Smag som didaktisk element i stx-gymnasiets faglige samspil: Et effektfuldhedsstudie af dansk- og kemiklassers faglige samspil om, med og for smag

Albe, V., & Gombert, M.-J. (2012). Students' Communication, Argumentation and Knowledge in a

Citizens' Conference on Global Warming. Cultural Studies of Science Education, 7(3), 659-

Retrieved from

http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ978935&site=ehostlive

http://dx.doi.org/10.1007/s11422-012-9407-1

Alvarez, S. (2016). Taco Literacies: Ethnography, Foodways, and Emotions through Mexican Food

Writing. Composition Forum, 34. Retrieved from

http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1113417&site=ehostlive

Andersen, S. S., Baarts, C., & Holm, L. (2017). Contrasting Approaches to Food Education and School

Meals. Food, Culture & Society, 20(4), 609-629. doi:10.1080/15528014.2017.1357948

Andrade, H. L. (2019). A Critical Review of Research on Student Self-Assessment. Frontiers in

Education, 4(87). doi:10.3389/feduc.2019.00087

Aristoteles. (1995). Den nikomacheiske etik. Frederiksberg: Det lille Forlag.

Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122-

doi:10.1037/0003-066X.37.2.122

Bandura, A. (1986). The Explanatory and Predictive Scope of Self-Efficacy Theory. Journal of Social

and Clinical Psychology, 4(3), 359-373. doi:10.1521/jscp.1986.4.3.359

Bandura, A. (2007). Much Ado Over a Faulty Conception of Perceived Self–Efficacy Grounded in

Faulty Experimentation. Journal of Social and Clinical Psychology, 26(6), 641-658.

doi:10.1521/jscp.2007.26.6.641

Baumgarten, A. G. (1968). Filosofiske betragtninger over digtet (1835): [S.l.].

Bayline, J. L., Tucci, H. M., Miller, D. W., Roderick, K. D., & Brlectic, P. A. (2018). Chemistry of Candy:

A Sweet Approach to Teaching Nonscience Majors. Journal of Chemical Education, 95(8),

-1315. Retrieved from

http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1188371&site=ehostlive

http://dx.doi.org/10.1021/acs.jchemed.7b00739

Bazeley, P., & Kemp, L. (2012). Mosaics, Triangles, and DNA: Metaphors for Integrated Analysis in

Mixed Methods Research. Journal of Mixed Methods Research, 6(1), 55-72.

doi:10.1177/1558689811419514

Beck, S. (2016). Pædagogikum mellem teori og praksis : en brugsbog til de almendidaktiske moduler

(1. udgave ed.). Frederiksberg: Frydenlund.

Beck, S. (2017). Al den snak om læring : arven fra Piaget og Vygotsky i socio-eksistentiel belysning (1.

udgave. ed.). Frederiksberg: Frydenlund.

Beck, S. (2019). Didaktisk tænkning på arbejde: en brugsbog til almendidaktik på det gymnasiale

pædagogikum: Bogforlaget Frydenlund.

Beck, S., & Gottlieb, B. (2002). Elev/student : en teoretisk og empirisk undersøgelse af begrebet

studiekompetence. Odense: Dansk Institut for Gymnasiepædagogik, Syddansk Universitet.

Beck, S., Kaspersen, P., Beck, S., Kaspersen, P., & Paulsen, M. (2014). Klassisk og moderne

læringsteori (1. udgave. ed.). Kbh: Hans Reitzel.

Bellomo, C., & Wertheimer, C. (2010). A Discussion and Experiment on Incorporating History into the

Mathematics Classroom. Journal of College Teaching & Learning, 7(4), 19-24. Retrieved from

http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ895247&site=ehostlive

http://cluteinstituteonlinejournals.

com/archives/journals.cfm?Journal=Journal%20of%20College%20Teaching%2

%26%20Learning

Bergman, M. M. (2008). The Straw Men of the Qualitative-Quantitative Divide and Their Influence on

Mixed Methods Research5. London: SAGE Publications Ltd.

Bernhardt, L. (2017). Kohærens og kohæsion i hypertekster. Om sammenhæng i internettekster.

Hermes (ALrhus, Denmark), 19(36), 157. doi:10.7146/hjlcb.v19i36.25843

Biggs, J. B. (2020). SOLO-taxonomy. Retrieved from https://www.johnbiggs.com.au/academic/solotaxonomy/

Biggs, J. B., & Collis, K. F. (1982). Evaluating the quality of learning : the SOLO taxonomy (structure of

the observed learning outcome). New York: Academic Press.

Boell, S. K., & Cecez-Kecmanovic, D. (2010). Literature Reviews and the Hermeneutic Circle.

Australian Academic & Research Libraries, 41(2), 129-144.

doi:10.1080/00048623.2010.10721450

Boell, S. K., & Cecez-Kecmanovic, D. (2014). A Hermeneutic Approach for Conducting Literature

Reviews and Literature Searches. Communications of the Association for Information

Systems, 34, 1. Retrieved from

https://search.proquest.com/docview/1491797903?accountid=14468

http://wx7cf7zp2h.search.serialssolutions.com/directLink?&atitle=A+Hermeneutic+Approach+for+C

onducting+Literature+Reviews+and+Literature+Searches&author=Boell%2C+Sebastian+K%3

BCecez-

Kecmanovic%2C+Dubravka&issn=&title=Communications+of+the+Association+for+Informati

on+Systems&volume=34&issue=&date=2014-01-

&spage=1&id=doi:&sid=ProQ_ss&genre=article

Boud, D., & Soler, R. (2016). Sustainable assessment revisited. Assessment and Evaluation in Higher

Education, 41(3), 400-413. doi:http://dx.doi.org/10.1080/02602938.2015.1018133

Bourdieu, P. (2010). Distinction : a social critique of the judgement of taste ([New ed.] / with a new

introduction by Tony Bennett. ed.). London: Routledge.

Brannon, A. (2018). Emphasizing the Sensuous: Writing for a Richer Life. English Journal, 107(3), 26-

Retrieved from

https://www.statsbiblioteket.dk/au/#/search?query=recordID%3A%22summon_FETCHLOGICAL-

g906-

d09a831921e6f6fb9c322a0b7f3ffabbfba4068448ab768a99d41ffa1c9eb03%22

Breunig, M. (2013). Food for Thought: An Analysis of Pro-Environmental Behaviours and Food

Choices in Ontario Environmental Studies Programs. Canadian Journal of Environmental

Education, 18, 155-172. Retrieved from

http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=95937696&site=ehostlive

Brewer, J., & Hunter, A. (2006). Foundations of Multimethod Research: Synthesizing Styles. Thousand

Oaks: SAGE Publications, Inc.

Brinkmann, S., & Tanggaard, L. (2020). Kvalitative metoder, tilgange og perspektiver: en

introduktion. In S. Brinkmann & T. Lene (Eds.), Kvalitative Metoder (pp. 15-29): Hans Reitzels

Forlag.

Broström, S. (2010). Fiction, drawing and play in a Vygotskian perspective. In A. T. J. Hayden (Ed.),

Early childhood programs as the doorway to social cohesion : application of Vygotsky’s ideas

from an East-West perspective (pp. 77-94): Newcastle upon Tyne : Cambridge Scholars Press.

Brown, B. A. (2013). Eating the Culture of France: Making a Larger Lesson out of Food Sampling in

Class. French Review (0016111X), 86(4), 699-712. Retrieved from

http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=86069761&site=ehostlive

Brown, G. T. L., Andrade, H. L., & Chen, F. (2015). Accuracy in student self-assessment: directions and

cautions for research. Assessment in education : principles, policy & practice, 22(4), 444-457.

doi:10.1080/0969594X.2014.996523

Bryman, A. (2015). Social Research Methods. Oxford: Oxford University Press, Incorporated.

