Vol. 22 No. 1 (2026): Improving University Science Teaching and Learning – Pedagogical Projects 2026

Artikler

• Development and evaluation of a formative peer feedback template for individual oral project presentations in a continuing education program for bachelor's graduates

  Mitti Blakø

  8

  • PDF

• Promoting critical thinking and higher order learning through written feedback on students’ thesis – key principles to consider

  Signe Janum Eskildsen

  11

  • PDF

• Supervision – From hands-on to hands-off

  Heidi Tegner

  12

  • PDF

• Can MSc student attendance at a PhD-level journal club improve scientific reading skills?

  Pedro Waterton

  10

  • PDF

• Enhancing Collaborative Learning in Research-Based Teaching and Supervision

  Martti Maimets

  16

  • PDF

• Veterinary master’s students reconnecting with foundational osteology through a guided, inductive learning activity.

  Sophie Amalie Blirup-Plum

  14

  • PDF

• From Presenter-Opponent to Authors-Reviewers: Flipped Classroom Designs for a Journal Club

  Janko Kajtez

  17

  • PDF

• Introduction of Competency-Based Education Focusing on Evidence-Based Medicine (EBM): Teaching EBM as a Practical Skill

  Lise Lotte Gluud

  7

  • PDF

• Orchestrating Bridges for Institutionalizing Students’ Contributions in Classroom Teaching

  Mathilde Kjær Pedersen

  11

  • PDF

• Use of Flash Card Stations during Practical Exercises in Veterinary Anatomy

  Helle Bernstorf Hydeskov

  9

  • PDF

• Formative Assessments as an Instrument to Improve Students’ Learning Outcomes – A Case Study in the Course ‘Conservation of Photographs’

  Joana Silva

  25

  • PDF

• Pre-Lecture Material for Equalizing Student Background Knowledge

  Nelly Sophie Raymond

  8

  • PDF

• From laboratory methods to empirical research methodology: Evolving a bachelor's course for broader relevance

  Camilla Ruø Rasmussen

  7

  • PDF

• From hard facts to opinions - the role of student backgrounds and aspirations in learning outcomes of Climate Change education at the University of Copenhagen

  Sofia Ribeiro

  10

  • PDF