Nr. 62/2022 Teaching for Modelling Competence

Submitted March 2019.

Abstract

Danish lower secondary science education was reformed with a new curriculum commencing in the school year 2015-2016. The new curriculum led to substantial changes in how teachers should address models, modelling and scientific inquiry in their teaching. The purpose of this PhD study is to analyse the alignment between the intentions and arguments for integrating models and modelling into science education, on the one hand, and teachers’ practices and rationales for integrating models and modelling into their teaching practice, on the other. The study not only indicates a gap in the alignment, but it also suggests that to narrow this gap, efforts are needed on both sides. The study provides multiple ideas for improving the alignment, based on opportunities and challenges on each side.

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