Læreres udfordringer ved ny fællesfaglighed i naturfagene i Danmark

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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-piloting. 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.
OriginalsprogDansk
TidsskriftNorDiNa
Vol/bind14
Udgave nummer2
Sider (fra-til)203-220
Antal sider18
ISSN1504-4556
DOI
StatusUdgivet - 2018
BegivenhedNordisk Forskersymposium for Undervisning i Naturfag - NFSUN 2017 - NTNU, Trondheim, Norge
Varighed: 6 jun. 20179 jun. 2017
http://nfsun.org/

Konference

KonferenceNordisk Forskersymposium for Undervisning i Naturfag - NFSUN 2017
LokationNTNU
LandNorge
ByTrondheim
Periode06/06/1709/06/17
Internetadresse

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