Natural science in the new upper secondary school – decline or a forward-looking approach?
Vol. 17 No. 3 (2006), Re-publication
Vol. 17 No. 3 (2006)

Natural science in the new upper secondary school – decline or a forward-looking approach?

Re-publication
https://doi.org/10.7146/kvant.168792
Published 2006-09-01
Jens Dolin
Institut for Filosofi, Pædagogik og Religionsstudier, Syddansk Universitet
https://orcid.org/0000-0003-1604-1846
Jens Dolin
PDF (Dansk)

Keywords

Gymnasiereform 2005
Dannelse
Kompetenceorientering
Faglighed

How to Cite

Dolin, J. (2006). Natural science in the new upper secondary school – decline or a forward-looking approach?. KVANT, 17(3). https://doi.org/10.7146/kvant.168792
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Abstract

Jens Dolin outlines the preparatory work for the 2005 Upper Secondary School Reform and explains why Physics C was selected as the general-education (Bildung forming) science subject. The new formulation of subjects in terms of competences is viewed as a natural consequence of adapting to the knowledge society, where subjects must function as epistemic cultures—entailing a need for changes in teaching practice. The associated pedagogical challenges are examined. Based on evaluations of the introductory programme and Physics C, the conclusion is drawn that many of the reform's intentions have been realized, while a number of issues are also highlighted—most notably that the concept of a subject and of students’ fulfilment of the subject demands held by many teachers does not align with that of the reform.

https://doi.org/10.7146/kvant.168792
PDF (Dansk)

References

[1] Undervisningsministeriet (1999). Udviklingsprogrammet for fremtidens ungdomsuddannelser. København, Undervisningsministeriet.

[2] Undervisningsministeriet (2000). Fysik og almendannelse. København, Uddannelsesstyrelsen, Undervisningsministeriet.

[3] Dolin, J. (2006a). III.2 Fag, hovedområder og fagligt samspil. Gymnasiepædagogik. E. Damberg, J. Dolin and G. H. Ingerslev. København, Hans Reitzel.

[4] Nowotny, H., P. Scott, et al. (2001). Re-Thinking Science: Knowledge and the Public in an Age of Uncertainty. Oxford, UK, Blackwell Publishers Inc.

[5] Knorr-Cetina, K. D. (1999). Epistemic Cultures: How the Sciences Make Knowledge. Harvard University Press.

https://doi.org/10.4159/9780674039681

[6] Millar, R. and J. Osborne (1998). Beyond 2000: Science education for the future. London, King's College London.

[7] Dolin, J. (2005). "Naturfagsdidaktiske problematikker", MONA 1 (1).

https://doi.org/10.7146/mona.v0i1.36436

[8] Dolin, J. (2006b). I.4 Dannelse, kompetence og kernefaglighed. Gymnasiepædagogik. E. Damberg, J. Dolin and G. H. Ingerslev. København, Hans Reitzel.

[9] Dolin, J. (2002). Fysikfaget i forandring. Læring og undervisning i fysik i gymnasiet med fokus på dialogiske processer, autenticitet og kompetenceudvikling. IMFUFA. Roskilde, IMFUFA/RUC: 410.

[10] Bangsgaard, T., J. Dolin, et al. (2001). Autentisk fysik. Valby.

[11] Dolin, J., K. Hjemsted, et al. (2006). Evaluering af grundforløbet på stx, Uddannelsesstyrelsen: 53.

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