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In Denmark, a new interdisciplinary agenda has been invented across the science subjects in lower secondary school. Interdisciplinary integration around six major problem-based teaching sequences in grades 7-9 has been made mandatory, and a new interdisciplinary oral end examination has been devised. The new examination format was piloted with volunteering teachers/classes during spring 2016 end examination. The present study captures teacher challenges facing and implementing the new interdisciplinary agenda in its pilot-year, including the end examination. Empirically, we have surveyed interdisciplinary beliefs, attitudes, and related practices amongst a diverse sample of teachers across the sciences (N=94). Further, we have made observations and teacher interviews with nine teachers participating in the 2016-pilotting. Against a generally positive background, we have identified substantial challenges related to teacher beliefs, subject matter knowledge and interdisciplinary self-efficacy, traditional teaching practices, as well as a range of organizational barriers to the implementation of reform intentions.

This chapter presents a case study of the Danish professional development programme (PDP) QUEST that examined how teacher PDPs are optimised to target the individual teachers’ needs for professional development. The relation between teachers’ foreground and the aims of QUEST was investigated in this Danish case, where a balance between top-down and bottom-up processes sought to integrate local and individual intentions of the participating teachers in the overall programme. Thus QUEST was designed to address all teachers’ professional development needs as much as possible to maximise their learning outcomes. But does QUEST actually achieve this? That depends on how you assess outcome! Using theatre play as a metaphor for organising the chapter, we present the text in three acts: A standard systemic assessment approach provides a positive answer concerning teachers’ learning outcomes (act 1). However, using narrative inquiry as an assessment tool provides a different picture of the participating teachers’ individual learning outcomes (act 2). We combine data regarding the teachers’ participation in collaborative elements in the PDP and the teachers’ individual reflections on these elements related to their individual career foregrounds (act 3). Narrative inquiry with the participating teachers revealed (at least) four different career foregrounds: (1) increasingly convergent foreground; (2) mutually enriching but parallel individual and systemic foreground; (3) open-ended foreground, which keeps different career options open; and finally (4) challenged foreground that limits options for fulfilling the objectives of the PDP and makes the participant want to change teaching tasks.

In this paper we investigate how the bodily activity of teaching, along with the embodied aspect of lived experience, relates to science teachers’ ways of dealing with bodies as living organisms which are both the subject matter as well as the site or vehicle of learning. More precisely, the following questions are pursued: (1) In what ways do primary science teachers refer to the lived and living body in teaching and learning? (2) In what ways do primary science teachers tap into past experiences in which the body figured prominently in order to teach students about living organisms? We draw on the relational ontology and intra-action of Karen Barad (J Women Cult Soc 28(3): 801, 2003) as she argues for a “relational ontology” that sees a relation as a dynamic flowing entanglement of a matter and meaning. We combine this with the materialist phenomenological studies of embodiment by SungWon Hwang and Wolff-Michael Roth (Scientific and mathematical bodies, Sense Publishers, Rotterdam, 2011), as they address how the teachers and students are present in the classroom with/in their “living and lived bodies”. Our aim is to use theoretical insights from these two different but complementary approaches to map the embodiment of teachers’ experiences and actions. We build our understanding of experience on the work of John Dewey (Experience and education, Simon & Schuster, New York, 1938) and also Jean Clandinin and Michael Connelly (Handbook of qualitative research, Sage Publications, California, 2000), leading us to propose three dimensions: settings, relations and continuity. This means that bodies and settings are mutually entailed in the present relation, and furthermore that the past as well as the present of these bodies and settings—their continuity—is also part of the present relation. We analyse the entanglement of lived experience and embodied teaching using these three proposed dimensions of experience. Analysing interviews and observations of three Danish primary science teachers—Erik, Jane and Tina—, we look for how their self-reported lived experiences become entangled with their content knowledge and their classroom practice. We examine this entanglement in the data collected from the three teachers. In the three teachers stories the proposed dimensions of experience shift in prominence. We focus on Erik’s reflections on his teaching experience as well as his bodily gestures in teaching biological concepts and explanations to the pupils in a classical classroom setting. We discuss how Jane embodies and enacts her own childhood relations to nature and natural phenomena, recent in-service training, teaching experience and continued enthusiastic relation to nature and natural phenomenon. We also discuss how Tina exhibits a continued entanglement of past ethical experience and present embodiment of dedication to do good for others. By carefully attending to the entanglement of the three dimensions—continuity, relation and setting—, we hope to offer insight into the complex ways in which the body factors into science teaching practices.

