Læremiddelbrug og literacyforståelser i naturfagene i Danmark

In this symposium, the ongoing Danish project "Scientific Reading – Learning with Texts in Science Education" (2022-2026) is presented. The symposium focuses on Danish science teachers' use of learning materials as well as their understanding of and approaches to literacy in science. In Denmark, research on literacy and use of learning materials in science teaching is scarce, underpinning the significance of this project. Unlike the traditional ‘content area literacy’ approach that has dominated Danish science education, this project adopts a contemporary ‘disciplinary literacy’ framework. The symposium comprises three
presentations exploring specific aspects of the project: Presentation 1 delves into a survey study mapping literacy and learning material use in Danish primary and lower secondary science education; Presentation 2 lays forth and discusses preliminary findings from qualitative classroom studies exploring learning with texts in science teaching; Presentation3 offers a comparative analysis of recent trends in disciplinary literacy in science education based on an international research review and Danish findings from the survey study introduced in presentation 1, emphasizing among others the prominence of multimodality.
The symposium aims to bridge connections between actual trends in literacy research (multimodality and disciplinary literacy) and the increasing emphasis on models and modeling in science education research.