Peer learning: when conversation encourages understanding of science and mathematics

Research output: Contribution to conference without a publisher/journalPaperResearchpeer-review


The project reported investigates how a 15 weeks intervention with systematic peer learning (SPL) can be developed in science and mathematics in 3rd grade (Schmidt, 2015). We investigate and attempt to transpose positive international experiences (eg Thurston et al., 2020) with SPL to the Danish primary school at a grade level where students' interest in STEM subjects usually decline markedly. The success criteria for the project is that a) students' involvement in science and mathematics increase significantly (assessed through student questionnaires), b) the lack of interest can be countered by SPL (assessed via qualitative interviews), c) students achievement increases during the project (assessed with ‘signature tasks’) and that d) the SPL-didactics can work in the Danish school context (assessed through video observations). The study involves 15 classes, 30 teachers and approximately 300 students, which corresponds to 450 intervention lessons, of which 240 are videotaped.
Original languageEnglish
Publication date19 May 2021
Publication statusPublished - 19 May 2021
EventNOFA8 – The 8th Nordic Conference on Subject Education: Creativity, Literacy and Critical Thinking in Subject Education: Issues and Trends for the 21st Century - Online due to the Corona pandemic, Bergen, Norway
Duration: 18 May 202120 May 2021


ConferenceNOFA8 – The 8th Nordic Conference on Subject Education
LocationOnline due to the Corona pandemic
Internet address


  • mathematics
  • natural science
  • cooperative learning
  • research


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