Læreres udfordringer ved ny fællesfaglighed i naturfagene i Danmark

Research output: Contribution to journalJournal articleResearchpeer-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-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.
Original languageDanish
JournalNorDiNa
Volume14
Issue number2
Pages (from-to)203-220
Number of pages18
ISSN1504-4556
DOIs
Publication statusPublished - 2018
EventNordisk Forskersymposium for Undervisning i Naturfag - NFSUN 2017 - NTNU, Trondheim, Norway
Duration: 6 Jun 20179 Jun 2017
http://nfsun.org/

Conference

ConferenceNordisk Forskersymposium for Undervisning i Naturfag - NFSUN 2017
LocationNTNU
Country/TerritoryNorway
CityTrondheim
Period06/06/1709/06/17
Internet address

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