Nani Teig

Image of Nani Teig
Norwegian version of this page
Mobile phone +47 45398548
Room NHA 611
Username
Visiting address Moltke Moes vei 35 0851 OSLO
Postal address Postboks 1099 Blindern 0317 Oslo

I am a postdoctoral researcher at the Teachers’ Effect on Student Outcome (TESO) project and associate professor II in science education at Innland 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 draws 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.

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

  • 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

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:

  • RDID4030: Naturfagdidaktikk fordypning.
  • NATDID4001: Naturfagene, forskning og skole.
  • NATDID4002: Naturfagene, forskning og samfunn.
  • 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

  • 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.
  • 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: https%3A/doi.org/10.18261/9788215045108-2021-03. 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 (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 & 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

View all works in Cristin

  • 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 Oct. 26, 2021 11:02 AM