Alignment between teachers' practices and political intentions in the context of a reformed modelling-oriented science curriculum in Danish lower secondary school

Research output: Contribution to journal › Journal article › Research › peer-review

Standard

Alignment between teachers' practices and political intentions in the context of a reformed modelling-oriented science curriculum in Danish lower secondary school. / Nielsen, Sanne Schnell; Nielsen, Jan Alexis.

In: Nordic Studies in Science Education, Vol. 18, No. 3, 2022, p. 369-383.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Nielsen, SS & Nielsen, JA 2022, 'Alignment between teachers' practices and political intentions in the context of a reformed modelling-oriented science curriculum in Danish lower secondary school', Nordic Studies in Science Education, vol. 18, no. 3, pp. 369-383. https://doi.org/10.5617/nordina.9340

APA

Nielsen, S. S., & Nielsen, J. A. (2022). Alignment between teachers' practices and political intentions in the context of a reformed modelling-oriented science curriculum in Danish lower secondary school. Nordic Studies in Science Education, 18(3), 369-383. https://doi.org/10.5617/nordina.9340

Vancouver

Nielsen SS, Nielsen JA. Alignment between teachers' practices and political intentions in the context of a reformed modelling-oriented science curriculum in Danish lower secondary school. Nordic Studies in Science Education. 2022;18(3):369-383. https://doi.org/10.5617/nordina.9340

Author

Nielsen, Sanne Schnell ; Nielsen, Jan Alexis. / Alignment between teachers' practices and political intentions in the context of a reformed modelling-oriented science curriculum in Danish lower secondary school. In: Nordic Studies in Science Education. 2022 ; Vol. 18, No. 3. pp. 369-383.

Bibtex

@article{f18a1153242f4e0b85169194d6d65220,
title = "Alignment between teachers' practices and political intentions in the context of a reformed modelling-oriented science curriculum in Danish lower secondary school",
abstract = "A new national science curriculum for lower secondary education was initiated in Denmark in 2015-2016. The intentions behind the new curriculum include substantial changes to how teachers should address models and modelling (MoMo) in their practice. This study focuses both on those intentions and on teachers' practices, rationales, and experiences in this regard. Data were generated by means of semi-structured interviews and lesson planning workshops among three pairs of teachers. Our findings suggest that: (1) teachers' practices and rationales for integrating MoMo into their teaching reflected an approach by which MoMo were treated largely as the product of a scientific process rather than part of a scientific process; (2); the dynamic process of designing, evaluating and revising models based on students' own inquiry only played a minor role; and (3) teachers had multiple experiences in their efforts to enact the curriculum intentions. Finally, based on the findings, we discuss how to enhance the alignment between curriculum intentions and teachers' practice.",
author = "Nielsen, {Sanne Schnell} and Nielsen, {Jan Alexis}",
note = "Publisher Copyright: {\textcopyright} 2022 University of Oslo, Norwegian Centre for Science Education. All rights reserved.",
year = "2022",
doi = "10.5617/nordina.9340",
language = "English",
volume = "18",
pages = "369--383",
journal = "Nordic Studies in Science Education",
issn = "1894-1257",
publisher = "University of Oslo",
number = "3",

}

RIS

TY - JOUR

T1 - Alignment between teachers' practices and political intentions in the context of a reformed modelling-oriented science curriculum in Danish lower secondary school

AU - Nielsen, Sanne Schnell

AU - Nielsen, Jan Alexis

N1 - Publisher Copyright: © 2022 University of Oslo, Norwegian Centre for Science Education. All rights reserved.

PY - 2022

Y1 - 2022

N2 - A new national science curriculum for lower secondary education was initiated in Denmark in 2015-2016. The intentions behind the new curriculum include substantial changes to how teachers should address models and modelling (MoMo) in their practice. This study focuses both on those intentions and on teachers' practices, rationales, and experiences in this regard. Data were generated by means of semi-structured interviews and lesson planning workshops among three pairs of teachers. Our findings suggest that: (1) teachers' practices and rationales for integrating MoMo into their teaching reflected an approach by which MoMo were treated largely as the product of a scientific process rather than part of a scientific process; (2); the dynamic process of designing, evaluating and revising models based on students' own inquiry only played a minor role; and (3) teachers had multiple experiences in their efforts to enact the curriculum intentions. Finally, based on the findings, we discuss how to enhance the alignment between curriculum intentions and teachers' practice.

AB - A new national science curriculum for lower secondary education was initiated in Denmark in 2015-2016. The intentions behind the new curriculum include substantial changes to how teachers should address models and modelling (MoMo) in their practice. This study focuses both on those intentions and on teachers' practices, rationales, and experiences in this regard. Data were generated by means of semi-structured interviews and lesson planning workshops among three pairs of teachers. Our findings suggest that: (1) teachers' practices and rationales for integrating MoMo into their teaching reflected an approach by which MoMo were treated largely as the product of a scientific process rather than part of a scientific process; (2); the dynamic process of designing, evaluating and revising models based on students' own inquiry only played a minor role; and (3) teachers had multiple experiences in their efforts to enact the curriculum intentions. Finally, based on the findings, we discuss how to enhance the alignment between curriculum intentions and teachers' practice.

U2 - 10.5617/nordina.9340

DO - 10.5617/nordina.9340

M3 - Journal article

AN - SCOPUS:85147307017

VL - 18

SP - 369

EP - 383

JO - Nordic Studies in Science Education

JF - Nordic Studies in Science Education

SN - 1894-1257

IS - 3

ER -

ID: 342570114