Bråten, I. (2006a). Om Vygotskys liv og lære. In I. Bråten (Ed.), Vygotsky i pædagogikken. Kbh:

Frydenlund.

Bråten, I. (2006b). Vygotsky i pædagogikken. Kbh: Frydenlund.

Bråten, I. (2006c). Vygotsky som forløber for metakognitiv teori. In I. Bråten (Ed.), Vygotsky i

pædagogikken (pp. 83-109). Kbh: Frydenlund.

Bråten, I., & Thurmann-Moe, A. C. (2006). Den nærmeste udviklingszone som udgangspunkt for

pædagogisk praksis. In I. Bråten (Ed.), Vygotsky i pædagogikken (pp. 143-168). Kbh:

Frydenlund.

Buhl, M. (2019). Fagligt samspil mellem rammevilkår og didaktikdiskurser. Tværfaglighed Og Fagligt

Samspil, 137-150.

Cañas, A. J., & Novak, J. D. (2007). Theoretical Origins of Concept Maps, How to Construct Them, and

Uses in Education. Reflecting Education, Vol. 3, No.1, pp. 29-42.

Cañas, A. J., Novak, J. D., & Reiska, P. (2015). How good is my concept map? Am I a good Cmapper?

Knowledge Management & E-Learning, 7(1), 6-19. Retrieved from

https://www.statsbiblioteket.dk/au/#/search?query=recordID%3A%22summon_FETCHLOGICAL-

d1477-

dab4de0870c7f4c4c9ebc564117f02b4128d3bcf1f91c3dffc3cc6a7b9b3%22

Carini, R. M., Kuh, G. D., & Klein, S. P. (2006). Student Engagement and Student Learning: Testing the

Linkages. Research in higher education, 47(1), 1-32. doi:10.1007/s11162-005-8150-9

Carlsen, H. B. (2010). Smag. In C. T. Pedersen & J. Fakstorp (Eds.), Gastronomisk leksikon (2. udgave.

oplag. ed.). Kbh: Nyt Nordisk Forlag.

Carter, K. (2015). Teaching Descriptive Writing through Visualization and the Five Senses. English

Teaching Forum, 53(2), 37-40. Retrieved from

https://search.proquest.com/docview/1720058419?accountid=14468

http://wx7cf7zp2h.search.serialssolutions.com/directLink?&atitle=Teaching+Descriptive+Writing+th

rough+Visualization+and+the+Five+Senses&author=Carter%2C+Katherine&issn=1559663X&

title=English+Teaching+Forum&volume=53&issue=2&date=2015-01-

&spage=37&id=doi:&sid=ProQ_ss&genre=article

Chen, Y. (2020). Correlation between Self-Efficacy and English Performance. International Journal of

Emerging Technologies in Learning (iJET), 15(8), 223-234.

Christensen, J., & Qvortrup, L. (2021). Introduktion: Hvorfor har vi brug for et begreb om

effektfuldhed? Effektfuldhed og kausalitet i pædagogisk forskning og praksis. (Upubliceret)

Christensen, J. H. (2016). Taste as a didactic approach. International Journal of Home Economics.

Christensen, J. H. (2017). Et videnskabeligt didaktisk perspektiv på madkundskab i skolen med projekt

Madkamp som genstandsfelt : Ph.D.-afhandling. Kbh.: DPU - Danmarks Institut for

Pædagogik og Uddannelse, Aarhus Universitet.

Christensen, J. H. (2019). Taste as a constituting element of meaning in food education. International

Journal of Home Economics, 9-19.

Christensen, J. H. (2021). Iagttagelse af tegn på læring via Mixed Methods. Effektfuldhed og

kausalitet i pædagogisk forskning og praksis. (Upubliceret)

Christensen, T. S., Haue, H., & Krogh, E. (2009). Fag og didaktik: Syddansk Universitet. Institut for

Filosofi, Pædagogik og Religionsstudier.

Christensen, T. S., & Hobel, P. (2020). Refleksioner og reformuleringer i didaktisk udviklingsarbejde –

to skrivedidaktiske cases om forsker-praktikersamarbejdet i gymnasiet. Upubliceret artikel,

-17.

Cooper, E. E. (2013). Something to Sink Their Teeth Into: Teaching Culture Through Food.

Transformations: The Journal of Inclusive Scholarship and Pedagogy, 23(2), 92-105.

Retrieved from

https://www.statsbiblioteket.dk/au/#/search?query=recordID%3A%22summon_FETCHjstor_

primary_trajincschped_23_2_00923%22

Creswell, J., W., & Clark, V., L. Plano. (2011). Designing and conducting mixed methods research (2.

ed. ed.). Los Angeles: SAGE Publications.

Creswell, J. W. (2014). Research design : qualitative, quantitative, and mixed methods approaches (4.

ed. ed.). Thousand Oaks, CA: SAGE Publications.

Cubbage, T. (2019). From Bean to Cup. Science Teacher, 86(7), 35-39. Retrieved from

http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1209527&site=ehostlive

https://www.nsta.org/publications/browse_journals.aspx?action=issue&id=116906

Dale, E. L. (2006). Læring og udvikling - i leg og undervisning. In I. Bråten (Ed.), Vygotsky i

pædagogikken

(pp. 47-82). Kbh: Frydenlund.

Daman Huri, N. H., & Karpudewan, M. (2019). Evaluating the Effectiveness of Integrated STEM-lab

Activities in Improving Secondary School Students' Understanding of Electrolysis. Chemistry

Education Research and Practice, 20(3), 495-508. Retrieved from

http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1220953&site=ehostlive

http://dx.doi.org/10.1039/c9rp00021f

Dolin, J., & Goddiksen, M. P. (2017). Fag, hovedområder og fagligt samspil. Gymnasiepædagogik,

-561.

Dolin, J., & Ingerslev, G. H. (2017). Undervisning og læring. In J. Dolin, G. H. Ingerslev, & H. Sparholt

Jørgensen (Eds.), Gymnasiepædagogik (pp. 137-155): Hans Reitzels Forlag.

Dyssegaard, C. B. (2015). Litteraturstudie om intensive læringsforløb (1. oplag. ed.). Kbh: Dansk

Clearinghouse for Uddannelsesforskning.

Elbro, C., & Poulsen, M. (2015). Hold i virkeligheden : statistik og evidens i uddannelse (1. udgave.

ed.). Kbh: Hans Reitzel.

Engeström, Y. (2011). From design experiments to formative interventions. Theory & Psychology,

(5), 598-628. doi:10.1177/0959354311419252

Epikur. (1996). Brevet til Menoikeus. In N. Henningsen (Ed.), De senere græske filosoffer :

moralfilosofi fra kynikere til epikuræere ifølge Diogenes Laertios

Redaktion Filosofi. Frederiksberg: Det lille Forlag.

Fairclough, N. (1993). Critical Discourse Analysis and the Marketization of Public Discourse: The

Universities. Discourse & Society, 4(2), 133-168. doi:10.1177/0957926593004002002

Fairclough, N. (2008). Discourse and social change (Paperback. reprinted. ed.). Cambridge: Polity

Press.

Fetters, M. D., Curry, L. A., & Creswell, J. W. (2013). Achieving Integration in Mixed Methods

Designs—Principles and Practices. Health Services Research, 48(6pt2), 2134-2156.

doi:10.1111/1475-6773.12117

Fibæk Laursen, P., & Kristensen, H. J. f. (Eds.). (2017). Didaktikhåndbogen : teorier og temaer (1.

udgave ed.). Kbh.: Hans Reitzel.

Forster, M., Bestelmeyer, S., Baez-Rodriguez, N., Berkowitz, A., Caplan, B., Esposito, R., . . . McGee, S.

