- E-post
- matthias.stadler@uib.no
- Telefonnummer
- +47 55583545
- Besøksadresse
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Allégaten 41
5007 Bergen - Postadresse
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Postboks 7803
5020 Bergen
Forskergrupper
Forskning
Jeg er interessert i hvordan ulike undervisningsaktiviteter, f.eks. knyttet til forsøk eller oppgaver, bidrar til elevenes faglige læring i kjemi og naturfag. Forskningsmetodene er kvalitative og bruker både skriftlige elevprodukter og muntlige interaksjoner i klasserommet. Funnene viser hva elevene oppnår gjennom de ulike aktivitetene og hjelper å øke kvaliteten til undervisningen.
Undervisning
Kjemididaktikk (KJEMDID220 og KJEMDID220-P)
Kvalitet i naturfagsundervisninga (NATDID211)
Naturfagsdidaktikk - undervisningskvalitet i teori og praksis (NATDID212-P)
Læring i naturfaga (NATDID210-P)
Realfagsdidaktisk forskningsmetode og kritisk lesning av forskningslitteratur (MNF367)
Publikasjoner
Vitenskapelig artikkel
- Kolstø, Stein Dankert; Stadler, Matthias Gregor (2024). Sense-Making Through Hybrid Talk: High-Achieving Secondary Students' Language Use during Practical Work. (ekstern lenke)
- Nordine, Jeffrey; Sorge, Stefan; Delen, Ibrahim et al. (2021). Promoting coherent science instruction through coherent science teacher education: a model framework for program design. (ekstern lenke)
- 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. (ekstern lenke)
Rapport
- Stadler, Matthias Gregor (2023). Adapting CoRe and Storyline as tools to promote learning and coherence in a chemistry education course. (ekstern lenke)
- Stadler, Matthias Gregor (2023). Adaptation of the DECoSTE Observation Tool in a chemistry education course. (ekstern lenke)
- Nordine, Jeffrey; Delen, Ibrahim; Evans, Robert H et al. (2019). Final report of the PICoSTE project. (ekstern lenke)
Vitenskapelig foredrag
- Stadler, Matthias Gregor; Jacobsen, Ann Kristin Danielsen (2021). How students solve calculation problems in chemistry. (ekstern lenke)
- Stadler, Matthias Gregor (2021). Affordances of a simulated panel debate for critical thinking in science. (ekstern lenke)
- Stadler, Matthias Gregor; Renså, Roald Arnevik (2021). Affordances of a simulated debate on sustainability of food production for teaching critical thinking in science. (ekstern lenke)
- Kolstø, Stein Dankert; Stadler, Matthias Gregor; Mestad, Idar et al. (2021). Students’ critical thinking – test results, classroom practices, and a new teaching framework [Symposium]. (ekstern lenke)
- Stadler, Matthias Gregor; Eggereide, Sigrun E (2019). Signs for understanding chemistry in laboratory reports. (ekstern lenke)
- Nordine, Jeffrey; Delen, Ibrahim; Evans, Robert H et al. (2019). Promoting coherent science instruction through science teacher education. (ekstern lenke)
- Kyte, Mildrid; Stadler, Matthias Gregor (2019). How do students use the active learning activities available to them in an introductory chemistry course?. (ekstern lenke)
- Stadler, Matthias Gregor; Kayima, Festo (2017). Why many chemistry teachers find it difficult to ask good questions. (ekstern lenke)
- Kolstø, Stein Dankert; Stadler, Matthias Gregor; Johansen, Gerd (2016). Identifying different functions of IRE-dialogues based on contextual characteristics. (ekstern lenke)
- Stadler, Matthias Gregor (2015). Textbook tasks: A way to understanding chemistry?. (ekstern lenke)
- Stadler, Matthias Gregor; Bodal, Ole-Anders Øvstegård (2014). What tasks in Norwegian chemistry textbooks require students to do. (ekstern lenke)
- Stadler, Matthias Gregor; Jorde, Doris; Rönnebeck, Silke (2013). Common challenges in improving science education in different educational systems across Europe. (ekstern lenke)
- Rönnebeck, Silke; Stadler, Matthias Gregor (2013). Towards common research-based standards for TPD in Europe– insights from the S-TEAM project. (ekstern lenke)
- Stadler, Matthias Gregor (2012). Muligheter for læring gjennom bruk av eksperimenter i kjemiundervisningen. (ekstern lenke)
- Stadler, Matthias Gregor (2011). A teacher professional development model for improving science and mathematics education. (ekstern lenke)
- Stadler, Matthias Gregor (2011). Inquiry based learning in science and mathematics. (ekstern lenke)
- Stadler, Matthias Gregor (2011). Teacher professional development for fostering inquiry based approaches in the classroom. (ekstern lenke)
Faglig foredrag
- Stadler, Matthias Gregor (2021). Utfordringer knyttet til analyse av elevinnspill i en paneldebatt på 9. trinn om klimapåvirkning av kosthold. (ekstern lenke)
- Kolstø, Stein Dankert; Stadler, Matthias Gregor; Arildsen, Jan et al. (2020). Hvordan sikre faget i utforskende tverrfaglig samarbeid? . (ekstern lenke)
Digitale læremidler
Doktorgradsavhandling
- Gjerde, Vegard; Kolstø, Stein Dankert; Holst, Bodil et al. (2021). Integrating Cognitive Learning Strategies into Physics Instruction : Developing students’ approaches to physics and learning. (ekstern lenke)
- 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. (ekstern lenke)
- Høgheim, Sigve; Reber, Rolf; Federici, Roger Andre et al. (2017). Making math interesting. An experimental study of interventions to encourage interest in mathematics. (ekstern lenke)
Vitenskapelig Kapittel/Artikkel/Konferanseartikkel
- Nilsen, Trude; Frøyland, Merethe; Henriksen, Ellen Karoline et al. (2021). Et kritisk og konstruktivt blikk på naturfaget i norsk skole. (ekstern lenke)
- Stübi, Claudia; Döring, Brigitte; Fischer, Claudia et al. (2014). How can professional teachers improve science and mathematics teaching?. (ekstern lenke)
- Stadler, Matthias Gregor; Jorde, Doris (2012). Improving Science Education through European Models of Sustainable Teacher Professional development. (ekstern lenke)