Publikationer fra Arts

Følg med i forskningen fra de tre institutter på Faculty of Arts: Institut for Kommunikation og Kultur, Institut for Kultur og Samfund og DPU - Danmarks institut for Pædagogik og Uddannelse.

Publikationerne er oplistet med de nyeste øverst.

Sortér efter: Dato | Forfatter | Titel

Petersen, M. B., Christiansen, L. E., Bor, A., Lindholt, M. F., Jørgensen, F., Adler-Nissen, R., Roepstorff, A. & Lehmann, S. (2022). Communicate hope to motivate the public during the COVID-19 pandemic. Scientific Reports, 12, Artikel 2502. https://doi.org/10.1038/s41598-022-06316-2

Petersen, M. & Maier, C. D. (2022). Communicating inclusive and exclusive identities through multimodal signs in the linguistic landscape of a Danish university. 12. Abstract fra Diversity and Inclusion across Languages, Vienna, Østrig. https://www.wu.ac.at/fileadmin/wu/o/diversityinclusion/ABSTRACTS_ALL.pdf

Bruun, M. H. & Hasse, C. (2022). Communities, Collectives and Categories. I M. Bruun, A. Wahlberg, R. Douglas-Jones, C. Hasse, K. Høyer, D. B. Kristensen & B. R. Winthereik (red.), The Palgrave Handbook of the Anthropology of Technology (s. 381-398). Palgrave Macmillan. https://doi.org/10.1007/978-981-16-7084-8_19

Tamborg, A. L., Jankvist, U. T. & Misfeldt, M. (2022). Comparing programming and computational thinking with mathematical digital competencies from an implementation perspective. I U. T. Jankvist, R. Elicer, A. Clark-Wilson, H.-G. Weigand & M. Thomsen (red.), Proceedings of the 15th international conference on technology in mathematics teaching (ICTMT 15): Making and Strengthening "Connections and Connectivity" for Teaching Mathematics with Technology (s. 298–305). Danish School of Education, Aarhus University. https://doi.org/10.7146/aul.452

Misfeldt, M., Jankvist, U. T., Elicer, R., Geraniou, E., Bråting, K. & Tamborg, A. L. (2022). Comparing the implementation of programming and computational thinking in Denmark, Sweden and England. I J. Hodgen, E. Geraniou, G. Bolondi & F. Ferretti (red.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12) (s. 4171-4172). ERME and Free University of Bozen-Bolzano. https://hal.archives-ouvertes.fr/CERME12/hal-03766226

Hong, Y. & Jankvist, U. T. (2022). Comparing two mathematical competencies frameworks from China and Denmark. Asian Journal for Mathematics Education, 1(4). https://doi.org/10.1177/27527263221144193

Madsen, M. (2022). Competitive/comparative governance mechanisms beyond marketization: A refined concept of competition in education governance research. European Educational Research Journal, 21(1), 182-199. https://doi.org/10.1177/1474904120958922

Christensen, K. R. & Nyvad, A. M. (2022). Complexity, frequency, and acceptability (data). Datasæt https://osf.io/rze9t/

Müller, H. H. (2022). Complex predicates vs. independent lexical forms. Typological contrasts between Danish and Spanish. 24-25. Abstract fra Workshop on Typological Contrasts
And their impact on cognition, language learning and bilingual mediation, Aarhus, Danmark. http://chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://conferences.au.dk/fileadmin/ingen_mappe_valgt/TYPOws22_Book_of_Abstracts.pdf

Dindler, C., Iversen, O. S., Caspersen, M. E. & Smith, R. C. (2022). Computational Empowerment. I S.-C. Kong & H. Abelson (red.), Computational Thinking Education in K-12: Artificial Intelligence Literacy and Physical Computing (s. 121-140). MIT Press. https://doi.org/10.7551/mitpress/13375.003.0009

Schaper, M.-M. A., Smith, R. C., Tamashiro, M. A., Van Mechelen, M., Lunding, M. S., Bilstrup, K.-E. K., Kaspersen, M. H., Jensen, K. L., Petersen, M. G. & Iversen, O. S. (2022). Computational Empowerment in Practice: Scaffolding teenagers’ learning about emerging technologies and their ethical and societal impact. International Journal of Child - Computer Interaction, 34, Artikel 100537. https://doi.org/10.1016/j.ijcci.2022.100537