(2018). Data Jams. Science Teacher, 86(2), 48-53. Retrieved from

http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1190644&site=ehostlive

http://www.nsta.org/publications/browse_journals.aspx?action=issue&thetype=all&id=115132

Frederiksen, M. (2013). Integration i 'mixed methods' forskning: Metode eller design? Metode &

Forskningsdesign, 1, 17-40.

Frederiksen, M. (2014). Mixed methods-forskning - fra praksis til teori. Mixed Methods-forskning, 9-

Frederiksen, M. (2020). Mixed methods-forskning. In S. Brinkmann & T. Lene (Eds.), Kvalitative

Metoder (pp. 257-277): Hans Reitzels Forlag.

Frederiksen, M., Gundelach, P., & Nielsen, R. S. (2014a). Mixed methods-forskning : principper og

praksis (1. udgave. ed.). Kbh: Hans Reitzel.

Frederiksen, M., Gundelach, P., & Nielsen, R. S. (2014b). Mixed methods i perspektiv. Mixed

Methods-forskning, 239-258.

Friis Johansen, K. (2007). Den europæiske filosofis historie (4. oplag. ed.). Kbh: Nyt Nordisk Forlag.

Føllesdal, D. (1979). Hermeneutics and the hypothetico-deductive method. Dialectica, 33(3/4), 319-

doi:10.1111/j.1746-8361.1979.tb00759.x

Gadamer, H.-G. (2004). Sandhed og metode : grundtræk af en filosofisk hermeneutik (1. udgave ed.).

Århus: Systime.

Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P., & Trow, M. (2000). The new

production of knowledge : the dynamics of science and research in contemporary societies

(Reprint. ed.). London: Sage.

Gibbs, L., Staiger, P. K., Johnson, B., Block, K., Macfarlane, S., Gold, L., . . . Ukoumunne, O. (2013).

Expanding children's food experiences: the impact of a school-based kitchen garden

program. Journal of Nutrition Education and Behavior, 45(2), 137. Retrieved from

https://www.statsbiblioteket.dk/au/#/search?query=recordID%3A%22summon_FETCHLOGICAL-

e2729-

f2b8c985f741f3e6b5393a1a2f2433b5cbff1d9abc9a55fbb679c007e424ef0c3%22

Gilje, N. (2017). Hermeneutik - teori og metode. In M. Järvinen & N. Mik-Meyer (Eds.), Kvalitativ

analyse : syv traditioner (1. udgave. ed., pp. 127-152). Kbh: Hans Reitzel.

Goodlad, J. I., Klein, M. F., & Nye, K. A. (1979). The Domains of Curriculum and Their Study. In J. I.

Goodlad (Ed.), Curriculum Inquiry. New York: McGraw Hill.

Goralnik, L., Thorp, L., & Rickborn, A. (2018). Food System Field Experience: STEM Identity and

Change Agency for Undergraduate Sustainability Learners. Journal of Experiential Education,

(3), 312-328. Retrieved from

http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1186862&site=ehostlive

http://dx.doi.org/10.1177/1053825918774810

Greenes, C., Wolfe, S., Weight, S., Cavanagh, M., & Zehring, J. (2011). Prime the Pipeline Project

(P[cube]): Putting Knowledge to Work. Contemporary Issues in Technology and Teacher

Education (CITE Journal), 11(1), 21-46. Retrieved from

http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ930140&site=ehostlive

http://www.editlib.org/p/36007

Grice, M. (2014). Epistemic beliefs and knowledge creation among upper-secondary students in

transdisciplinary education for sustainable development. Nordidactica: Journal of

Humanities and Social Science Education, 2014(2014:1), 146-169. Retrieved from

https://www.statsbiblioteket.dk/au/#/search?query=recordID%3A%22summon_FETCHdoaj_

primary_oai_doaj_org_article_db331afe8a6c4bdf8d91c7dff8bbcfc93%22

Groccia, J. E. (2018). What Is Student Engagement? New directions for teaching and learning,

(154), 11-20. doi:10.1002/tl.20287

Gundem, B. B. (1997). Läroplansarbete som didaktisk verksamhet. Michael Uljens (red.) Didaktik -

teori, reflektion och praktik.

Gustavsson, B. (1998). Dannelse i vor tid : om dannelsens muligheder og vilkår i det moderne

samfund (1. udgave. ed.). Århus: Klim.

Gustavsson, B. (2001). Vidensfilosofi (1. udgave. ed.). Århus: Klim.

Halkier, B. (2016). Fokusgrupper (3. udgave ed.). Frederiksberg: Samfundslitteratur.

Halkier, B. (2020). Fokusgrupper. Kvalitative Metoder - En grundbog, 167-184.

Hammersley, M. (2006). Deconstructing the qualitative-quantitative divide. Mixed Methods

Research, A. Bryman (ed.). London: Sage.

Hammersley, M. (2008). Troubles with Triangulation. In M. M. Bergman (Ed.), Advances in Mixed

Methods Research (pp. 22-36). London: Sage.

Harnow Klausen, S., & Harnow Klausen, S. (Eds.). (2011). På tværs af fag : fagligt samspil i

undervisning, forskning og teamarbejde (1. udgave ed.). Kbh.: Akademisk.

Hart, C. (1998). Doing a literature review : releasing the social science research imagination. London:

Sage Publications.

Hasse, C. (2013). Vygotskys sociokulturelle læringsteori. Læringsteori Og Didaktik, 144-172.

Hastrup, K. B. (2020). Feltarbejde. Kvalitative Metoder, 65-95.

Hauze, S., & French, D. (2017). Technology-Supported Science Instruction through Integrated STEM

Guitar Building: The Case for STEM and Non-STEM Instructor Success. Contemporary Issues

in Technology and Teacher Education (CITE Journal), 17(4). Retrieved from

http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1162581&site=ehostlive

http://www.citejournal.org/volume-17/issue-4-17/science/technology-supported-scienceinstruction-

through-integrated-stem-guitar-building-the-case-for-stem-and-non-steminstructor-

success

Hay, D., Kinchin, I., & Lygo-Baker, S. (2008). Making learning visible: the role of concept mapping in

higher education. Studies in Higher Education, 33(3), 295-311. Retrieved from

https://search.proquest.com/docview/219569000?accountid=14468

https://soeg.kb.dk/discovery/openurl?institution=45KBDK_KGL&vid=45KBDK_KGL:KGL&genre=articl

e&atitle=Making+learning+visible%3A+the+role+of+concept+mapping+in+higher+education

&author=Hay%2C+David%3BKinchin%2C+Ian%3BLygo-

Baker%2C+Simon&volume=33&issue=3&spage=295&date=2008-06-

&rft.btitle=&rft.jtitle=Studies+in+Higher+Education&issn=0307-

&isbn=&sid=ProQ%3Aeducation_

Heaney, S. (1998). Fornemmelsen for stedet. Kbh: Gyldendal.

Hedegaard, L. (2017a). Educated tastes. Studier i pædagogisk filosofi online, Årg. 6, nr. 2 (2017).

Retrieved from https://tidsskrift.dk/spf/article/download/26268/154106

https://www.statsbiblioteket.dk/au/#/search?query=recordID%3A%22sb_dbc_artikelbase_3799496

%22

Hedegaard, L. (2017b). Filosofiske forståelser af smag. Perspektiver På Smag.

Hedegaard, L., & Leer, J. (Eds.). (2017). Perspektiver på smag (1. udgave ed.). Odense: Smag for Livet.

Hegel, G. W. F. (1988). Aesthetics: Lectures on fine art. Oxford: Clarendon Press.

Hobel, P. (2009). Almen studieforberedelse og innovativ kompetence: En undersøgelse af 1.g'eres

brug af skrivning som medie til innovation i fagligt samspil.

Hobel, P. (2011). Skrive for at lære og løse problemer. På Tværs Af Fag, 139-178.

Hobel, P. (2012a). Når innovation og faglig samspil sætter fag under pres - et casestudie.

