BeskrivelseDanish lower secondary science education was reformed with a new curriculum commencing in the school year 2015-2016. The theoretical and political intentions behind the new curriculum include substantial changes to how teachers should address models and modelling (MoMo) in their practice. The purpose of this study is to analyse the alignment between the intentions and arguments for integrating MoMo into science education, on the one hand, and teachers’ practices and rationales for integrating MoMo into their teaching practice, on the other. First, this study outlines a theoretical competence-oriented modelling framework. This framework describes what kind of knowledge and practice of MoMo needs to be integrated into teaching to accomplish a competence-oriented approach in this regard. Second, against the backdrop of this framework an empirical study of three teacher-teams’ talk about MoMo and their practice of integrating MoMo in their teaching was conducted. The findings suggest that the participating teachers’ practices and rationales for integrating MoMo into their teaching are characterized by a product-oriented approach that is not well aligned with competence-oriented teaching. Finally, this study provides ideas for improving the alignment between theoretical intentions and teachers’ practice, targeted at science educators and curriculum designers.
|Begivenhedstitel||Nordic Research Symposium on Science Education: Science Education in the light of Global Sustainable Development – Trends and possibilities|
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