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Auður Pálsdóttir - Associate Professor

Auður Pálsdóttir

–

School of Education

Auður Pálsdóttir

Associate Professor

Sustainability Education in HEI, The role of Feedback in student learning, Children’s vocabulary development, School self-evaluation, Science and Social Science teaching pedagogies,

Location
Saga / S-313
Email
audurp [at] hi.is

Unit
Faculty of subject teacher education

Consultation hours
By request
ORCID site
https://orcid.org/0000-0001-9645-4856
Research portal – Auður Pálsdóttir

Collaboration

SEIZMIC (Social Entrepreneurship Education), Magnús Þór Torfason, Lára Jóhannsdóttir, University of Iceland
SEIZMIC (Social Entrepreneurship Education), Kai Hockerts, Anne-Karen Hüske, Liana Razmerita, Copenhagen Business School
VR-learn, Jakob B. Cyvin, Tim Favier, Chantel Nixon, et al., NTNU, Trondheim
Vocabulary of Icelandic students, Sigríður Ólafsdóttir, Ragnar F. Ólafsson, Sigurgrímur Skúlason, The Directorate of Education and School service, University of Iceland, Árni Magnússon Institute
University students' spatial thinking ability, Ellen Foster, University of Mississippi
UN SDGs in course offerings at University of Iceland, Lára Jóhannsdóttir, University of Iceland, Environment and Natural Resources
Science literacy of school children in Iceland., Sigríður Ólafsdóttir, University of Iceland
Word difficulty in English and Icelandic texts on PISA, Sigríður Ólafsdóttir, The Directorate of Education and School Service

Published works

2025

Ripple Effects: A Conceptual Model for External Replication in Social Entrepreneurship
Teacher Education Students’ Use of VR to Analyse Learning Opportunities in School Local Environments
Status, Trends and Issues of Education forSustainable Development (ESD) in Iceland
Ripple Effects: A Conceptual Model for External Replication in Social Entrepreneurship

2024

Is the challenge of science literacy a misguided focus in teaching?The Nordic Conference on Science Education Research
Íslenskt námsorðaforðapróf
Íslenskur námsorðaforði [Icelandic academic vocabulary]
The efficacy of educational policies in advancing citizenship education and promoting children’s democratic participation in Ghana
Málnotkun fjöltyngdra nemenda og tengsl við mat þeirra á eigin íslenskufærni [Multilingual school children's use of Icelandic in daily life]Netla
Activating teenagers’ learning in geography using virtual realityInternational Research in Geographical and Environmental Education
Redefining ocean literacy; need for a new framework and more accurate assessment
Is the challenge of science literacy based on a misguided focus in teaching?
Stjórnun menntamála hjá sveitarfélögum á Íslandi: Áhrif skólanefnda á starf grunnskólans
Íslenskur námsorðaforði [Icelandic Academic Vocabulary]Hugvísindaþing 2024
Stjórnun menntamála hjá sveitarfélögum á Íslandi: Áhrif skólanefnda á starf grunnskólaMenntakvika 2024: Ráðstefna í menntavísindum
Tækifæri í kjölfar breytinga á viðmiðum um æðri menntun og prófgráður í háskóla [Opportunities following changes of National Qualification Framework for Higher Education]Menntakvika 2024: Ráðstefna í menntavísindum
Möguleg framtíðarsýn og rammi náms í hjúkrunar- og ljósmóðurfræðum [Potential future vision and framework for Nursing and Midwifery Education]Menntakvika 2024: Ráðstefna í menntavísindum
Möguleg framtíðarsýn og rammi náms í hjúkrunar- og ljósmóðurfræðum
The challenge of science literacy – is it based on misguided focus in teaching?
Tækifæri í kjölfar breytinga á viðmiðum um æðri menntun og prófgráður í háskóla

2023

Íslenskur námsorðaforðiNetla
School Boards in a challenging transition process
Empowering communities through STEM Learning Ecosystems
Íslenska, enska og pólska: Málþróun og málnotkun
Próffræðilegir eiginleikar á matstæki er leggur mat á námsorðaforða íslenskra grunnskólanema
Lífsskoðanir, farsæld og menntun: „Stóru spurningarnar“ sem viðfangsefni í skólastarfi.
Breytt landslag: Fræðilegt samhengi trúarbragða- og lífsskoðunanafræðslu á Íslandi
„Stóru spurningarnar“ sem viðfangsefni í skólastarfi
Ghana‘s basic school policy changes towards ESD and Citizenship Education
Navigating curriculum in Ocean literacy
Climate Education for ACTION

2022

Supporting teachers for Sustainability Education in the Nordic countries: What we know and what we need to doNordiska Lärarorganisationers Samråd, Reykjavík
Curriculum development for the UN SDGs in our universitiesFifth Conference of Nordic Centre India (NCI)
The Icelandic Academic Word List (Listi yfir íslenskan námsorðaforða - LÍNO)
The Nordic Conference on Science Education ResearchThe Nordic Conference on Science Education Research

2021

Signs of the United Nations SDGs in university curriculum: The case of the University of IcelandSustainability (Switzerland)
The Corona-pandemic in Iceland:What we done and how in HE and schools?
Comparison of Student spatial thinking ability in Iceland and Mississippi USANFSUN 2021: Science Education in the light of Global Sustainable Development
Key competencies for sustainability in university of iceland curriculumSustainability (Switzerland)