Sammenlignende Fagdidaktik 2, 159-182.

Hobel, P. (2012b). Når innovation og fagligt samspil saetter fag under pres fagdidaktisk

kommunikation i det danske gymnasium efter reformen i 2005. Nordidactica – Journal of

Humanities and Social Science Education(2012:1), 26-52. Retrieved from

www.kau.se/nordidactica

Hobel, P. (2015a). Hvad skal vi konkret spørge eleverne om i undervisning, vejledning og eksamen i

fagligt samspil? Klare studieretningsprofiler og fagligt samspil.

Hobel, P. (2015b). Skriveordrer, tværfagligt samarbejde og demokratisk dannelse. In H. Otnes (Ed.), Å

invitere elever til skriving: Ulike perspektiver på skriveoppgaver (pp. 119-137). Bergen:

Fakbokforlaget (Bergen).

Hobel, P. (2015c). Skriveridentitet i fagligt samspil på hf. Elevskrivere I Gymnasiefag, 137-171.

Hobel, P. (2016a). Læringsmål og sammenlignende skrivedidaktik. Cursiv(19), 35-66.

Hobel, P. (2016b). Skriverudvikling i fagligt samspil på hf. Skriverudviklinger I Gymnasiet, 157-174.

Hobel, P. (2017). Planlægning af forløb og enkelttimer. Gymnasiepædagogik, 285-301.

Hobel, P. (2018). Elevholdninger til fag og fagligt samspil - udfordringer til den sammenlignende

fagdidaktik. Didaktik I Udvikling.

Hobel, P. (2019). Fagligt samspil. EMU - danmarks læringsportal emu.dk. Retrieved from

https://emu.dk/stx/paedagogik-og-didaktik/tvaerfaglighed-og-fagligt-samspil/peter-hobelfagligt-

samspil

Hobel, P., Christensen, T. S., & Høegh, T. (2018). Hvordan opfatter elever og lærere fagligt samspil?

Gympæd 2.0, 2018(20), 26-30.

Holley, C. E., Farrow, C., & Haycraft, E. (2017). A Systematic Review of Methods for Increasing

Vegetable Consumption in Early Childhood. Current nutrition reports, 6(2), 157-170.

doi:10.1007/s13668-017-0202-1

Hume, D. (2005). Of the Standard of Taste (1757). In C. Korsmeyer (Ed.), The taste culture reader:

Experiencing food and drink (English ed. ed., pp. 197-208). New York: Berg.

Hume, D. (2007). Of the Standard of Taste. In C. Korsmeyer (Ed.), The taste culture reader :

experiencing food and drink (Repr. ed., pp. 197-208). Oxford: Berg.

Høegh, T. (2014a). Evalueringsrapport. Klare profiler i studieretningerne. Fase 1, 2012-14.

Høegh, T. (2015a). Klare studieretningsprofiler og fagligt samspil, fase 2, 2013-15.

Høegh, T. (2015b). Samspilsdidaktik og fagligt samarbejde i praksis. Gymnasiepædagogik, 101.

Høegh, T. (Ed.) (2014b). Profilering og faglige samspil : erfaringer fra projekt Klare profiler i

studieretningerne. Odense: Institut for Kulturvidenskaber, Syddansk Universitet.

Højlund, S. (2015). Taste as a Social Sense. Flavour, 4(6), 1-3. doi:10.1186/2044-7248-4-6

Jankvist, U. T. (2011). The construct of anchoring – an idea for 'measuring' interdisciplinarity in

teaching. Philosophy of Mathematics Education Journal(26), 1-10. Retrieved from

http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=95769696&site=ehostlive

Jankvist, U. T., & Iversen, S. M. (2014). ‘Whys’ and ‘Hows’ of Using Philosophy in Mathematics

Education. Science and Education, 23(1), 205-222. doi:10.1007/s11191-013-9616-3

Jantsch, E. (1972). Inter- and transdisciplinary university: A systems approach to education and

innovation. Higher Education, 1(1), 7-37. doi:10.1007/BF01956879

Jensen, K. B. (2010). Tværfaglige samspil mellem matematik og historie i gymnasiets

studieretningsprojekt (SRP). Mona: Matematik Og Naturfagsdidaktik, 2010(1), 32-53.

Jensen, L. D. (2019). Perspektiver på tværfaglig undervisning. Tværfaglighed Og Fagligt Samspil, 126-

Jesson, J. K., Matheson, L., & Lacey, F. M. (2011). Doing your literature review : traditional and

systematic techniques. Los Angeles, Calif.: SAGE.

Jick, T. D. (1979). Mixing Qualitative and Quantitative Methods: Triangulation in Action.

Administrative Science Quarterly, 24(4), 602-611. doi:10.2307/2392366

Johnson, K. (2013). Montessori and Nature Study: Preserving Wonder Through School Gardens. In

Montessori Life (Vol. 25, pp. 36): American Montessori Society.

Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed Methods Research: A Research Paradigm Whose

Time Has Come. Educational Researcher, 33(7), 14-26. doi:10.3102/0013189X033007014

Jørgensen, M. W., & Philips, L. (2008). Diskursanalyse som teori og metode (6. oplag. ed.).

Frederiksberg: Samfundslitteratur.

Kalich, K. A., Bauer, D., & McPartlin, D. (2009). "Early Sprouts": Establishing Healthy Food Choices for

Young Children. YC Young Children, 64(4), 49-55. Retrieved from

https://www.statsbiblioteket.dk/au/#/search?query=recordID%3A%22summon_FETCHLOGICAL-

e1336-

cee7405477e45d322f2012b5ce6a7f3dcba63f532d4790e74558509bf5b130513%22

Kant, I. (2007). Kritik af dømmekraften. Frederiksberg: Det lille Forlag.

Kant, I. (2015). Hvad er mennesket? Antropologi i pragmatisk perspektiv (C. B. Østergaard, Trans. 1.

udgave ed.). Kbh.: Information.

Kaspersen, P. (2011). Sammenlignende fagdidaktik på systemisk og kognitivt grundlag med

udgangspunkt i fagligt samspil i gymnasiet. Cursiv(7), 51-74.

Kaspersen, P., & Dolin, J. (2017). Læringsteorier. Gymnasiepædagogik, 156-208.

Kim, M., & Tan, H. T. (2013). A Collaborative Problem-Solving Process through Environmental Field

Studies. International Journal of Science Education, 35(3), 357-387. Retrieved from

http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1011324&site=ehostlive

http://dx.doi.org/10.1080/09500693.2012.752116

Kinchin, I. M. (2014). Concept Mapping as a Learning Tool in Higher Education: A Critical Analysis of

Recent Reviews. The Journal of Continuing Higher Education, 62(1), 39-49.

doi:10.1080/07377363.2014.872011

Kinchin, I. M., Hay, D. B., & Adams, A. (2000). How a qualitative approach to concept map analysis

can be used to aid learning by illustrating patterns of conceptual development. Educational

Research, 42(1), 43-57. doi:10.1080/001318800363908

Kinchin, I. M., Möllits, A., & Reiska, P. (2019). Uncovering Types of Knowledge in Concept Maps.

Education Sciences, 9.

King, T. J., Donaldson, J. A., & Harry, E. (2012). Tasting Wine: A Learning Experience. Journal of

Experiential Education, 35(3), 464-479. doi:10.5193/JEE35.3.464

Kjørup, S. (1996). Menneskevidenskaberne: problemer og traditioner i humanioras videnskabsteori:

Roskilde Universitetsforlag.

Klafki, W. (1983a). Kategorial dannelse - Bidrag til dannelsesteoretisk fortolkning af en moderne

didaktik. In S. E. Nordenbo (Ed.), Kategorial dannelse og kritisk-konstruktiv pædagogik -

Udvalgte artikler (pp. 33-72). Kbh.: Nyt nordisk Forlag.

