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To create coherence: science teachers, interdisciplinary collaboration and ethical perspectives in the educational practice

Journal article
Authors Ingela Bursjöö
Published in NorDiNa : Nordic Studies in Science Education
Volume 11
Issue 1
Pages 19-34
ISSN 1504-4556
Publication year 2015
Published at Department of Physics (GU)
Pages 19-34
Language sv
Keywords interdisciplinary collaboration; social learning; professional capital, interviews;ethical perspectivs; hermeneutic approach
Subject categories Educational Sciences, Didactics


This paper focuses on how experienced science teachers talk about interdisciplinary collaboration and ethical perspectives in their educational practice, two important components in science education and central in research on socio-scientific issues and education for sustainable development. The teachers in this interview study were asked in detail about how they integrate such components in their teaching practice. The findings indicate that the teachers in the study value interdisciplinary collaboration and try to integrate ethical aspects in their teaching. However, the science teachers in this study encounter problems in the practical implementation as it demands excellent communication in the team. Furthermore, the science teachers rate their ethical competence as rather low. They also show signs of a decrease in their professional capital, as in decisions they can make related to their teaching practice. The process of interacting with and learning from others, here called social learning, is vital for interdisciplinary collaboration and integration of ethical aspects. Such issues place severe demands, not only on the science teacher, but also on the whole educational system.

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