Vol. 12 No. 1 (2018): Improving University Science Teaching and Learning - Pedagogical Projects 2018

Volume 12 - 2018

• Motivation and course selection: a student’s view

  Morten E. Allentoft

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• At gentænke et kursus med fokus på de studerendes motivation

  Christian Mac Ørum Rasmussen

  • PDF (Dansk)

• Improving teaching in the laboratory by open questions: A case study

  Annemarie Matthes

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• Tracking and supporting student learning in practical laboratory exercises spread over several days

  Dominik K. Großkinsky

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• New students – old sins: elephant in the (lab)room

  Kamil Gotfryd

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• How can PhD supervisors help foster independent and critical student work in a multi-cultural setting?

  Rikke Brandt Broegaard

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• Laboratory supervision of MSc projects Qualitative interviews, thematic analysis, and recommendations for the supervisor

  Helle Astrid Kjær

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• Students’ supervision and introduction during the initial period in the research laboratory: does it matter?

  Michal Marzec

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• Analysis for implementing an inductive learning in a MSc course

  Patrizia Buldo

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• Omstrukturering af undervisning imod en mere induktiv tilgang

  Alice Clark

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• Case- and problem-based group assignments and the effects of formative feedback

  Jiwoong Lee

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• Peer-instruction and drawing as student activating teaching in SAU24

  Barbara Lykke Lind

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• Does diversity-based group formation work for students?

  Goytom Abraha Kahsay

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• Case studies and digital response systems in science courses for master students: Are we encouraging valuable discussions?

  Mabel Martinez Vega

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• Partial re-designing of the quantum information course: Adapting to advances in the field

  Sumanta Kumar Das

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• Congruence in teaching Enhancing congruity on the masters course Sensory Biology

  Kenneth A. Halberg

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• Who needs Popper in public health? The challenges of teaching ’theory of science’ to public health students

  Jeanette Bresson Ladegaard Knox

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