Vol. 20 No. 1 (2024): Improving University Science Teaching and Learning – Pedagogical Projects 2024

Artikler

• Turning the tables – An optimized supervision model for master thesis students from the students’ perspective

  Jessica Pingel

  • PDF (Dansk)

• Intervention to enhance the motivation to learn economics in a non-economics course

  Marie Lautrup

  • PDF (Dansk)

• Transforming herpetology teaching in Animal Morphology through greater student engagement

  Mark Scherz

  • PDF (Dansk)

• Boosting deep learning in project-based class activities with peer-to-peer feedback

  Radosław Wojtak

  • PDF (Dansk)

• Enhancing students’ awareness of future relevance of basal toxicology – is the learning outcome improved?

  Tina Hansen

  • PDF (Dansk)

• Enhancing Student Engagement and Learning Outcomes through Peer Feedback in an Advanced Nutrition Physiology Course

  Mahsa Jalili

  • PDF (Dansk)

• Increasing course continuity with a flipped classroom using research papers: Working with bioinformatics in research

  Isabella Friis Jørgensen

  • PDF (Dansk)

• Increasing student and teachers’ satisfaction in computationally intensive exercise courses

  Christa Gall

  • PDF (Dansk)

• Use of concept mapping to gain insights into student learning in an agricultural sciences course

  Frederik van der Bom

  • PDF (Dansk)

• Introducing the “Green Sheet” on the course “Toxicology and Drug Safety”

  Catharina M Lerche

  • PDF (Dansk)

• Can large language models improve student learning?

  Tune H. Pers

  • PDF (Dansk)

• Guidelines for writing an MSc thesis The “storytelling” of thesis writing: Step-by-step guidance

  Henriette Lyng Røder, Sylvester Holt

  • PDF (Dansk)

• Restructuring a lecture from the Bioinformatics 1 Course to respect the TDS model

  Dhouha Grissa

  • PDF (Dansk)

• Updating the Current Student Activating Activities in Basic Pharmacology Towards Alignment with new Learning Objectives and Problem-based Learning

  Signe Mathiasen

  • PDF (Dansk)