Wackerhausen, A.-C. & Nielbo, K. L. (2022). Computationally assisted conceptual analysis-What is it is, and how to do it. International Journal of Digital Humanities, 3(1-3), 51-89. https://doi.org/10.1007/s42803-021-00041-4

Misfeldt, M., Jankvist, U. T., Elicer, R., Tamborg, A. L., Brahe, T., Geraniou, E. & Bråting, K. (2022). Computational thinking and mathematics viewed as transdisciplinary configurations. Abstract fra Mathematics and its Connections to the Arts and Sciences, Shippagan, New Brunswick, Canada. https://www.umoncton.ca/umcs-macas2022/sites/umcs-macas2022.prod.umoncton.ca/files/wf/16-08-2.pdf

Tannert, M., Lorentzen, R. F. & Berthelsen, U. D. (2022). Computational Thinking as Subject Matter: As an Independent Subject or Integrated across Subjects? I A. Yadav & U. D. Berthelsen (red.), Computational Thinking in Education: A Pedagogical Perspective (s. 73-89). Routledge. https://doi.org/10.4324/9781003102991-5

Hansen, J. Ø., Musaeus, L. H. & Nielsen, K. (2022). Computational Thinking i matematik, naturvidenskab og samfundsfag (CTiMNAT): Evaluering af projektets tredje kursusforløb 2021-2022. Rapport udarbejdet for Danske Science Gymnasier (DASG) af Center for Computational Thinking & Design, Aarhus Universitet. Aarhus Universitet.

Zacho, L. & Elicer, R. (2022). Computational thinking i matematiktimen. Matematik: tidsskrift for regne- og matematiklærere, 50(3), 52-55.

Caeli, E. N. (2022). Computational Thinking in Compulsory Education. [Ph.d.-afhandling, Aarhus Universitet]. Aarhus Universitet.

Tamborg, A. L., Elicer, R., Misfeldt, M. & Jankvist, U. T. (2022). Computational thinking in Denmark from an anthropological theory of the didactic perspective. I C. Fernández, S. Llinares, Á. Gutiérrez & N. Planas (red.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education: ´ (Bind 4, s. 91-98). PME. https://web.ua.es/en/pme45/documents/proceedings-pme45-vol4.pdf

Yadav, A. & Berthelsen, U. D. (red.) (2022). Computational Thinking in Education: A Pedagogical Perspective. (1 udg.) Routledge. https://doi.org/10.4324/9781003102991

Dohn, N. B. & Nørgård, R. T. (2022). Computational thinking in higher education: a framework for mapping and developing learning activities. I R. Sharpe, S. Bennett & T. Varge-Atkins (red.), Handbook of Digital Higher Education (s. 65-83). Edward Elgar Publishing.

Tamborg, A. L. & Elicer, R. (2022). Computational thinking og matematik - erfaringer fra et igangværende forskningsprojekt. Matematik: tidsskrift for regne- og matematiklærere, 50(3), 4-9.

Liu, Y.-Y. & Iversen, O. S. (2022). Computational Thinking through Tangible Play: Understanding Social Dialogues in Children's Learning. I Proceedings of Interaction Design and Children, IDC 2022 (s. 596-603). Association for Computing Machinery. https://doi.org/10.1145/3501712.3535288

Dalsgaard, C. & Caviglia, F. (2022). Computeren som kognitiv partner og personligt læringsmiljø. Børne- og Undervisningsministeriet. https://emu.dk/stx/paedagogik-og-didaktik/skriftlighed/computeren-som-kognitiv-partner-og-personligt

Bryld Staunæs, A. (2022). Computer Lars (4-10-1-8-11-13-5-3-7-6-2-9-12). KP Digital. https://www.kp-digital.online/da/computer-lars

Jones, L., Anderson, S. D., Læssøe, J., Banzhaf, E., Jensen, A., Bird, D. N., Miller, J. K., Hutchins, M., Garrett, J., Taylor, T., Wheeler, B. W., Lovell, R., Fletcher, D., Qu, Y., Vieno, M. & Zandersen, M. (2022). Conceptual framework for mapping and modelling ecosystem services. Zenodo. https://doi.org/10.5281/zenodo.10607614

Viser resultater 9351 til 9375 ud af 68703

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Revideret 03.07.2026

Knud Holt Nielsen