Abstract
This paper describes how a school-industry partnership can define and frame problem-based science teaching developed for lower secondary school. Among the identified positive outcomes was that students engaged in working with the authentic problems. Further, the student’s possibilities for building relations with the employees during the course was of central importance e.g. when they received feedback. Challenges reflected that the teachers and students were uncomfortable with the innovative problem-based teaching method and had a curricular-dominated view on science education. This was expressed in their concerns about what they see as indistinct connections between work phases and a lack of scientific content. It is proposed to use pedagogical link-making as a tool to create spatiotemporal coherence for the students and make connection between scientific concepts based on examples from the study. Link-making may be particularly relevant when the complexity of teaching increases as in school-industry partnerships.
Highlights
Åben skole har siden 2013-folkeskolereformen været det begreb, man i Danmark bruger om undervisning, der inddrager lokalmiljøet og den øvrige omverden
Det er designet som en interventionsundersøgelse med et mål om at udvikle, implementere og evaluere et konkret undervisningsforløb i samarbejde med fem kommuners skoler og energivirksomheden Amager Ressourcecenter (ARC)
Hvordan kan fastfood pakkes ind på en mere miljøvenlig måde, når den også skal blive ved med at være frisk og lækker?
Summary
:GrEeN-projektet (2017-2019) er knyttet til ambitionen om, at skolen skal åbne sig mere for det omgivende samfund. Det er designet som en interventionsundersøgelse med et mål om at udvikle, implementere og evaluere et konkret undervisningsforløb (herefter NG-forløbet) i samarbejde med fem kommuners skoler og energivirksomheden Amager Ressourcecenter (ARC). 850 elever og deres lærere fra 35 klasser og 14 skoler deltog. Lærerne blev tilbudt et eftermiddagskursus på ARC inden NG-forløbet, hvor fokus var på den innovative arbejdsproces. Nedenfor beskrives kriterierne for designet af NG-forløbet, tilblivelsen af NG-forløbets problemstillinger samt selve undervisningsforløbet
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