Professor

Lydia Schulze Heuling

Arbeids- og kompetanseområde

My field of profession comprises science and technological education, performing arts and aesthetic inquiry. Having completed a Diploma in Physics (2006) and a Master of Arts in Performance Studies (2008) I was awarded a doctorate degree in science education in 2015.
Presently I hold a position as professor for physics education at the Western Norway University of Applied Sciences (HVL) and was visiting professor at Flensburg University (Workgroup Peter Heering) in 2020. As performing artist, I received the Performing Science award from Justus-Liebig-Universität, Gießen (GER) and was artist in residence at the idans festival in Istanbul, both in 2007.
My research interests are: (i) the interplay between art and science, with an emphasis on science, sustainability and transformative education, (ii) the history and philosophy of science, with an emphasis on the theatre about science and the manyfold forms of doing and knowing, (iii) aesthetic inquiry in science education, with an emphasis on ontological and educationl aspects, and (iv) science education research methodologies, with an emphasis on quantitative, qualitative and art-based methodologies.

A project I recently initiated on the topic of STEAM education focuses on the development, evaluation and implementation of a new STEAM didactics that assigns a central place to art and aesthetics. This project involves over 12 different European institutions, including the CERN, the Musée du Louvre, Trelleborg AS, the University of Edinburgh and PH Weingarten, as well as the NGOs Women Engage for a Common Future, European Youth for Change, CREDA onlus and Schools for Health.
https://ec.europa.eu/info/funding-tenders/opportunities/portal/screen/how-to-participate/org-details/999999999/project/101058507/program/43108390/details

 

Recent publications:

Schulze Heuling, D. & Schulze Heuling, L. (forthcoming): Naturwissenschaftliche Bildung. In: Stein, R. Müller, T. & Hascher, P., Bildung als Herausforderung. Grundlagen für die Pädagogik bei Verhaltensstörungen. Bad Heilbrunn, Klinkhardt

Schulze Heuling, Lydia (2021). Promoting student interest in science: The impact of a science theatre project. LUMAT: International Journal on Math, Science and Technology Education, 9(2), 63–81. https://doi.org/10.31129/LUMAT.9.2.1489

Schulze Heuling, Lydia & Filk, Christian. (eds) (2021). Algorithmic and Aesthetic Literacy. Emerging Transdisciplinary Explorations for the Digital Age. Barbara Budrich.

Wild, Steffen & Schulze Heuling, Lydia (2021). Re-evaluation of the D21-Digital-Index assessment instrument for measuring higher-level digital competences. Studies in Educational Evaluation, 68. https://doi.org/10.1016/j.stueduc.2021.100981

Schulze Heuling, Lydia & Wild, Steffen (2021). How Student Characteristics Affect Economy Students’ Digital Competences: A latent profile study. Nordic Journal of Vocational Education and Training, 11(1), 44-70. https://doi.org/10.3384/njvet.2242-458X.2111144

Heering, Peter & Schulze Heuling, Lydia (Hrsg) (2020). "Physik auf der Bühne" [Physics on Stage], Naturwissenschaften im Unterricht Physik, 176. https://www.friedrich-verlag.de/physik/unterricht-physik-digital/physik-auf-der-buehne-2358

 

 

 

 

Underviser i
  • Science and Technological Education in undergraduate and graduate courses
  • Trends and Themes in STEM education research
  • Art-based and aesthetic trans-disciplinary inquiry in the science classroom
  • Philosophy of Science and Research Methodology

 

Forskar på
  • SENSE. The New European Roadmap for STEAM Education
    https://ec.europa.eu/info/funding-tenders/opportunities/portal/screen/how-to-participate/org-details/999999999/project/101058507/program/43108390/details
  • Teachers’ Research Literacy for Science teaching (TRELIS), funded by The Research Council of Norway
    https://www.oslomet.no/en/research/research-projects/trelis
  • STEAM
    https://www.the-next-step.eu/next-step-project/
  • Pro-environmental behaviour in science and vocational education (PebSciVoc). Identifying leverage points for promoting students' pro-environmental behaviour in science and vocational education. (Joint project with Per Andersson (Linköping University), Daniel Gabaldon and Fernando Marhuenda (Universitat de València), Steffen Wild (TU Dortmund)