Denmark – Legitimation Code Theory

Larsen, V. (2023) Pedagogising virtual reality technology – a new perspective on the TPACK framework. Nordic Journal of Comparative and International Education, 7(2). DOI: 10.7577/njcie.5254

Larsen, V. (2023) Pedagogising virtual reality technology – a new perspective on the TPACK framework. Nordic Journal of Comparative and International Education, 7(2). DOI: 10.7577/njcie.5254

Hindhede, A. L. & Højbjerg, K. (2022) Disciplinary knowledge, pedagogy, and assessment in non-university marine engineering education – consequences for student academic success. Teaching in Higher Education. DOI: 10.1080/13562517.2022.2067746

Hindhede, A. L. & Højbjerg, K. (2022) Disciplinary knowledge, pedagogy, and assessment in non-university marine engineering education – consequences for student academic success. Teaching in Higher Education. DOI: 10.1080/13562517.2022.2067746

Kabel, K. (2021) Year 8 students’ interpretations of short stories in the Danish L1 literature classroom: Distinct ways of writing and knowing. L1-Educational Studies in Language and Literature, 21: 1-27. DOI: 10.17239/L1ESLL-2021.21.02.19

Kabel, K. (2021) Year 8 students’ interpretations of short stories in the Danish L1 literature classroom: Distinct ways of writing and knowing. L1-Educational Studies in Language and Literature, 21: 1-27. DOI: 10.17239/L1ESLL-2021.21.02.19

Hindhede, A. L. & Hojbjerg, K. (2022). Disciplinary knowledge, pedagogy, and assessment in non-university marine engineering education Consequences for student academic success. Teaching in Higher Education: 1 – 16.

Hindhede, A. L. & Hojbjerg, K. (2022). Disciplinary knowledge, pedagogy, and assessment in non-university marine engineering education Consequences for student academic successDownload

Kabel, K. (2021) Year 8 students’ interpretations of short stories in the Danish L1 literature classroom: Distinct ways of writing and knowing. L1-Educational Studies in Language and Literature, 21: 1-27. DOI: 10.17239/L1ESLL-2021.21.02.19

Steffensen, T. & Hull Havgaard, M. (2018) Knowledge and behaviour management in the multi-ethnic classroom: An ethnographic study of teachers’ classroommanagement strategies and minority pupils’ participation in different school subjects, Ethnography and Education, DOI: 10.1080/17457823.2018.1519401

Meidell Sigsgaard, A-V. (PhD, 2013) Who Knows What?: The Teaching of knowledge and knowers in a fifth grade Danish as a Second Language classroom, Danish School of Education, Aarhus University, Denmark.

Meidell Sigsgaard, A.V. (2013). ”Hvad skal jeg skrive nu? ‐ Det må du selv vide…” – udvekslingsstrukturanalyse af samtaler mellem lærere og elever i undervisningen af dansk som andetsprog og historie. Nordand, 8(1). [Danish language]

See article here.

Larsen, V. (2014) Changes in knowledge organization and the role of problem based learning, in Zieba, M. & K. Zieba (eds) Innovative approaches to business education – selected issues (pp. 87–102), Denmark: VIA University College Denmark.

Larsen, V. (2013) Faglighed og Problembaseret Læring: Vidensstrukturer i professionsuddannelser, Institut for Planlægning [Disciplinarity and Inter-disciplinarity in Problem Based Learning – Knowledge Structures in Professional Education], Aalborg Universitet.

Larsen, V. (2013) Transversal knowledge formations in Professional Bachelor Education employing Problem Based Learning (PBL), Journal of Problem Based Learning in Higher Education, 1(1): 53–71.