Nani Teig

Image of Nani Teig
Norwegian version of this page
Room NHA 505
Username
Visiting address Moltke Moes vei 35 0851 OSLO
Postal address Postboks 1099 Blindern 0317 OSLO

I am a postdoctoral researcher at the Unit for quantitative analysis in education (EKVA). Currently, I am working in Teachers’ Effect on Student Outcome (TESO) project.

I completed my PhD study at the Department of Teacher Education and School Research, University of Oslo. My dissertation draws on research in science education and international large-scale assessments. 

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.

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

  • Bruce H. Choppin Dissertation Award, International Association for the Evaluation of Educational Achievement (IEA), 2020.
  • 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

Bachelor course:

  • 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).

Master course:

Publications

Journal articles:

  • Teig, N., Scherer, R., & Kjærnsli, M. (2020, in press). Identifying patterns of students’ performance on simulated inquiry tasks using PISA 2015 log-file data. Journal of Research in Science Teaching’s special issue “science teaching, learning, and assessment with 21st century, cutting‐edge digital ecologies.” https://doi.org/10.1002/tea.21657
  • 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).  https://doi.org/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

Conference presentations:

  • Teig, N. (2019, August). Identifying patterns of students’ performance on simulated inquiry tasks using PISA 2015 log-file data. Paper presented at the 13th Conference of the European Science Education Research Association (ESERA), Bologna, Italy.
  • Teig, N. (2019, August). Inquiring into inquiry: What can we learn about inquiry as means and ends from PISA and TIMSS study? Poster presented at the 13th Conference of the European Science Education Research Association (ESERA), Bologna, Italy.
  • Teig, N., Scherer, R., & Nilsen, T. (2019, June). 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. Paper presented at the 8th IEA International Research Conference (IRC), Copenhagen, Denmark.
  • 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.
Tags: EKVA, PISA, TIMSS, Science education, Educational Science, Learning and teaching, Inquiry-based learning, Log file analysis
Published Oct. 7, 2015 9:44 AM - Last modified Oct. 3, 2020 8:47 PM