Nani Teig

Associate Professor - Institutt for lærerutdanning
Image of Nani Teig
Norwegian version of this page
Room NHA 611
Username
Visiting address Moltke Moes vei 35 0851 OSLO
Postal address Postboks 1099 Blindern 0317 Oslo

I am an associate professor of science education at the Department of Teacher Education and School Research. I also work as an associate professor II at the Inland Norway University of Applied Sciences (Høgskolen i Innlandet), Hamar. 

I completed my PhD study at the Department of Teacher Education and School Research, University of Oslo. My dissertation drew on research in science education and international large-scale assessments. I received Bruce H. Choppin Dissertation Award from the International Association for the Evaluation of Educational Achievement (IEA).

Research interest

My research interests lie primarily in the areas of science education and large-scale assessment:

  • inquiry-based teaching
  • scientific reasoning and argumentation
  • teacher competence and instructional quality
  • assessment and learning analytics
  • academic resilience.

Education

  • PhD, Science Education, 2019, University of Oslo, Norway.
  • M. A., Science Education, 2011, the University of Texas at Austin, USA.
  • Diploma, Applied Statistical Modeling, 2011, the University of Texas at Austin, USA.
  • B. Ed, Physics, 2005, the State University of Malang, Indonesia.

Awards and fellowships

  • Young CAS Fellow, 2022-2024, Centre for Advanced Study (CAS) at the Norwegian Academy of Science and Letters.
  • Global Education Monitoring (GEM) Report Fellowship, 2022, UNESCO.
  • Early Career Researcher Travel Award, 2022, European Educational Research Association (ESERA).
  • Global Education Award, 2021, Global Education Network Europe (GENE).
  • Bruce H. Choppin Dissertation Award, 2020, International Association for the Evaluation of Educational Achievement (IEA).
  • Visiting Researcher Award, Word Education Research Association (WERA), 2020.
  • Ambassador’s Awards for Academic Excellence, 2012, The Embassy of the Republic of Indonesia, USA.
  • Graduate Dean’s Prestigious Fellowship, 2011, The University of Texas at Austin, USA.
  • Critical Thinking Educational Award, 2011, James Randi Educational Foundation, USA.
  • International Ford Fellowship, 2009-2011, Ford Foundation, USA.

Teaching/Co-teaching

Courses in science education:

  • PPU3210: Undervisning og læringsforløp i naturfag.
  • PPU3220: Vurdering og tilpasset opplæring i naturfag.
  • PPU3510D: Undervisning og læring, faglig utvikling, klasse- og læringsledelse.
  • PROF1015: Profesjonsidentitet, læring og undervisning
  • PROF3025: Ledelse av elevers læring (naturfagenes fagdidaktikk).
  • RDID4030: Naturfagdidaktikk fordypning.
  • NATDID4001: Naturfagene, forskning og skole.
  • NATDID4002: Naturfagene, forskning og samfunn.

Courses in research methodology:

  • DIFO4001: Didaktisk forskningsmetode: design og innsamling av data.
  • DIFO4015: Didaktisk forskningsmetode: analyse og framstilling av data.
Tags: EKVA, PISA, TIMSS, Science education, Educational Science, Learning and teaching, Inquiry-based learning, Log file analysis