Klafki, W. (1983b). Kategorial dannelse og kritisk-konstruktiv pædagogik - Udvalgte artikler. Kbh: Nyt

Nordisk Forlag.

Klafki, W. (1983c). Skolenær curriculum-udvikling som aktionsforskning. In S. E. Nordenbo (Ed.),

Kategorial dannelse og kritisk-konstruktiv pædagogik : udvalgte artikler (pp. 163-185). Kbh:

Nyt Nordisk Forlag.

Klafki, W. (1995). On the Problem of Teaching and Learning Contents from the Standpoint of Critical-

Constructive Didactik. In S. Hopmann & K. Riquarts (Eds.), Didaktik and/or curriculum. Kiel:

Institut für die Pädagogik der Naturwissenschaften an der Universität Kiel.

Klafki, W. (2016). Dannelsesteori og didaktik : nye studier (3. udgave ed.). Århus: Klim.

Klausen, S. H. (2011a). Det faglige samspils former. På Tværs Af Fag. Fagligt Samspil I Undervisning,

Forskning Og Teamarbejde, 69-100.

Klausen, S. H. (2011b). Hvorfor fagligt samspil? På Tværs Af Fag. Fagligt Samspil I Undervisning,

Forskning Og Teamarbejde, 31-68.

Klausen, S. H. (2014). Transfer and Cohesion in Interdisciplinary Education. Nordidactica: Journal of

Humanities and Social Science Education, 2014(2014:1), 1-20. Retrieved from

https://www.statsbiblioteket.dk/au/#/search?query=recordID%3A%22summon_FETCHdoaj_

primary_oai_doaj_org_article_354645ca2c7848ab9868d44e38e20c873%22

Klausen, S. H. (2016). Hvad er videnskabsteori? : Akademisk Forlag.

Knausgård, K. O. (2015). Sukker. In Om vinteren (1. opplag. ed., pp. 157-159). Oslo: Oktober.

Korsmeyer, C. (1999). Making Sense of Taste: Food and Philosophy. New York: Cornell University

Press.

Korsmeyer, C. (2013). Complexities of Taste. Etnofoor, 25(1), 111-116. Retrieved from

https://www.statsbiblioteket.dk/au/#/search?query=recordID%3A%22summon_FETCHjstor_

primary_432640123%22

Korsmeyer, C. (2017). TASTE AND OTHER SENSES: RECONSIDERING THE FOUNDATIONS OF

AESTHETICS. The Nordic Journal of Aesthetics. Retrieved from

https://www.statsbiblioteket.dk/au/#/search?query=recordID%3A%22summon_FETCHstatsbiblioteket_

ojs_oai_ojs_tidsskrift_dk_article_1030783%22

Kousholt, K. (2020). Evaluering og feedback. Tilgået 08.2020. Retrieved from

https://emu.dk/grundskole/paedagogik-og-didaktik/evaluering-og-feedback/kristinekousholt-

evaluering-og-feedback

Kozulin, A. (1986). Vygotsky in Context. In Thought and language (2. printing ed., pp. XI-LVI).

Cambridge, Mass.: MIT Press.

Kragh, K. J., & Strudsholm, E. (2015). Deiksis i sprog og kontekst. Skandinaviske sprogstudier, 6(3).

doi:10.7146/sss.v6i3.20651

Kristiansen, S. (2017). Fortolkning, forforståelse og den hermeneutiske cirkel. In M. Järvinen & N.

Mik-Meyer (Eds.), Kvalitativ analyse : syv traditioner (1. udgave. ed., pp. 153-172). Kbh: Hans

Reitzel.

Krogh, E. (2010). Videnskabsretorik og skrivedidaktik : rapport om et forsknings- og udviklingsprojekt

med deltagelse af Avedøre Gymnasium, Kongsholm Gymnasium & HF samt Syddansk

Universitet (1. oplag. ed.). Odense: Institut for Filosofi, Pædagogik og Religionsstudier,

Syddansk Universitet.

Krogh, E. (2015). Faglighed og skriftlighed - teori, metode og analyseramme. In E. Krogh, K. Sonne

Jakobsen, & T. Spanget Christensen (Eds.), Elevskrivere I Gymnasiefag (1. oplag. ed., pp. 25-

. Odense: Syddansk Universitetsforlag.

Krogh, E., Spanget Christensen, T., & Sonne Jakobsen, K. (Eds.). (2015). Elevskrivere i gymnasiefag.

Odense: Syddansk Universitetsforlag.

Krogstrup, H. K., & Kristiansen, S. (2015). Deltagende observation (2. udgave. ed.). Kbh: Hans Reitzel.

Kuh, G. D. (2009). The national survey of student engagement: Conceptual and empirical

foundations. New Directions for Institutional Research, 2009(141), 5-20. Retrieved from

http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=37139230&site=ehostlive

Kvale, S., & Brinkmann, S. (2015a). Forberedelse til interviewanalyse. In Interview: Det kvalitative

forskningsinterview som håndværk (pp. 249-265): Hans Reitzels Forlag.

Kvale, S., & Brinkmann, S. (2015b). Interview : det kvalitative forskningsinterview som håndværk (3.

udgave ed.). Kbh.: Hans Reitzel.

Kvale, S., & Brinkmann, S. (2015c). Interviewanalyser med fokus på mening. In Interview: Det

kvalitative forskningsinterview som håndværk (pp. 267-284): Hans Reitzels Forlag.

Kähkönen, K., Rönkä, A., Hujo, M., Lyytikäinen, A., & Nuutinen, O. (2018). Sensory-based food

education in early childhood education and care, willingness to choose and eat fruit and

vegetables, and the moderating role of maternal education and food neophobia. Public

health nutrition, 21(13), 2443-2453. doi:10.1017/S1368980018001106

Lave, J. (2009). Cognition in Practice: Cambridge, GBR: Cambridge University Press.

Leer, J., & Wistoft, K. (2018). Taste in Food Education: A Critical Review Essay. Food and Foodways.

Lewis, C. (2015). EATING HISTORY: A UNITED STATES HISTORY PROJECT. Teaching History: A Journal

of Methods, 40(2), 91-100. Retrieved from

http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=112072976&site=ehostlive

Liguori, L. (2017). A Tasty Approach to Statistical Experimental Design in High School Chemistry: The

Best Lemon Cake. Journal of Chemical Education, 94(4), 465-470.

doi:10.1021/acs.jchemed.6b00369

Lund, H., Juhl, C., & Christensen, R. (2016). Systematic reviews and research waste. Lancet, The,

(10014), 123-124. doi:10.1016/S0140-6736(15)01354-9

Lynggaard, K. (2020). Dokumentanalyse. In S. Brinkmann & T. Lene (Eds.), Kvalitative Metoder (pp.

-202): Hans Reitzels Forlag.

Macken-Horarik, M. (1996). Literacy and Learning across the Curriculum: Towards a Model of

Register for Secondary Teachers. In R. Hasan & G. Williams (Eds.), Literacy in Society, Applied

Linguistics and Language Study. (pp. 232-278). London: Longman.

Macken-Horarik, M. (2002). "Something to shoot for": A systematic functional approach to teaching

genre in secondary school science. In A. M. Johns (Ed.), Genre in the classroom: Multiple

perspectives (pp. 17-42, 350 Pages): Lawrence Erlbaum Associates Publishers, Mahwah, NJ.

