Katja Natalie

Dr. habil. Katja Natalie Andersen is Associate Professor in Primary Science Education at the Faculty of Humanities, Education and Social Sciences at the University of Luxembourg.

Her research focuses on primary science learning and teaching, inquiry-based science education, STEM competencies, and science learning in multilingual contexts.

Prior to taking up her current position at the University of Luxembourg, she was a C2 University Professor at the Justus-Liebig University of Gießen, Germany. She studied educational science, psychology, and physical education at the Justus-Liebig University of Gießen (MA, 1997, with distinction), graduated with her state examination as primary school teacher (1994, first state examination, with distinction; 1997, second state examination, with distinction), and received her doctorate in educational science and physical education from the University of Gießen (2000, Dr. phil.). She earned her habilitation, titled “Spiel und Erkenntnis in der Grundschule”, in educational science in 2014.

Research interests
Primary Science Learning
Inquiry-based Science Education
STEM Competencies
Science Learning in Multilingual Contexts

Latest content Katja Natalie Andersen took part in

Geography & Spatial Planning
Interdisciplinary UniGR Center of Expertise at the University of Luxembourg
The University of the Greater Region (UniGR) has founded the first interdisciplinary centre of expertise for border research. It is a cross-border structure with border researchers from Germany, France, Belgium and Luxembourg, coordinated at the Department of Geography and Spatial Planning of the University of Luxembour
Developing multilingual pedagogies in Early Childhood
A successful professional development track helped professionals implement multilingual education in early childhood in Luxembourg. MuLiPEC, a research project from the University of Luxembourg, enabled 46 teachers and educators to better understand multilingualism and language learning, and move from monolingual to multilingual practices.