Årg. 22 Nr. 2 (2026): Improving University Science Teaching and Learning – Pedagogical Projects 2026

Artikler

• Building classical coherence into a quantum chemistry course: A case study of improving constructive alignment in a multi-teacher setting A case study of improving constructive alignment in a multi-teacher setting

  Nina Glaser

  • PDF

• One-shot teaching seminar: Implementation of new structure and strategy for enhancement of student engagement

  Sarah Louise Christensen

  • PDF

• Engaging students in lectures to cultivate classroom equity

  Frederik Bak

  • PDF

• “New Tools for the Toolbox” – Realigning a cross-disciplinary PhD course

  Falco Hüser

  • PDF

• Active Learning to Unlock Higher Order Learning Skills in Public Health Students

  Lea Skovgaard

  • PDF

• GenAI as a Partner for Lesson Planning: Insights from an Exploratory Study with Pre-Service Science Teachers Insights from an Exploratory Study with Pre-Service Science Teachers

  Daniela Fiedler

  • PDF

• Structured Peer-Feedback as a Catalyst for Evaluative Judgment in Thesis Supervision

  Christian Poulie

  • PDF

• Making Laboratory Supervision Explicit: An Exploratory Pedagogical Case Study

  Sayit Mahmut Erdogan

  • PDF

• Creating conditions for active participation and collaborative learning through digital learning tools

  Gitte Lindved Petersen

  • PDF

• Addressing Academic Loneliness in the PhD Journey: The Peer-Triad Exercise as a Structured Feedback Approach

  Mai Nanna Schoenau, Mette Kirstine Wagner

  • PDF

• Exploring the Dialogical Affordances of Co teaching for Student Learning

  Alexandra Middleton, Zainab Afshan Sheikh

  • PDF