Matthias Gregor Stadler

E-mailMatthias.Stadler@uib.no
Phone+47 55 58 35 45
Visitor Address
Allégaten 41

Realfagbygget

5007 Bergen
Postal Address
Postboks 7803

5020 Bergen

I am interested in the field of teaching and learning sciences. I am particularly interested in the contribution of certain teaching-learning activities, i.e., practical work or tasksr, to students' learning and understanding in the subject of chemistry. I use qualitative research methods that analyse written student work and classroom talk. The findings show what students achieve through the different activities and how the quality of the teaching can be enhanced.

A second field of interest is the education of science/chemistry teachers both, in initial teacher education and teacher professional development. The aim is to strengthen the links between theory and practice and hence, influence teaching practice by research.

Teaching

I teach the following courses:

RDID100 (science and mathematics education)

KJEMDID200 (chemistry education)

Master thesis

Master projects are offered in the field of improving teaching and learning in chemistry and science. They should be based on practical experiences and data collected in the field.

Current master thesis

Assessment in chemistry - impact on teaching and learning

Academic article

Show author(s) (2021). Promoting coherent science instruction through coherent science teacher education: a model framework for program design. Journal of Science Teacher Education. 911-933.

Show author(s) (2011). The team portfolio: a support and evaluation tool? Findings from a teacher professional development programme in Germany. Professional Development in Education. 18 pages.

Report

Show author(s) (2019). Final report of the PICoSTE project. .

Lecture

Show author(s) (2021). Utfordringer knyttet til analyse av elevinnspill i en paneldebatt på 9. trinn om klimapåvirkning av kosthold.

Show author(s) (2020). Hvordan sikre faget i utforskende tverrfaglig samarbeid? .

Academic lecture

Show author(s) (2021). Students’ critical thinking – test results, classroom practices, and a new teaching framework [Symposium].
Show author(s) (2021). How students solve calculation problems in chemistry.
Show author(s) (2021). Affordances of a simulated panel debate for critical thinking in science.
Show author(s) (2021). Affordances of a simulated debate on sustainability of food production for teaching critical thinking in science.

Show author(s) (2019). Signs for understanding chemistry in laboratory reports.
Show author(s) (2019). Promoting coherent science instruction through science teacher education.
Show author(s) (2019). How do students use the active learning activities available to them in an introductory chemistry course?

Show author(s) (2017). Why many chemistry teachers find it difficult to ask good questions.

Show author(s) (2016). Identifying different functions of IRE-dialogues based on contextual characteristics.

Show author(s) (2015). Textbook tasks: A way to understanding chemistry?

Show author(s) (2014). What tasks in Norwegian chemistry textbooks require students to do.

Show author(s) (2013). Towards common research-based standards for TPD in Europe– insights from the S-TEAM project.
Show author(s) (2013). Common challenges in improving science education in different educational systems across Europe.

Show author(s) (2012). Muligheter for læring gjennom bruk av eksperimenter i kjemiundervisningen.

Show author(s) (2011). Teacher professional development for fostering inquiry based approaches in the classroom.
Show author(s) (2011). Inquiry based learning in science and mathematics.
Show author(s) (2011). A teacher professional development model for improving science and mathematics education.