Relation to practice is often used as a teaching principle in vocational science education. The principle is based on the assumption that it improves students' possibilities to do a more effective transfer of knowledge between a school context and a context of professional practice. In the paper we deploy a sociocultural perspective to present a nuanced concept of practice that leads us to conceive transfer in terms of consequential transitions among practices. Relation to practice as a pedagogical principle should build on the clarity of which practices students are invited to participate in, and how teaching facilitates different consequential transitions among them. 1. Innledning I erhvervsuddannelserne er naturfaglig laering og undervisning knyttet til videns- og praksisformer i savel forskellige undervisningsfag som i det erhverv, eleverne skal uddanne sig til. Ikke desto mindre opfattes naturfag ofte som en type af faglig viden det er svaert at relatere til konkrete praksisser bade i skole- og erhvervssammenhaeng. I Danmark er erhvervsuddannelserne tilrettelagt som vekseluddannelser, hvor naturfaglig laering og undervisning finder sted i bade en skole- og en erhvervskontekst. Grundtanken i denne organisering er, at bevidstheden om relationen mellem skole og erhverv styrker elevernes laering. Relationen tematiseres pa den indledende skoledel, grundforlobet, gennem det didaktiske princip om praksisnaerhed bade i ministerielle dokumenter og i den praktiserede undervisning. Praksisnaerhed som et didaktisk princip fremstar dog ikke som et entydigt begreb indenfor erhvervsuddannelserne. Praksisnaerhed forstaet som relationen mellem uddannelse og erhverv er praeget af mange videns- og praksisformer, hvoraf en del er uddannelses- og erhvervsspecifikke. Denne kompleksitet vanskeliggor generaliseringer af, hvordan praksisnaerhed kan skabe vigtige og betydende relationer mellem uddannelse og erhverv. En

The aim of this study was to evaluate the effect and tolerability of formoterol 12 μg on exercise-induced asthma in children for 12 h as compared to the effect of salbutamol 400 μg and placebo. The drugs were inhaled as dry powder from a flow-dependent metered-dose inhaler (DP-MDI). Sixteen asthmatic children took part in a double-blind placebo-controlled within-patient single-centre trial. On each study day the patients were given one of the drugs or placebo in random order, and standardized exercise tests were performed after 3 and 12 h. At a pretrial test the children had demonstrated a median maximum percentage fall of 38% (range 22-79%) in forced expiratory volume in I s after exercise challenge. Formoterol showed a median percentage protection of 77% and 70% at 3 and 12h postexercise, respectively, as compared to 46% and 13% with salbutamol. No side-effects were observed. Formoterol 12 μg administered as dry powder offers significantly better protection against exercise-induced asthma after 3 and 12 h as compared to salbutamol 400 μg and placebo. Children, exercise-induced asthma, ― fortlioterol, salbutamol

De nordiske utdannings- og forskningsministre ønsker å fremme kreativitet, innovasjon og entreprenørskap i utdannelsene. Dette var bakgrunnen for at ministrene i april 2009 besluttet at Nordisk ministerråd skulle gjennomføre en nordisk komparativ studie av hvordan kreativitet, innovasjon og entreprenørskap er integrert i de nordiske utdanningssystemene. Som tilleggsoppdrag til denne studien, ble det i 2010 under det danske formannskapet i Nordisk ministerråd, tatt initiativ til ytterligere to studier om henholdsvis de praktisk musiske fag og de nordiske lands arbeid med talentutvikling og kreativitet i relasjon til naturvitenskap. Studiene er en del av Nordisk ministerråds globaliseringsprosjekt "En god opplæring til ungdom og voksne" som har som ett av fire delmål å fremme kreativitet, innovasjon og entreprenørskap i utdanningen. Studiene er gjennomført under ledelse av Universitet i Nordland, Norge, på oppdrag fra Nordisk ministerråd.