Abstract
The aim of this study is to investigate how teaching about antibiotic resistance and action competence can be designed and modelled based on analyses of student learning. Analyses are made of students’ privileging when asked to discuss complex tasks related to antibiotic resistance where knowledge from multiple disciplines and perspectives is relevant to use and where different courses of action are possible. Teaching were performed in two cycles with a didactic analysis and remodeling of teaching in between. The results make visible how teaching can be modelled by making space for subject knowledge as well as values and priorities. With a sharper focus in the modified teaching, students could debate the content that the teaching was aimed at. We discuss the challenges of finding content that is relevant and engaging for students and that also draws attention to multiple perspectives and potential conflicts of interest on the issue.
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