- 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
Conference lecture
- Stein Dankert Kolstø; Matthias Gregor Stadler (2025). Constructive argumentation during students’ sense-making dialogues. (external link)
- Stein Dankert Kolstø; Matthias Gregor Stadler; Idar Mestad et al. (2021). Students’ critical thinking – test results, classroom practices, and a new teaching framework [Symposium]. (external link)
- Matthias Gregor Stadler; Festo Kayima (2017). Why many chemistry teachers find it difficult to ask good questions. (external link)
- Matthias Gregor Stadler (2015). Textbook tasks: A way to understanding chemistry?. (external link)
- Matthias Gregor Stadler; Doris Jorde; Silke Rönnebeck (2013). Common challenges in improving science education in different educational systems across Europe. (external link)
- Matthias Gregor Stadler (2011). A teacher professional development model for improving science and mathematics education. (external link)
- Matthias Gregor Stadler (2011). Teacher professional development for fostering inquiry based approaches in the classroom. (external link)
- Jeffrey Nordine; Ibrahim Delen; Robert H Evans et al. (2019). Promoting coherent science instruction through science teacher education. (external link)
- Stein Dankert Kolstø; Matthias Gregor Stadler (2024). Sense-making through hybrid talk: High-achieving secondary students’ language use during practical work. (external link)
- Matthias Gregor Stadler (2021). Affordances of a simulated panel debate for critical thinking in science. (external link)
- Matthias Gregor Stadler; Ann Kristin Danielsen Jacobsen (2021). How students solve calculation problems in chemistry. (external link)
- Matthias Gregor Stadler; Ole-Anders Øvstegård Bodal (2014). What tasks in Norwegian chemistry textbooks require students to do. (external link)
- Matthias Gregor Stadler; Landsverk, Erlend; Stein Dankert Kolstø (2025). Productive discourse patterns in inquiry-oriented science teaching – the influence of classroom setting, instructional aim, and students’ responses. (external link)
- Stein Dankert Kolstø; Matthias Gregor Stadler (2025). Sense-making through hybrid talk: High-achieving secondary students’ language use during practical work. (external link)
- Matthias Gregor Stadler; Sigrun E Eggereide (2019). Signs for understanding chemistry in laboratory reports. (external link)
- Mildrid Kyte; Matthias Gregor Stadler (2019). How do students use the active learning activities available to them in an introductory chemistry course?. (external link)
- Stein Dankert Kolstø; Matthias Gregor Stadler; Gerd Johansen (2016). Identifying different functions of IRE-dialogues based on contextual characteristics. (external link)
- Stein Dankert Kolstø; Matthias Gregor Stadler (2025). Dybdelæring gjennom utforsking og samtale rundt flere små eksperimenter. (external link)
- Matthias Gregor Stadler; Roald Arnevik Renså (2021). Affordances of a simulated debate on sustainability of food production for teaching critical thinking in science. (external link)
- Silke Rönnebeck; Matthias Gregor Stadler (2013). Towards common research-based standards for TPD in Europe– insights from the S-TEAM project. (external link)
- Matthias Gregor Stadler (2012). Muligheter for læring gjennom bruk av eksperimenter i kjemiundervisningen. (external link)
- Matthias Gregor Stadler (2011). Inquiry based learning in science and mathematics. (external link)
- Matthias Gregor Stadler; Randi Skei Bakketun (2024). HOW USEFUL ARE STUDENTS’ ANSWERS TO END-OF-CHAPTER TESTS IN CHEMISTRY FOR FORMATIVE ASSESSMENT?. (external link)
- Matthias Gregor Stadler (2024). Mappevurdering i naturfag – videregående elevers erfaringer og holdninger. (external link)
Textbook
Academic book chapter
- Trude Nilsen; Merethe Frøyland; Ellen Karoline Henriksen et al. (2021). Et kritisk og konstruktivt blikk på naturfaget i norsk skole. (external link)
- Matthias Gregor Stadler; Doris Jorde (2012). Improving Science Education through European Models of Sustainable Teacher Professional development. (external link)
- Claudia Stübi; Brigitte Döring; Claudia Fischer et al. (2014). How can professional teachers improve science and mathematics teaching?. (external link)
Lecture
- Stein Dankert Kolstø; Matthias Gregor Stadler; Jan Arildsen et al. (2020). Hvordan sikre faget i utforskende tverrfaglig samarbeid?. (external link)
- Matthias Gregor Stadler (2025). Characteristics of students’ language use when learning from science experiments - a dialogic perspective on student talk. (external link)
- Matthias Gregor Stadler (2021). Utfordringer knyttet til analyse av elevinnspill i en paneldebatt på 9. trinn om klimapåvirkning av kosthold. (external link)
Media feature article
Doctoral thesis (PhD)
- Festo Kayima; Matthias Gregor Stadler; Erik Cyrus Fooladi (2018). Exploring chemistry teachers' perspectives on questioning and providing a new way of analyzing teacher questions in science classrooms. (external link)
- Vegard Gjerde; Stein Dankert Kolstø; Bodil Holst et al. (2021). Integrating Cognitive Learning Strategies into Physics Instruction : Developing students’ approaches to physics and learning. (external link)
- Sigve Høgheim; Rolf Reber; Roger Andre Federici et al. (2017). Making math interesting. An experimental study of interventions to encourage interest in mathematics. (external link)
Research report
- Matthias Gregor Stadler (2023). Adaptation of the DECoSTE Observation Tool in a chemistry education course. (external link)
- Matthias Gregor Stadler (2023). Adapting CoRe and Storyline as tools to promote learning and coherence in a chemistry education course. (external link)
- Jeffrey Nordine; Ibrahim Delen; Robert H Evans et al. (2019). Final report of the PICoSTE project. (external link)
Academic article
- Anja Friedrich; Christian Ostermeier; Uta Diercks et al. (2011). The team portfolio: a support and evaluation tool? Findings from a teacher professional development programme in Germany. (external link)
- Jeffrey Nordine; Stefan Sorge; Ibrahim Delen et al. (2021). Promoting coherent science instruction through coherent science teacher education: a model framework for program design. (external link)
- Stein Dankert Kolstø; Matthias Gregor Stadler (2024). Sense-Making Through Hybrid Talk: High-Achieving Secondary Students' Language Use during Practical Work. (external link)