Marle, P. D., Decker, L., Taylor, V., Fitzpatrick, K., Khaliqi, D., Owens, J. E., & Henry, R. M. (2014). CSIChocolate

Science Investigation and the Case of the Recipe Rip-Off: Using an Extended

Problem-Based Scenario to Enhance High School Students' Science Engagement. Journal of

Chemical Education, 91(3), 345-350. Retrieved from

http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1031147&site=ehostlive

http://dx.doi.org/10.1021/ed3001123

McDonald, B., & Boud, D. (2003). The Impact of Self-assessment on Achievement: The effects of selfassessment

training on performance in external examinations. Assessment in education :

principles, policy & practice, 10(2), 209-220. doi:10.1080/0969594032000121289

Merleau-Ponty, M. (1994). Kroppens fænomenologi (4. oplag ed.). Frederiksberg: Det lille Forlag.

Moran-Ellis, J., Alexander, V. D., Cronin, A., Dickinson, M., Fielding, J., Sleney, J., & Thomas, H. (2006).

Triangulation and integration: processes, claims and implications. Qualitative Research, 6(1),

-59. doi:10.1177/1468794106058870

Mouritsen, O. G., & Styrbæk, K. (2015a). Fornemmelse for smag (1. udgave. ed.). Kbh: Nyt Nordisk

Forlag.

Mouritsen, O. G., & Styrbæk, K. (2015b). Smag på naturvidenskaben. Lmfk-bladet, 1, 32-39.

Mustonen, S., Rantanen, R., & Tuorila, H. (2009). Effect of sensory education on school children's

food perception: A 2-year follow-up study. Food Quality and Preference, 20(3), 230-240.

doi:http://dx.doi.org/10.1016/j.foodqual.2008.10.003

Mustonen, S., & Tuorila, H. (2010). Sensory education decreases food neophobia score and

encourages trying unfamiliar foods in 8–12-year-old children. Food Quality and Preference,

(4), 353-360. doi:http://dx.doi.org/10.1016/j.foodqual.2009.09.001

Nabe-Nielsen, L. (2011). Hermeneutikken. In B. Nabe-Nielsen & L. Nabe-Nielsen (Eds.), Dannelsens

veje (1. udgave. ed., Vol. III, pp. 301-226). Århus: Klim.

Neumann, U. (2018). Cooking Courses in Higher Education: A Method to Foster Education for

Sustainable Development and Promoting Sustainable Development Goals. In W. Leal Filho

(Ed.), Handbook of Sustainability Science and Research, World Sustainability Series (pp. 827-

. Retrieved from

http://ez.statsbiblioteket.dk:2048/login?url=https://link.springer.com/10.1007/978-3-319-

-6

https://www.statsbiblioteket.dk/au/#/search?query=recordID%3A%22ebog_ssj0001930383%22

Nielsen, F. V. (1998). Almen musikdidaktik. København: Akademisk Forlag.

Niss, M. (2019). Tværfaglighed og perspektivering af fysikfaget. Tværfaglighed Og Fagligt Samspil,

-34.

Norton, P., & Cavallaro, R. (2018). Utilising language to enhance the sensory appreciation of food by

Year 9 food specialisation students. Literacy Learning: The Middle Years, 26(1), 15-22.

Retrieved from

http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=127292967&site=ehostlive

Novak, J. D. (1984). Learning how to learn. Cambridge: Cambridge University Press.

Oliveira, A., Weiland, I., & Hsu, T.-F. (2015). Food Appraisal: Discussing Healthy Diet and Eating in

Elementary Science. Electronic Journal of Science Education, 19(2). Retrieved from

http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1188256&site=ehostlive

Olsen, H. (2006). Guide til gode spørgeskemaer. Københvan: Socialforskningsinstituttet.

Pace, J. H. (2019). Preserving the Archives in the 21st Century Classroom: Designing History Classes

around Primary Source Research. Georgia Educational Researcher, 16(1), 64-73. Retrieved

from

http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1206052&site=ehostlive

Papaioannou, D., Sutton, A., Carroll, C., Booth, A., & Wong, R. (2010). Literature searching for social

science systematic reviews: consideration of a range of search techniques. Health

Information & Libraries Journal, 27(2), 114-122. doi:10.1111/j.1471-1842.2009.00863.x

Pedersen, M. T. (2016). Smagen af chokolade. 1-12. Retrieved from

http://www.smagforlivet.dk/sites/default/files/documents/chokoladeballade.pdf

Persson, C. (2014). Hållbar utveckling : en grupp gymnasieelevers resonemang om några livsstilsval.

Nordidactica, 2014(1), 119-145. Retrieved from

https://www.statsbiblioteket.dk/au/#/search?query=recordID%3A%22summon_FETCHswepub_

primary_oai_DiVA_org_hkr_125723%22

Perullo, N. (2016). Taste as experience : the philosophy and aesthetics of food (American edition ed.).

New York: Columbia University Press.

Philips, L. (2020). Diskursanalyse. In S. Brinkmann & L. Tanggaard (Eds.), Kvalitative Metoder (pp.

-405): Hans Reitzels Forlag.

Platon. (2009). Phaidon. In J. Mejer & C. G. Tortzen (Eds.), Samlede værker i ny oversættelse I (1.

udgave. ed.). Kbh: Gyldendal.

Platon. (2010). Alkibiades. In J. Mejer & C. G. Tortzen (Eds.), Samlede værker i ny oversættelse I (1.

udgave. ed.). Kbh: Gyldendal.

Platon. (2011). Gorgias. In J. Mejer & C. G. Tortzen (Eds.), Samlede værker i ny oversættelse I (1.

udgave. ed.). Kbh: Gyldendal.

Platon. (2013a). Staten. In J. Mejer & C. G. Tortzen (Eds.), Samlede værker i ny oversættelse IV (1.

udgave. ed.). Kbh: Gyldendal.

Platon. (2013b). Timaios. In J. Mejer & C. G. Tortzen (Eds.), Samlede værker i ny oversættelse IV (1.

udgave. ed.). Kbh: Gyldendal.

Plum, C. (2005). Ælle Bælle Frikadelle - Mad for børn og voksne. København: Gyldendal.

Prelip, M., Slusser, W., Thai, C. L., Kinsler, J., & Erausquin, J. T. (2011). Effects of a School-Based

Nutrition Program Diffused Throughout a Large Urban Community on Attitudes, Beliefs, and

Behaviors Related to Fruit and Vegetable Consumption. Journal of School Health, 81(9), 520-

doi:10.1111/j.1746-1561.2011.00622.x

Prescott, J. (2012). Taste matters why we like the foods we do. London: Reaktion Books.

Qvortrup, A. (2020). Gymnasiet anno 2019. In A. Qvortrup (Ed.), Gymnasiet i udvikling (pp. 19-46).

København: Hans Reitzels Forlag.

Qvortrup, A., & Wiberg, M. (2013). Viden, erkendelse, læring og undervisning. Læringsteori Og

Didaktik, 15-45.

Qvortrup, L., & Wistoft, K. (2017). Hvad er smag, og hvordan underviser man i og med smag? In L.

Hedegaard & J. Leer (Eds.), Perspektiver På Smag (pp. 109-130): Syddansk Universitet.

Qvortrup, L., & Wistoft, K. (2021). Kausalitet og effektfuldhed i undervisningen og

uddannelsessystemet: En genbeskrivelse. Effektfuldhed og kausalitet i pædagogisk forskning

og praksis. (Upubliceret)

Rangachari, P. K., & Rangachari, U. (2015). Matters of taste: bridging molecular physiology and the

humanities. Advances in physiology education, 39(4), 288-294.

doi:10.1152/advan.00092.2015

Rasmussen, P. (2002). Kreativ og innovativ kompetence, INøglekompetencer - forskerbidrag til Det

Nationale kompetenceregnskab. Retrieved from

http://static.uvm.dk/publikationer/2002/nkr/dokumentationsrapport/10.html

Regeringen, m. f. (03.06.2016). Aftale mellem regeringen, Socialdemokraterne, Dansk Folkeparti,

Liberal Alliance, Det Radikale Venstre, Socialistisk Folkeparti og Det Konservative Folkeparti

om styrkede gymnasiale uddannelser (03.06.2016). 1-46.