2020

NorDiNa editorial 1/2020Nordic Studies in Science Education
Greining á orðanotkun í lesskilningsog náttúruvísindahlutum PISA 2018: Samanburður á íslensku þýðingunni og enska textanumNetla
LOFTSLAGSHAMFARIR – HLUTVERKMENNTAKERFISINSLoftslagshamfarir
AURORA-samstarf (Viðburður)AURORA-samstarf
Mat á stöðu faglegs lærdómssamfélags í grunnskólaNetla

2019

Rýnt í niðurstöður PISA 2018 og samhengi þeirra á Íslandi.
Mat á stöðu faglegs lærdómssamfélags í grunnskóla: Þróun mælitækisNetla

2018

he use of criteria when planning, evaluating and completing a project. The case of ENSI criteria and the Curriculum Key in Iceland
Let‘s give teachers a break – we need it: Perspectives on supporting teachersLet‘s give teachers a break – we need it.
Science competencies for the future. Proceedings of the 12th Nordic Research Symposium on Science Education NFSUN, June 7th–9th 2017 Trondheim, Norway (Fræðitímarit)
The use of criteria when planing, evaluating or completing a project: The case of the ENSI Quality Criteria and the Curriculum Key in Iceland
From the editorsNordic Studies in Science Education
The purpose of Sustainability Educationand the curriculum priority of action competence

2017

The emotional challenge of sustainability education
Issues in developing a new university course in sustainability within teacher education
Issues in developing a new university course in sustainability within teacher education.International journal on Math, Science and Technology Education
The emotional challenge of sustainability educationLUMAT
Læsi á náttúruvísindi. Vísbendingar úr PISA 2015

2015

Hvað vilja leikskólabörnin geta? [What do preschool children want to be able to do?]

2014

Sustainability as an emerging curriculum area in Iceland. The development, validation and application of a sustainability education implementation questionnaire
Útikennsla og útinám í grunnskólum

2013

Case-based studies: a critical pedagogy of place in international education in IcelandEducation in the North
Case-based studies: a critical pedagogy of place in international education in Iceland.Education in the North

2012

Teacher efficacy and country clustersONLINE JOURNAL ON PEDAGOGY AND EDUCATION
Teacher efficacy and country clustersNetla

2011

Creating Educational SettingsNetla
Creating Educational SettingsONLINE JOURNAL ON PEDAGOGY AND EDUCATION
Curriculum analysis and education for sustainable development in IcelandEnvironmental Education Research
Skólaþróun í skugga kreppuONLINE JOURNAL ON PEDAGOGY AND EDUCATION
Leiðbeiningar um innra mat skóla
Skólaþróun í skugga kreppuNetla

2010

Hlutverk skólastjóra í menntun til sjálfbærniNetla
Hlutverk skólastjóra í menntun til sjálfbærniONLINE JOURNAL ON PEDAGOGY AND EDUCATION

2009

Hvað græðum við á því að gera sjálfbæra þróun að sýnilegu viðmiði í grunnskólastarfi?Netla
Hvað þurfa einstaklingar að geta í sjálfbæru þjóðfélagi framtíðarinnar?
Hvað græðum við á því að gera sjálfbæra þróun að sýnilegu viðmiði í grunnskólastarfi?ONLINE JOURNAL ON PEDAGOGY AND EDUCATION
Hvað þurfa einstaklingar að geta í sjálfbæru samfélagi framtíðarinnar?
Hvað þurfa einstaklingar að geta í sjálfbæru samfélagi framtíðarinnar?Rannsóknir í félagsvísindum X

2008

Moving into the zone of feasible innovation: towards meaningful science teaching
Vilji og veruleiki: Náttúrufræði- og tæknimenntun á Íslandi: Lokaskýrsla
Education for sustainable development in the Icelandic public school curriculum
Moving into the Zone of Feasible Innovation
Writing for science and science textbooks: a case study from Iceland
Writing for science and science textbooks: a case study from Iceland

2007

Changing constraints on science teaching activity in Icelandic schools
Changing constraints on science teaching activity in Icelandic schools
Icelandic
Náttúrufræðimenntun á Snæfellsnesi – Skýrsla 2: Grunnskóli Grundarfjarðar
Náttúrufræðimenntun á Austurlandi – Skýrsla um Menntaskólann á Egilsstöðum
Náttúrufræðimenntun á Snæfellsnesi – Skýrsla 3: Grunnskólinn í Stykkishólmi
Náttúrufræðimenntun í Garðabæ, samantekt og tillögur [Science education in Garðabær, summary and suggestions]

2006

Náttúrufræðimenntun á Austurlandi – Skýrsla 4: Brúarásskóli
Náttúrufræðimenntun á Austurlandi – Skýrsla 7: Grunnskóli Reyðarfjarðar

1996

Skipulag kennslu í landafræði.Landabréfið

Keywords for Specialisation:

Pedagogy of geography teaching

Icelandic academic word list

Feedback and mentoring in social entrepreneurship education

Sustainability in Higher Education

Science education in compulsory schools

School self-evaluation – program evaluation

Sustainability Education

Outdoor learning í schools

Servant leadership in schools and NGO-organisations