| 1. |
|
|
| 2. |
|
|
| 3. |
- Christensen, Torben Spanget, et al.
(author)
-
Interdisciplinaritet – en udfordring til fagdidaktikken
- 2014
-
In: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :2014:1, s. i-xiv
-
Journal article (peer-reviewed)abstract
- This editorial outlines a theoretical, general didactical framework for analysing demands for interdisciplinarity that we see arising in the school system, and why they occur. It also outlines a theoretical, subject specific didactically framework for analysing challenges school subjects are facing when meet with the requirement of interdisciplinarity. The intention is to provide a theoretical framework for understanding the theme of interdisciplinarity in Social Science Education in primary and secondary education and also to set a frame which cuts across the questions taken up in the various articles of this issue. It thus provides a scaffold for transverse reflections on general and subject specific didactic problems related to interdisciplinarity in primary and secondary education and in teacher training programmes. We also give short introductions to how each article in Nordidactica 2014:1 contributes to the theme of interdisciplinarity. For more adequate introductions we refer to the abstracts of the articles themselves.
|
|
| 4. |
|
|
| 5. |
|
|
| 6. |
- Hobel, Peter
(author)
-
Når innovation og fagligt samspil saetter fag under pres - fagdidaktisk kommunikation i det danske gymnasium efter reformen i 2005
- 2012
-
In: Nordidactica. - Karlstad : CSD. - 2000-9879. ; :1, s. 26-53
-
Journal article (peer-reviewed)abstract
- After the 2005 reform of the Danish gymnasium, ithas become a requirement that students are trained in interdisciplinarity andthat their innovative skills are developed. In the public discussion“innovation” has been embedded in two different discourses: a market orienteddiscourse and a citizenship oriented discourse. This study examines whether theschool subjects under this pressure develop and converge into one unifiedschool subject: a market orientated social science. This is examined through acase study of an interdisciplinarian course in the first year of the Danishgymnasium on Corporate Social Responsibility. The students first work with thistopic in the context of English, Social Science and Innovation, and then haveto advise a Danish concern about how to improve and develop the CSR-strategy ofone of its subsidiary companies in India.The data of the study are central documents from political level, from thelevel of the Ministry of Education, and from the course. These documents aretriangulated with interviews with teachers and students. The results of thestudy are based on a discourse analysis of these documents.The central finding of the study is that the different school subjects do notconverge into one market oriented school subject. The students do not limitthemselves to give instrumental and means-oriented advices to the concern abouthow they can use the CSR-strategy as a mean of increasing its profits. The teachers act in a paradigm of challenge oriented didactics. The teachersestablish a subject oriented and interdiscipline oriented didactical discussionabout how the school subjects in different ways can contribute to aprofessional debate about epochal core problems (in this undervisningsforløb:the enviroment and social inequality), and the students discuss how thesubsidiary company can contribute to the solution of these problems. They addthat these initiatives will benefit the company. Thus, through didacticalreflection and the planning and execution of a course the teachersre-contextualize the requirement about interdisciplinarity and innovation in away that has Bildungs-Potenzial
|
|
| 7. |
|
|
| 8. |
|
|
