- matthias.stadler@uib.no
- Phone number
- +47 55583545
- Visitor address
-
Allégaten 41
5007 Bergen - Postal address
-
P.O. Box 7803NO-5020 BergenNorway
Research groups
Research
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
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
Publications
Lecture
- Stadler, Matthias Gregor (2025). Characteristics of students’ language use when learning from science experiments - a dialogic perspective on student talk. (external link)
- Stadler, Matthias Gregor (2021). Utfordringer knyttet til analyse av elevinnspill i en paneldebatt på 9. trinn om klimapåvirkning av kosthold. (external link)
- Kolstø, Stein Dankert; Stadler, Matthias Gregor; Arildsen, Jan et al. (2020). Hvordan sikre faget i utforskende tverrfaglig samarbeid?. (external link)
Academic lecture
- Stadler, Matthias Gregor; Erlend, Landsverk,; Kolstø, Stein Dankert (2025). Productive discourse patterns in inquiry-oriented science teaching – the influence of classroom setting, instructional aim, and students’ responses. (external link)
- Kolstø, Stein Dankert; Stadler, Matthias Gregor (2025). Sense-making through hybrid talk: High-achieving secondary students’ language use during practical work. (external link)
- Kolstø, Stein Dankert; Stadler, Matthias Gregor (2025). Dybdelæring gjennom utforsking og samtale rundt flere små eksperimenter. (external link)
- Kolstø, Stein Dankert; Stadler, Matthias Gregor (2025). Constructive argumentation during students’ sense-making dialogues. (external link)
- Kolstø, Stein Dankert; Stadler, Matthias Gregor (2024). Sense-making through hybrid talk: High-achieving secondary students’ language use during practical work. (external link)
- Stadler, Matthias Gregor; Bakketun, Randi Skei (2024). HOW USEFUL ARE STUDENTS’ ANSWERS TO END-OF-CHAPTER TESTS IN CHEMISTRY FOR FORMATIVE ASSESSMENT?. (external link)
- Stadler, Matthias Gregor (2024). Mappevurdering i naturfag – videregående elevers erfaringer og holdninger. (external link)
- Stadler, Matthias Gregor; Renså, Roald Arnevik (2021). Affordances of a simulated debate on sustainability of food production for teaching critical thinking in science. (external link)
- Kolstø, Stein Dankert; Stadler, Matthias Gregor; Mestad, Idar et al. (2021). Students’ critical thinking – test results, classroom practices, and a new teaching framework [Symposium]. (external link)
- Stadler, Matthias Gregor (2021). Affordances of a simulated panel debate for critical thinking in science. (external link)
- Stadler, Matthias Gregor; Jacobsen, Ann Kristin Danielsen (2021). How students solve calculation problems in chemistry. (external link)
- Stadler, Matthias Gregor; Eggereide, Sigrun E (2019). Signs for understanding chemistry in laboratory reports. (external link)
- Nordine, Jeffrey; Delen, Ibrahim; Evans, Robert H et al. (2019). Promoting coherent science instruction through science teacher education. (external link)
- Kyte, Mildrid; Stadler, Matthias Gregor (2019). How do students use the active learning activities available to them in an introductory chemistry course?. (external link)
- Stadler, Matthias Gregor; Kayima, Festo (2017). Why many chemistry teachers find it difficult to ask good questions. (external link)
- Kolstø, Stein Dankert; Stadler, Matthias Gregor; Johansen, Gerd (2016). Identifying different functions of IRE-dialogues based on contextual characteristics. (external link)
- Stadler, Matthias Gregor (2015). Textbook tasks: A way to understanding chemistry?. (external link)
- Stadler, Matthias Gregor; Bodal, Ole-Anders Øvstegård (2014). What tasks in Norwegian chemistry textbooks require students to do. (external link)
- Rönnebeck, Silke; Stadler, Matthias Gregor (2013). Towards common research-based standards for TPD in Europe– insights from the S-TEAM project. (external link)
- Stadler, Matthias Gregor; Jorde, Doris; Rönnebeck, Silke (2013). Common challenges in improving science education in different educational systems across Europe. (external link)
- Stadler, Matthias Gregor (2012). Muligheter for læring gjennom bruk av eksperimenter i kjemiundervisningen. (external link)
- Stadler, Matthias Gregor (2011). A teacher professional development model for improving science and mathematics education. (external link)
- Stadler, Matthias Gregor (2011). Inquiry based learning in science and mathematics. (external link)
- Stadler, Matthias Gregor (2011). Teacher professional development for fostering inquiry based approaches in the classroom. (external link)
Textbook
Academic article
- Kolstø, Stein Dankert; Stadler, Matthias Gregor (2024). Sense-Making Through Hybrid Talk: High-Achieving Secondary Students' Language Use during Practical Work. (external link)
- Nordine, Jeffrey; Sorge, Stefan; Delen, Ibrahim et al. (2021). Promoting coherent science instruction through coherent science teacher education: a model framework for program design. (external link)
- Friedrich, Anja; Ostermeier, Christian; Diercks, Uta et al. (2011). The team portfolio: a support and evaluation tool? Findings from a teacher professional development programme in Germany. (external link)
Report
- Stadler, Matthias Gregor (2023). Adapting CoRe and Storyline as tools to promote learning and coherence in a chemistry education course. (external link)
- Stadler, Matthias Gregor (2023). Adaptation of the DECoSTE Observation Tool in a chemistry education course. (external link)
- Nordine, Jeffrey; Delen, Ibrahim; Evans, Robert H et al. (2019). Final report of the PICoSTE project. (external link)
Doctoral dissertation
- Gjerde, Vegard; Kolstø, Stein Dankert; Holst, Bodil et al. (2021). Integrating Cognitive Learning Strategies into Physics Instruction : Developing students’ approaches to physics and learning. (external link)
- Kayima, Festo; Stadler, Matthias Gregor; Fooladi, Erik Cyrus (2018). Exploring chemistry teachers' perspectives on questioning and providing a new way of analyzing teacher questions in science classrooms. (external link)
- Høgheim, Sigve; Reber, Rolf; Federici, Roger Andre et al. (2017). Making math interesting. An experimental study of interventions to encourage interest in mathematics. (external link)
Academic chapter/article/Conference paper
- Nilsen, Trude; Frøyland, Merethe; Henriksen, Ellen Karoline et al. (2021). Et kritisk og konstruktivt blikk på naturfaget i norsk skole. (external link)
- Stübi, Claudia; Döring, Brigitte; Fischer, Claudia et al. (2014). How can professional teachers improve science and mathematics teaching?. (external link)
- Stadler, Matthias Gregor; Jorde, Doris (2012). Improving Science Education through European Models of Sustainable Teacher Professional development. (external link)