Lucas M. Jeno – PhD student

Lucas M. Jeno : PhD student

Lucas M. Jeno

PhD student

I am a PhD candidate/scholar responsible of investigating teaching and learning related issues at bioCEED. My main interest is on student learning and motivation, and how teachers motivate their students.
My projects

+47 48 13 46 43
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These are the projects I am working on:



ArtsApp was developed by bioCEED (UiB), The Norwegian Biodiversity Information Centre, and The Centre for Science Education (UiB). We have now conducted two studies assessing the effect of the app vs. the traditional textbook (Lids Flora) on motivation, competence and achievement. The results indicate that the app has a main effect increasing students´ motivation, competence and achievement, relative to the textbook, but also indirectly via motivation. The scientific investigation is a collaboration with researcher at bioCEED and the University of Rochester, USA.


bioCEED conducted a baseline national survey of biology students. We aim to replicate this study in a four-year period. A sub-part of this survey is a study conducted with researchers at the department of Education where we assess students´ aspiration for studying, motivation, perception of teachers support and prospective achievement. The results indicate that students holding an intrinsic aspiration, as opposed to extrinsic aspiration, has higher achievement levels. Furthermore, students with intrinsic motivation, as opposed to extrinsic motivation, achieve at a higher level.

Team-Based Learning

A central goal of bioCEED is to change the teaching from a teacher-centred to a learner-centred education. In two quasi-experimental studies we have assessed the relative difference of students participating in traditional lectures vs attending team-based lectures. We hypothesize that students participating in team-based lectures will be more motivated and have higher perceived learning outcomes compared to students in traditional lectures.

Gender differences

In two studies, researchers at bioCEED and collaborators at The University of Minnesota, USA have investigate how gender differs on measures such as self-efficacy, intrinsic value, engagement, and science confidence. We find unique effects of gender differences and aim to investigate why this occurs. We know that there are more males with more confidence in STEM-fields even though females out-perform males.

Motivation and achievement – meta-analysis

By looking through the entire field of motivation and achievement, researchers at bioCEED, PRIME, and the University of Rochester, USA, investigate the effect of motivation on achievement and different moderators on this effects. We have found studies ranging from elementary school to college and from individualistic and collectivistic cultures.


Torstein N. Hole – PhD student

Torstein Nielsen Hole : PhD student

Torstein Nielsen Hole

PhD student

I am a Ph.D student part of the PRIME project and bioCEED. I am responsible for assessing and researching approaches to student learning in practice activities such as the workplace and field-work.
My projects

+47 98 07 16 17
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These are the projects I am working on:


Work placements

Through the PRIME project, we have implemented a new work placement course for biology students. This course gives students access to different workplaces and rewards 10 ECTS. The students write blogs about their experiences in workplace. I am researching the content of the blogs to uncover how student write about knowing in work placements circumstances.

Engagement with biology practices in field excursions

One of the main practical parts of the biology education is field work, this is an arena for research and learning. I have conducted a organizational ethnographic study of field excursions across several weeks. I am currently writing up the results.


We have developed a comprehensive survey battery for students, teachers, administrative and technical staff and biologists in the workplace. This survey is the first of its kind and touches upon crucial themes for bioCEED, for instance teaching methods, practice learning, and generic skills. The survey was later written into a four-part report. The survey will be used in a post-test in 2018.

Sammen for bedre læring

This is a collaboration between medicine, biology, teacher education, and music education led by Arild Raaheim. We have developed three distinct case studies and are investigating how students learn across these different instances of work placements. I am lead author in a joint paper to write up our findings.


Cissy Ballen – Postdoctoral Researcher

Cissy Ballen : Postdoctoral Associate

Cissy Ballen

Postdoctoral Associate

I am postdoctoral associate in the College of Biological Sciences at the University of Minnesota. I am associated with bioCEED through several research projects examining active learning and STEM equity.
My webpage

+ 1 607 279 2625
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These are my research interests:


My research centers on strategies to reduce attrition of historically underrepresented groups in STEM fields. I became interested in this topic as an undergraduate teaching assistant in zoology at the University of Minnesota. Sehoya Cotner and I co-wrote a paper published in the Journal of Science Teaching that demonstrated female students largely benefit, disproportionately from men, by having a female role model teaching their Biology class. While the research has broad applications, the results also rang true on a personal level. At the University of Minnesota I will continue my work on institutional biases and solution-oriented strategies to promote diversity in the sciences.