- E-postvegard.gjerde@uib.no
- BesøksadresseAllégaten 555007 Bergen
- PostadressePostboks 78035020 Bergen
Vitenskapelig artikkel
- (2022). Problem solving in basic physics: Effective self-explanations based on four elements with support from retrieval practice. Physical Review Physics Education Research.
- (2021). The Covid-19 shutdown: when studying turns digital, students want more structure. Physics Education.
- (2021). Integrating effective learning strategies in basic physics lectures: A thematic analysis. Physical Review Physics Education Research.
- (2020). Retrieval practice of a hierarchical principle structure in university introductory physics: Making stronger students. Physical Review Physics Education Research. 5 sider.
Faglig foredrag
- (2022). Presentasjon av PAFYS-resultater til rådgivergruppe.
- (2022). Læringsstrategier, undervisning og testing i PAFYS: Prinsippbasert aktiv undervisning for sterkere fysikk- og ingeniørstudenter.
- (2022). Kognitive læringsstrategier i undervisning.
- (2022). Flervalgsoppgaver i undervisning og vurdering.
- (2021). Presentasjon av prosjektet PAFYS: Prinsippbasert aktiv undervisning for sterkere fysikk- og ingeniørstudenter.
- (2019). Utprøving av undervisningsmetoder i Phys111.
- (2018). De enkle, glemte forkunnskapene: Grunnkunnskaper som muliggjør utvikling av forståelse.
Vitenskapelig foredrag
- (2023). Short introductory videos for elaborative encoding of physics principles.
- (2023). Instructional material and methods as student-consumer products: Which products have product-market-fit in introductory physics?
- (2023). A thematic analysis of the content and learning processes of peer discussions during Peer Instruction in physics.
- (2020). Providing learning opportunities based on cognitive psychology and PER: Student adoption, attitudes, and results in introductory mechanics .
- (2018). Randomized controlled trial of self-explanation combined with problem solving for learning physics.
Doktorgradsavhandling
- (2021). Integrating Cognitive Learning Strategies into Physics Instruction : Developing students’ approaches to physics and learning.