Biotechnical Science
  • Conceptual difficulties, media & forms of meaning in biochemistry teaching
  • Feedback, screencast, NBI, 2015-2016
  • Learning resources, screencast, NBI, 2015-2016
  • Teaching and use of digital media, Vet Zoo, PLEN, 2015-2017
  • MOOCs as a learning resource, COBL, 2015-2016
  • Students abilities & professional progression, Ministry for children, education and gender equality, 2015-2016
  • Concept development & Academic Bildung, 2015-2016