Publications

  • Teig, Nani (2022). Inquiry in Science Education. In Nilsen, Trude; Stancel-Piątak, Agnes & Gustafsson, Jan-Eric (Ed.), International Handbook of Comparative Large-Scale Studies in Education. Springer. ISSN 978-3-030-38298-8. doi: 10.1007/978-3-030-38298-8_62-1.
  • Teig, Nani & Nilsen, Trude (2022). Profiles of instructional quality in primary and secondary education: Patterns, predictors, and relations to student achievement and motivation in science. Studies in Educational Evaluation. ISSN 0191-491X. 74, p. 1–17. doi: 10.1016/j.stueduc.2022.101170.
  • Teig, Nani; Bergem, Ole Kristian; Nilsen, Trude & Senden, Bas (2021). Gir utforskende arbeidsmåter i naturfag bedre læringsutbytte? In Nilsen, Trude & Kaarstein, Hege (Ed.), Med blikket mot naturfag. Nye analyser av TIMSS-data og trender 2015-2021. Universitetsforlaget. ISSN 9788215045092. p. 46–72. doi: 10.18261/9788215045108-2021-03. Full text in Research Archive
  • Nilsen, Trude; Frøyland, Merethe; Henriksen, Ellen Karoline; Kolstø, Stein Dankert; Jorde, Doris & Korsager, Majken [Show all 14 contributors for this article] (2021). Et kritisk og konstruktivt blikk på naturfaget i norsk skole. In Nilsen, Trude & Kaarstein, Hege (Ed.), Med blikket mot naturfag. Nye analyser av TIMSS-data og trender 2015-2021. Universitetsforlaget. ISSN 9788215045092. p. 207–260. doi: 10.18261/9788215045108-2021-09. Full text in Research Archive
  • Teig, Nani (2020). Scientific inquiry in TIMSS and PISA 2015. Inquiry as an instructional approach and the assessment of inquiry as an instructional outcome in science. Nordic Studies in Science Education. ISSN 1504-4556. 16(2). doi: 10.5617/nordina.8029.
  • Nilsen, Trude; Scherer, Ronny; Gustafsson, Jan-Eric; Teig, Nani & Kaarstein, Hege (2020). Teachers’ role in enhancing equity: A multilevel structural equation modeling with mediated moderation. In Frønes, Tove Stjern; Pettersen, Andreas; Radišić, Jelena & Buchholtz, Nils (Ed.), Equity, Equality and Diversity in the Nordic Model of Education. Springer. ISSN 9783030616472. p. 173–196. doi: 10.1007/978-3-030-61648-9_7. Full text in Research Archive
  • Teig, Nani; Scherer, Ronny & Kjærnsli, Marit (2020). Identifying patterns of students' performance on simulated inquiry tasks using PISA 2015 log‐file data. Journal of Research in Science Teaching. ISSN 0022-4308. 57, p. 1400–1429. doi: 10.1002/tea.21657. Full text in Research Archive
  • Teig, Nani; Scherer, Ronny & Nilsen, Trude (2019). I Know I Can, but Do I Have the Time? The Role of Teachers’ Self-Efficacy and Perceived Time Constraints in Implementing Cognitive-Activation Strategies in Science. Frontiers in Psychology. ISSN 1664-1078. 10(3389). doi: 10.3389/fpsyg.2019.01697. Full text in Research Archive
  • Teig, Nani; Scherer, Ronny & Nilsen, Trude (2018). More isn't always better: The curvilinear relationship between inquiry-based teaching and student achievement in science. Learning and Instruction. ISSN 0959-4752. 56, p. 20–29. doi: 10.1016/j.learninstruc.2018.02.006.
  • Teig, Nani & Scherer, Ronny (2016). Bringing formal and informal reasoning together - A new era of assessment? Frontiers in Psychology. ISSN 1664-1078. 7. doi: 10.3389/fpsyg.2016.01097. Full text in Research Archive

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  • Nilsen, Trude & Teig, Nani (2022). A Systematic Review of Studies Investigating the Relationships Between School Climate and Student Outcomes in TIMSS, PISA, and PIRLS. In Nilsen, Trude; Stancel-Piątak, Agnes & Gustafsson, Jan-Eric (Ed.), International Handbook of Comparative Large-Scale Studies in Education. Springer. ISSN 978-3-030-38298-8. p. 1–34. doi: 10.1007/978-3-030-38298-8_34-1.
  • Teig, Nani (2016). Students’ ability to think scientifically: Analysis of PISA 2015 and an in-depth case study.

View all works in Cristin

Published Oct. 7, 2015 9:44 AM - Last modified June 18, 2022 9:44 AM