Repstad, P. (2007). Mellom nærhet og distanse : kvalitative metoder i samfunnsfag (4. reviderte

utgave. ed.). Oslo: Universitetsforlaget.

Ringvad, M. (2016). Observation af undervisning og elevers læring : håndbog for ledere og vejledere

(1. udgave. 1. oplag. ed.). Frederikshavn: Dafolo.

Roald, T., & Køppe, S. (2008). Generalisering i kvalitative metoder. Psyke & Logos, 29, 86-99.

Rymann, E. (2020). Guide: Sådan smager du i 8 dimensioner. Retrieved from

https://www.smagforlivet.dk/materialer/smagens-didaktik

Sarti, A., Dijkstra, S. C., Nury, O. E., Seidell, J. C., & Dedding, C. W. M. (2017). ‘I Eat the Vegetables

because I Have Grown them with My Own Hands’: Children's Perspectives on School

Gardening and Vegetable Consumption. Children & Society, 31(6), 429-440.

doi:10.1111/chso.12214

Schilling, V. (2009). De naturvidenskabelige fag i samspil. In T. S. Christensen, H. Haue, & E. Krogh

(Eds.), Fag og didaktik (pp. 103-124): Syddansk Universitet. Institut for Filosofi, Pædagogik

og Religionsstudier.

Schmidt, S. J., Bohn, D. M., Rasmussen, A. J., & Sutherland, E. A. (2012). Using Food Science

Demonstrations to Engage Students of All Ages in Science, Technology, Engineering, and

Mathematics (STEM). Journal of Food Science Education, 11(2), 16-22. doi:10.1111/j.1541-

2011.00138.x

Schnack, K. (2000). Faglighed, undervisning og almen dannelse. In H. J. Kristensen & K. Schnack

(Eds.), Faglighed og undervisning (1. udgave. 1. oplag. ed., pp. 11-30). Kbh: Gyldendal

Uddannelse.

Schneider, E. M., Bärtsch, A., Stark, W. J., & Grass, R. N. (2019). Safe One-Pot Synthesis of

Fluorescent Carbon Quantum Dots from Lemon Juice for a Hands-On Experience of

Nanotechnology. Journal of Chemical Education, 96(3), 540-545. Retrieved from

http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1208672&site=ehostlive

http://dx.doi.org/10.1021/acs.jchemed.8b00114

Sepp, H., & Höijer, K. (2016). Food as a tool for learning in everyday activities at preschool - an

exploratory study from Sweden. Food & Nutrition Research, 60(1), 32603-32607.

doi:10.3402/fnr.v60.32603

Shabani, K., Khatib, M., & Ebadi, S. (2010). Vygotsky's Zone of Proximal Development: Instructional

Implications and Teachers' Professional Development. English language teaching (Toronto),

(4), 237.

Shea, P., & Bidjerano, T. (2010). Learning presence: Towards a theory of self-efficacy, self-regulation,

and the development of a communities of inquiry in online and blended learning

environments. Computers & Education, 55(4), 1721-1731.

doi:10.1016/j.compedu.2010.07.017

Shepherd, G. M. (2011). Neurogastronomy - How the Brain Creates Flavor and Why It Matters:

Columbia University Press.

Simon, U. K., Steindl, H., Larcher, N., Kulac, H., & Hotter, A. (2016). Young Science Journalism:

Writing Popular Scientific Articles May Contribute to an Increase of High-School Students'

Interest in the Natural Sciences. International Journal of Science Education, 38(5), 814-841.

Retrieved from

http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1099705&site=ehostlive

http://dx.doi.org/10.1080/09500693.2016.1173260

Sitzmann, T., Ely, K., Brown, K. G., & Bauer, K. N. (2010). Self-assessment of knowledge: A cognitive

learning or affective measure? Academy of Management learning & education, 9(2), 169-

doi:10.5465/AMLE.2010.51428542

Slot, M. F. (2014). Opgavedidaktik og stilladsering. Tidsskrift for sprog- og kulturpædagogik, Aarhus

Universitetsforlag, 59, 59-68.

Small, M. L. (2011). How to Conduct a Mixed Methods Study: Recent Trends in a Rapidly Growing

Literature. Annual Review of Sociology, 37, 57-86.

Smidt, J. (2008). Skrivning og skriveformål - barns og unges veier til ulike fag. In R. T. S. Lorentzen, J.

(Ed.), Liberal Education in a Knowledge Society (pp. 22-36). Chicago: Open Court.

Soh, M., Roth-Johnson, E. A., Levis-Fitzgerald, M., & Rowat, A. C. (2015). Interactive Taste Tests

Enhance Student Learning. Journal of College Science Teaching, 45(1), 44-48.

doi:10.2505/4/jcst15_045_01_44

Strautmane, M. (2012). Concept Map-Based Knowledge Assessment Tasks and Their Scoring Criteria:

An Overview, ResearchGate. ResearchGate. Retrieved from

https://www.researchgate.net/publication/233985290_CONCEPT_MAPBASED_

KNOWLEDGE_ASSESSMENT_TASKS_AND_THEIR_SCORING_CRITERIA_AN_OVERVIEW

Szulevicz, T. (2015). Deltagerobservation. Kvalitative Metoder, 81-96.

Säljö, R. (2003). Læring i praksis : et sociokulturelt perspektiv. Kbh.: Hans Reitzel.

Sörensen, P. M., & Mouritsen, O. G. (2019). Science education and public understanding of science

via food, cooking, and flavour. International Journal of Gastronomy and Food Science, 15, 36-

doi:10.1016/j.ijgfs.2018.11.006

Talsma, K., Schüz, B., & Norris, K. (2019). Miscalibration of self-efficacy and academic performance:

Self-efficacy ≠ self-fulfilling prophecy. Learning and Individual Differences, 69, 182-195.

doi:10.1016/j.lindif.2018.11.002

Tanggaard, L., & Brinkmann, S. (2020). Interviewet: Samtalen som forskningsmetode. Kvalitative

Metoder, 33-64.

Tashakkori, A. (2000). Mixed methodology : combining qualitative and quantitative approaches (4

printing. ed.). Thousand Oaks, Calif: Sage.

Taylor, J. A., Getty, S. R., Kowalski, S. M., Wilson, C. D., Carlson, J., & Van Scotter, P. (2015). An

Efficacy Trial of Research-Based Curriculum Materials with Curriculum-Based Professional

Development. Grantee Submission. Retrieved from

http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED556336&site=ehostlive

http://dx.doi.org/10.3102/0002831215585962

Thrane, C. (2018). Smag og litteratur - den sanselige vej til læring og erkendelse i

danskundervisningen. [https://www.smagforlivet.dk/undervisning/gymnasium/dansk/smagog-

litteratur/smag-og-litteratur-den-sanselige-vej-til-l%C3%A6ring-og].

Thrane, C., & Berg, L. (2019). Smagen af frugt og grønt - smagsbegrebet undersøgt og overvejet. In T.

Brahe (Ed.). Retrieved from

https://www.smagforlivet.dk/undervisning/gymnasium/tv%C3%A6rfaglig/introduktionmodul-

-og-9

Thrane, C., & Christensen, J. (2021). En effektfuldhedsundersøgelse med elevperspektiver i praksis.

Effektfuldhed og kausalitet i pædagogisk forskning og praksis. (Upubliceret). DPU,

Pædagogisk Sociologi. Aarhus Universitet.

Thrane, C., & Eriksen, J. H. (2014). Livretter - Mad i kunst og litteratur (1. udgave. ed.). Aarhus:

Systime.

Togeby, O., Peter Hobel, Katrine Haaning, Ane Qvortrup, Anders Kruse Ljungdalh. (2019). Faglighed i

gymnasiet - DanskGymnasiepædagogik, Særnummer 2019 (Vol. Delrapport 4). Retrieved

from https://www.uvm.dk/publikationer/2020/200109-delrapport-4-dansk

Trowler, V. (2010). Student engagement literature review.

