En studie av lärares intentioner med och genomförandet av ämnesintegrerad naturvetenskaplig undervisning i skolår 9. "Teachers’ intentions with integrated science teaching and how it is implemented in the 9th grade classroom."

Abstract

In this paper we report a study about two teachers’ intentions with integrated science in lower secondary school and how these intentions turn out in their classrooms. The study is based on intention alanalysis of interviews and classrooms observations. The teachers’ intentions are a result of internal and external factors. Internal factors for organizing teaching as integrated science were to let the students get a holistic understanding of the science content, to be able to apply knowledge and to see the relevance in their daily lives. External factors were school organization and syllabuses. In practice the teachers clearly connected to the students’ daily life while the holistic approach did not seem to be as important. In classroom reality the external factors became important and made the teachers change their actions.