28. oktober 2021

Organisatorisk læring på teknisk eux

Organisatorisk læring på teknisk eux [pdf, 7MB]

IND's studenterserie nr. 105. Specialerapport. Kemi.

Trine Nørgaard Christensen, 2021.

Vejledere: Jesper Bruun & Jonas Tarp Jørgensen


Technical eux is an education based on a combination of higher technical examinations (htx) and vocational education (eud). The education contains subjects from upper secondary school e.g. chemistry and vocational subjects e.g. sensory and food quality for nutrition assistants. An eux nutrition assistant student has 26% less teaching modules in Chemistry B than an htx student and both type of students must learn the same curriculum determined by the Ministry of Children and Education (UVM). When planning the teaching in chemistry, the teacher must work with an interdisciplinary approach to combine chemistry with vocational subjects to ensure synergy. This synergy effect and competencies from the vocational subjects should compensate for the reduction in teaching time.

The interdisciplinary approach must be implemented in the eux teamwork to fulfill the requirements from UVM, but there are various of factors that limit the probability for success. This study has investigated the possibilities and restrictions for the chemistry subject to work interdisciplinarily with other subjects. The thesis aimed to investigate the interdisciplinarity between chemistry and other subjects in a series of teaching modules which was carried out with the theme fermentation.

By conducting a series of qualitative interviews with the involved teachers, the purpose was to investigate how the teachers evaluated the realized interdisciplinarity and how to improve the teaching in the future to strengthen the interdisciplinarity approach.

The study reveals that teachers evaluated problems with working interdisciplinarily as such; new teachers assigned late in the process of planning the modules, heavy workload for the teachers, limited knowledge about the other subjects and eux in general, absence of shared problem statement and mutual goal. Many of the problems could be eased by construction of community of practice (Wenger, 2004) and time for organizational learning (Dixon, 1994) in the team. As a subject, fermentation has many possibilities for including chemistry in the teaching of vocational subjects where curriculum like organic chemistry, redox chemistry and acid-base reactions can be included. The study can conclude that the subject English worked with the theme in a pluridisciplinary manner and should be included more in the future. Both English and Chemistry can actively be used in the practical vocational subjects and strengthen the relations between subjects and teachers.