Nani Teig

Bilde av Nani Teig
English version of this page
Rom NHA 505
Brukernavn
Besøksadresse Moltke Moes vei 35 0851 OSLO
Postadresse Postboks 1099 Blindern 0317 OSLO

Jeg jobber som forsker på Enhet for kvantitative utdanningsanalyser (EKVA). For tiden jobber jeg i prosjektet Teachers’ Effect on Student Outcome (TESO). 

Jeg har PhD fra Institutt for lærerutdanning og skoleforskning. Avhandlingen min bygger på forskning innen naturfagdidaktikk og internasjonale storskalaundersøkelser. 

Forskningsinteresser

Forskningsinteressene mine ligger hovedsakelig innenfor naturfagdidaktikk og storskalaundersøkelser:

  • utforskende arbeidsmåter
  • vitenskapelig resonnement og argumentasjon i naturfag
  • lærernes kompetanse og undervisningspraksis
  • vurderings- og læringsanalyse.

Utdanning

  • Doktorgrad i naturfagdidaktikk, 2019, Universitetet i Oslo, Norge.
  • Mastergrad i naturfagdidaktikk, 2011, the University of Texas at Austin, USA.
  • Diplom i anvendt statistisk modellering, 2011, the University of Texas at Austin, USA.
  • Bachelorgrad i fysikk, 2005, the State University of Malang, Indonesia.        

Undervisning/Gruppeundervisning

Bacheloremne:

  • 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).

Masteremne:

Publikasjoner

Vitenskapelige artikler:

  • 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

Konferanser:

  • 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.
Emneord: EKVA, PISA, TIMSS, Naturfagdidaktikk, Læring og utdanning, utforskende arbeidsmåter, loggfiler analyse
Publisert 7. okt. 2015 09:43 - Sist endret 5. feb. 2020 11:59