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.

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)

Konferanseforedrag

• Stein Dankert Kolstø; Matthias Gregor Stadler (2025). Constructive argumentation during students’ sense-making dialogues. (ekstern lenke)
• Stein Dankert Kolstø; Matthias Gregor Stadler; Idar Mestad et al. (2021). Students’ critical thinking – test results, classroom practices, and a new teaching framework [Symposium]. (ekstern lenke)
• Matthias Gregor Stadler; Festo Kayima (2017). Why many chemistry teachers find it difficult to ask good questions. (ekstern lenke)
• Matthias Gregor Stadler (2015). Textbook tasks: A way to understanding chemistry?. (ekstern lenke)
• Matthias Gregor Stadler; Doris Jorde; Silke Rönnebeck (2013). Common challenges in improving science education in different educational systems across Europe. (ekstern lenke)
• Matthias Gregor Stadler (2011). A teacher professional development model for improving science and mathematics education. (ekstern lenke)
• Matthias Gregor Stadler (2011). Teacher professional development for fostering inquiry based approaches in the classroom. (ekstern lenke)
• Jeffrey Nordine; Ibrahim Delen; Robert H Evans et al. (2019). Promoting coherent science instruction through science teacher education. (ekstern lenke)
• Stein Dankert Kolstø; Matthias Gregor Stadler (2024). Sense-making through hybrid talk: ​ High-achieving secondary students’ language use during practical work. (ekstern lenke)
• Matthias Gregor Stadler (2021). Affordances of a simulated panel debate for critical thinking in science. (ekstern lenke)
• Matthias Gregor Stadler; Ann Kristin Danielsen Jacobsen (2021). How students solve calculation problems in chemistry. (ekstern lenke)
• Matthias Gregor Stadler; Ole-Anders Øvstegård Bodal (2014). What tasks in Norwegian chemistry textbooks require students to do. (ekstern lenke)
• 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. (ekstern lenke)
• Stein Dankert Kolstø; Matthias Gregor Stadler (2025). Sense-making through hybrid talk: High-achieving secondary students’ language use during practical work. (ekstern lenke)
• Matthias Gregor Stadler; Sigrun E Eggereide (2019). Signs for understanding chemistry in laboratory reports. (ekstern lenke)
• Mildrid Kyte; Matthias Gregor Stadler (2019). How do students use the active learning activities available to them in an introductory chemistry course?. (ekstern lenke)
• Stein Dankert Kolstø; Matthias Gregor Stadler; Gerd Johansen (2016). Identifying different functions of IRE-dialogues based on contextual characteristics. (ekstern lenke)
• Stein Dankert Kolstø; Matthias Gregor Stadler (2025). Dybdelæring gjennom utforsking og samtale rundt flere små eksperimenter. (ekstern lenke)
• Matthias Gregor Stadler; Roald Arnevik Renså (2021). Affordances of a simulated debate on sustainability of food production for teaching critical thinking in science. (ekstern lenke)
• Silke Rönnebeck; Matthias Gregor Stadler (2013). Towards common research-based standards for TPD in Europe– insights from the S-TEAM project. (ekstern lenke)
• Matthias Gregor Stadler (2012). Muligheter for læring gjennom bruk av eksperimenter i kjemiundervisningen. (ekstern lenke)
• Matthias Gregor Stadler (2011). Inquiry based learning in science and mathematics. (ekstern lenke)
• Matthias Gregor Stadler; Randi Skei Bakketun (2024). HOW USEFUL ARE STUDENTS’ ANSWERS TO END-OF-CHAPTER TESTS IN CHEMISTRY FOR FORMATIVE ASSESSMENT?. (ekstern lenke)
• Matthias Gregor Stadler (2024). Mappevurdering i naturfag – videregående elevers erfaringer og holdninger. (ekstern lenke)

Lærebok

• Matthias Gregor Stadler (2024). Kjemididaktikk. Kompendium for lektorutdanningen. (ekstern lenke)

Vitenskapelig bokkapittel

• Trude Nilsen; Merethe Frøyland; Ellen Karoline Henriksen et al. (2021). Et kritisk og konstruktivt blikk på naturfaget i norsk skole. (ekstern lenke)
• Matthias Gregor Stadler; Doris Jorde (2012). Improving Science Education through European Models of Sustainable Teacher Professional development. (ekstern lenke)
• Claudia Stübi; Brigitte Döring; Claudia Fischer et al. (2014). How can professional teachers improve science and mathematics teaching?. (ekstern lenke)

Forelesning

• Stein Dankert Kolstø; Matthias Gregor Stadler; Jan Arildsen et al. (2020). Hvordan sikre faget i utforskende tverrfaglig samarbeid?. (ekstern lenke)
• Matthias Gregor Stadler (2025). Characteristics of students’ language use when learning from science experiments - a dialogic perspective on student talk. (ekstern lenke)
• Matthias Gregor Stadler (2021). Utfordringer knyttet til analyse av elevinnspill i en paneldebatt på 9. trinn om klimapåvirkning av kosthold. (ekstern lenke)

Fremhevet artikkel i media

• Matthias Gregor Stadler; Mette Andresen (2012). Det hjelper at læreren blir bedre i matte. (ekstern lenke)

Doktorgradsavhandling

• 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. (ekstern lenke)
• Vegard Gjerde; Stein Dankert Kolstø; Bodil Holst et al. (2021). Integrating Cognitive Learning Strategies into Physics Instruction : Developing students’ approaches to physics and learning. (ekstern lenke)
• Sigve Høgheim; Rolf Reber; Roger Andre Federici et al. (2017). Making math interesting. An experimental study of interventions to encourage interest in mathematics. (ekstern lenke)

Forskningsrapport

• Matthias Gregor Stadler (2023). Adaptation of the DECoSTE Observation Tool in a chemistry education course. (ekstern lenke)
• Matthias Gregor Stadler (2023). Adapting CoRe and Storyline as tools to promote learning and coherence in a chemistry education course. (ekstern lenke)
• Jeffrey Nordine; Ibrahim Delen; Robert H Evans et al. (2019). Final report of the PICoSTE project. (ekstern lenke)

Vitenskapelig artikkel

• 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. (ekstern lenke)
• Jeffrey Nordine; Stefan Sorge; Ibrahim Delen et al. (2021). Promoting coherent science instruction through coherent science teacher education: a model framework for program design. (ekstern lenke)
• Stein Dankert Kolstø; Matthias Gregor Stadler (2024). Sense-Making Through Hybrid Talk: High-Achieving Secondary Students' Language Use during Practical Work. (ekstern lenke)

Populærvitenskapelig artikkel

• Matthias Gregor Stadler (2011). Utforskende oppgaver med tallpyramider. (ekstern lenke)

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