Trowler, V., & Schreiber, B. (2020). Student Engagement From Beyond the US: Increasing Resonance

Through Reframing the Construct. Journal of college and character, 21(4), 315-322.

doi:10.1080/2194587X.2020.1822878

Undervisningsministeriet. (08.2017a). Dansk A, stx - Læreplan. In S. f. U. o. K. Børne- og

Undervisningsministeriet (Ed.).

Undervisningsministeriet. (08.2017b). Læreplan Kemi B – stx 2017. In S. f. U. o. K. Børne- og

Undervisningsministeriet (Ed.). Retrieved from https://www.uvm.dk/gymnasialeuddannelser/

fag-og-laereplaner/laereplaner-2017/stx-laereplaner-2017

Undervisningsministeriet. (08.2019a). Elevernes innovative kompetencer, Vejledning til lov og

bekendtgørelse - Lov om de gymnasiale uddannelser § 1 stk. 3, § 3, § 4 og § 29 stk. 4.

Undervisningsministeriet. (08.2019b). Elevernes studie- og karriereperspektiv, Vejledning til lov og

bekendtgørelse - Lov om de gymnasiale uddannelser § 6 og § 29, stk. 2.

Undervisningsministeriet. (08.2019c). Skriftlige kompetencer og almene studiekompetencer,

Vejledning til lov og bekendtgørelse - Lov om de gymnasiale uddannelser § 1, § 29 og § 30.

Undervisningsministeriet. (27.12.2016). Lov om gymnasiale uddannelser (lov nr. 1716 af 27/12-

. Retrieved from https://www.retsinformation.dk/eli/lta/2016/1716

Undervisningsministeriet. (28.09.2020). LBK nr 1428 af 28/09/2020, Bekendtgørelse af lov om de

gymnasiale uddannelser. Retrieved from https://www.retsinformation.dk/eli/lta/2020/1428

Undervisningsministeriet. (2018a). Dansk A STX, Nyt vejledende sæt 2018.

Undervisningsministeriet. (2018b). Dansk A STX, Råd og vink til undervisningen i vejledende sæt 1

Undervisningsministeriet. (2018c). Dansk A, stx - Vejledning. In S. f. U. o. K. Undervisningsministeriet

(Ed.). Retrieved from file:///C:/Users/au614916/Downloads/200810-Dansk-A-stx-vejledningjuni-

pdf

Undervisningsministeriet. (2018d). Kemi A, B og C, stx - Vejledning.

Undervisningsministeriet. (2020a). Dansk A, stx - Vejledning. In S. f. U. o. K. Børne- og

Undervisningsministeriet (Ed.). Retrieved from

file:///C:/Users/au614916/Downloads/200810-Dansk-A-stx-vejledning-juni-2020.pdf

Undervisningsministeriet. (2020b). Skriftlig dansk 2020 STX - Karakter- og opgavestatistik. Retrieved

from file:///C:/Users/au614916/Downloads/200706-Skriftlig-dansk-stx.pdf

Undervisningsministeriet. (2021). Gymnasiale uddannelser - Karakterer. Retrieved from

https://uddannelsesstatistik.dk/Pages/Reports/1694.aspx. Retrieved 20.04.2021

https://uddannelsesstatistik.dk/Pages/Reports/1694.aspx

Usher, E. L., & Pajares, F. (2008). Sources of Self-Efficacy in School: Critical Review of the Literature

and Future Directions. Review of Educational Research, 78(4), 751-796.

doi:10.3102/0034654308321456

Vygotskij, L. S. (1978). Mind in society : The development of higher psychological processes.

Cambridge, Mass.: Harvard University Press.

Vygotskij, L. S. (1986). Thought and language (2. printing ed.). Cambridge, Mass.: MIT Press.

Vygotsky, L. S. ((1924)). Consciousness as a Problem in the Psychology of

Behavior. Soviet Psychology, 17:4, 3-35. doi:DOI: 10.2753/RPO1061-040517043

Wahlgren, B. (2009). Transfer mellem uddannelse og arbejde. København: NCK.

Wahlgren, B., & Aarkrog, V. (2012). Transfer : kompetence i en professionel sammenhæng (1. oplag.

ed.). Aarhus: Aarhus Universitetsforlag.

Wellington, J. J., & Osborne, J. (2001). Language and literacy in science education. Philadelphia, Pa:

Open University.

Wembye, M. H., & Siggaard Jensen, H. (2021). Et kritisk blik på kausalitet og evidens i den danske

evidensbevægelse og et muligt bud på en forbedring. Effektfuldhed og kausalitet i

pædagogisk forskning og praksis. (Upubliceret)

Wertsch, J. V. (1998). Mind as action. New York ;: Oxford University Press.

Wiberg, M. (2017). Dannelsesteoretisk didaktik. Didaktikhåndbogen, 19-43.

Wiberg, M. (2019). "Klafki og pædagogik - den dobbeltsidige åbning", in: Pædagogiske tænkere :

bidrag til empirisk dannelsesforskning (1. udg. ed.). Kbh: Hans Reitzel.

Wickware, C. L., Day, C. T. C., Adams, M., Orta-Ramirez, A., & Snyder, A. B. (2017). The Science of a

Sundae: Using the Principle of Colligative Properties in Food Science Outreach Activities for

Middle and High School Students. Journal of Food Science Education, 16(3), 92-98.

doi:10.1111/1541-4329.12112

Wistoft, K. (2016). Smagsdidaktisk reflektionsteori i faget madkundskab. Skriftserie Madkundkab, 1-

Wistoft, K., & Christensen, J. (2016). Taste as a didactic approach : enabling students to achieve

learning goals. International Journal of Home Economics, 9(1), 20-34. Retrieved from

https://www.ifhe.org/index.php?eID=tx_nawsecuredl&u=0&g=0&t=1480761338&hash=027

e1fd1b132e579305c1e1317e9f4efc3ff81&file=fileadmin/user_upload/redaktion/Publicati

ons/E-Journal_IJHE/IJHE_Volume_9_Issue_1_CHRISTENSEN.pdf

https://www.statsbiblioteket.dk/au/#/search?query=recordID%3A%22sb_pure_ddfmxd%3Abfbbd4c

-0303-4925-b5ce-ec66e9be5a49%22

Wistoft, K., & Qvortrup, L. (2018a). Rundt om smag. Ugeskift for Læger, 180(25), 2291-2294.

Wistoft, K., & Qvortrup, L. (2018b). Smagens didaktik (1. udgave ed.). Kbh.: Akademisk Forlag.

Wistoft, K., & Qvortrup, L. (2019). Teaching taste. Champaign, IL: Common Ground Research

Networks.

Wistoft, K., & Qvortrup, L. (2021). Seven dimensions of taste — taste in a sociological and

educational perspective. In C. M. Galanakis (Ed.), Gastronomy and Food Science (pp. 227-

. London: Elsevier, Academic Press.

Wood, D., Bruner, J. S., & Ross, G. (1976). THE ROLE OF TUTORING IN PROBLEM SOLVING. Journal of

Child Psychology and Psychiatry, 17(2), 89-100. doi:10.1111/j.1469-7610.1976.tb00381.x

Yaki, A. A., Saat, R. M., Sathasivam, R. V., & Zulnaidi, H. (2019). Enhancing Science Achievement

Utilising an Integrated STEM Approach. Malaysian Journal of Learning and Instruction, 16(1),

-205. Retrieved from

http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1219799&site=ehostlive

Ørsted Andersen, F. (2019). Intensiv læring : relationer, mestringsoplevelser og transfer i det nye

pædagogiske landskab (1. udgave. 1. oplag. ed.). Frederikshavn: Dafolo.