Interdisciplinary test in science: Teachers´ challenges with new interdisciplinary science in Denmark

Publikation: Konferencebidrag uden forlag/tidsskriftPaper/skriftligt oplægForskningpeer review

Abstract

In Denmark, a new interdisciplinary agenda has been invented across the science subjects in lower secondary school. Interdisciplinary integration around six major problem-based teaching sequences in grades 7-9 has been made mandatory, and a new interdisciplinary oral end examination has been devised. The new examination format was piloted with volunteering teachers/classes during spring 2016 end examination. The present study captures teacher challenges facing and implementing the new interdisciplinary agenda in its pilot-year, including the end examination. Empirically, we have surveyed interdisciplinary beliefs, attitudes, and related practices amongst a diverse sample of teachers across the sciences (N=94). Further, we have made observations and teacher interviews with nine teachers participating in the 2016-pilotting. Against a generally positive background, we have identified substantial challenges related to teacher beliefs, subject matter knowledge and interdisciplinary self-efficacy, traditional teaching practices, as well as a range of organizational barriers to the implementation of reform intentions.
OriginalsprogEngelsk
Publikationsdato2 jun. 2021
StatusUdgivet - 2 jun. 2021
BegivenhedNFSUN 2021, Nordisk Forskersymposium: Science Education in the light of Global Sustainable Development – Trends and possibilities - VIA UC (virtual)
Varighed: 1 jun. 20212 jun. 2021

Konference

KonferenceNFSUN 2021, Nordisk Forskersymposium
LokationVIA UC (virtual)
Periode01/06/2102/06/21

Emneord

  • Uddannelse, professioner og erhverv

Citationsformater