I’m a PhD fellow working under the Unit for Quantitative Analysis in Education (EKVA). My research interests lie primarily in the areas of science teaching and learning and more specifically in the study of inquiry-based teaching, scientific reasoning, scientific argumentation, science assessment, teacher self-efficacy, science teacher education and professional development.
Broadly speaking, my PhD project seeks to understand what we can learn about inquiry-based science teaching using international large-scale assessment studies. In particular, the aim of my research project is to investigate inquiry-based science teaching and its relations to student outcomes as well as the factors associated with inquiry implementation at the classroom, school, and system level using PISA and TIMSS 2015 data.
From science education perspective, this study will attempt to cast a better light on the role of inquiry-based science teaching in student learning and to address the challenges to promote inquiry activities in science classrooms. From the perspective of educational effectiveness research, the findings of this project are particularly useful to create an awareness of the methodological issues describing teaching effectiveness in large-scale studies.
- M. A. in Science Education, 2011, The University of Texas at Austin, USA.
- Diploma in Applied Statistical Modeling, 2011, The University of Texas at Austin, USA.
- B. Ed in Physics, 2005, The State University of Malang, Indonesia.
Awards, scholarships, and fellowships
- 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.
- PPU3210: Undervisning og læringsforløp i naturfag.
- PPU3220: Vurdering og tilpasset opplæring i naturfag.
- PPU3510D: Undervisning og læring, faglig utvikling, klasse- og læringsledelse.
- PROF3025: Ledelse av elevers læring (naturfagenes fagdidaktikk).
- Teig, N., Scherer, R., & Nilsen, T. (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, 10(1697). doi:10.3389/fpsyg.2019.01697
- Teig, N., Scherer, R., & Nilsen, T. (2018). More isn't always better: The curvilinear relationship between inquiry-based teaching and student achievement in science. Learning and Instruction, 56, 20-29. https://doi.org/10.1016/j.learninstruc.2018.02.006
- Teig, N., & Scherer, R. (2016). Bringing formal and informal reasoning together – A new era of assessment? Frontiers in Psychology,7(1097). https://doi.org/10.3389/fpsyg.2016.01097
- Teig, N., Scherer, R., & Nilsen, T. (2018, January). Instructional quality as a trigger for school change? Examining the relationship between inquiry teaching and student achievement in science. Paper presented at the International Congress for School Effectiveness and Improvement (ICSEI), Singapore.
- Teig, N., Scherer, R., & Nilsen, T. (2017, August). From mind to action: The relationship between teacher self-efficacy and instructional practice in science. Paper presented at the European Conference on Educational Research (ECER), Copenhagen, Denmark.
- Teig, N. (2016, November). What make PISA items more difficult for language-minority students? Examining the effects of item interactivity and response format in a computer-based assessment of scientific literacy. Poster presented at the 2016 Association for Educational Assessment Annual Conference (AEA), Limassol, Cyprus.
- Teig, N., & Scherer, R. (2016, August). Students’ Ability to Think Scientifically: Findings from PISA 2015 and an In-depth Case Study. Paper presented at the Emerging Researchers Conference (ECER 2016), Dublin, Ireland.