Since September 2019, the new attainment targets are in effect in the first grade of secondary education. Here the attainment targets are no longer linked to teaching subjects, creating a variety of possibilities in which the subjects of geography, natural sciences and technology can also be offered separately or integrated. In addition, there are also the transversal final attainment levels to be integrated with the substantive key competencies. How do you tackle these new integration opportunities as an individual teacher or as a teacher team? It becomes very difficult for a teacher to teach these subjects integrated as an individual. No teacher is so broadly trained in both subject knowledge and teaching skills. Working in team seems to be the solution, but how should this be done practically and concretely? These are all questions that the entire field is struggling with and to which this research aims to provide concrete answers.
To answer this, the literature will first examine how integration of educational subjects and transversal final attainment levels is best done, and in the case where integration is currently already happening, how it is being done. Based on the results, a framework for integration will be developed.This framework will also be tested in practice during the development phase.
The end result will be a practical guide aimed at first grade teachers of geography, natural sciences and engineering: "integrated science education: suffer or lead."
It will contain the framework and tools to implement the vision contained therein in classroom practice, avoiding the associated pitfalls, complemented if possible with worked out practical examples.
Geïntegreerd wetenschapsonderwijs is een onderzoeksproject van Research Centre for Learning in Diversity.
Els Sichien
Sabine Vandergheynst
21/09/2019 - 21/09/2021
PWO-middelen
PWO_Projectmatig onderzoek