Cursiv 7.indd - DPU

Bruner, Jerome (1960). The Process of Education. Cambridge: Harvard University
Press.
Danske Regioner og Undervisningsministeriet (2011). Uddannelse under udvik-
ling. Danske Regioner og Undervisningsministeriet.
Dolin, Jens (2001). Samspillet mellem fagene. Uddannelse, 5, 32-38.
Dolin, Jens (2005). Naturfagsdidaktiske problematikker. MONA, 1, 7-23.
Dolin, Jens (2006a). Dannelse, kompetence, og faglighed. In: Damberg, Erik,
Dolin, Jens & Ingerslev, Gitt e Holten (red.). Gymnasiepædagogik (pp. 58-78)
København: Hans Reitz els Forlag.
Dolin, Jens (2006b). Fag, hovedområder og fagligt samspil. In: Damberg, Erik,
Dolin, Jens & Ingerslev, Gitt e Holten (red.). Gymnasiepædagogik (pp. 195-208)
København: Hans Reitz els Forlag.
Dolin, Jens & Krogh, Lars Brian (2010). The Relevance and Consequences of
Pisa Science in a Danish Context. International Journal of Science and Mathematics
Education, 8, 565-592.
Erduran, Sibel & Jiménez-Aleixandre, María Pilar (2007). Argumentation in Science
Education. Springer.
Knorr Cetina, Karin (1999). Epistemic Cultures: How the Sciences Make Knowledge.
Cambridge, Mass.: Harvard University Press.
Lederman, Norman G. (2007). Students’ and teachers’ conceptions of the nature
of science: A review of the research. Journal of Research in Science Teaching,
Volume 29, Issue 4, 331–359.
Nowotny, Helga, Scott , Peter & Gibbons, Michael (2001). Re-Thinking Science:
Knowledge and the Public in an Age of Uncertainty. Oxford, UK: Blackwell Publishers
Inc.
Troelsen, Rie (2005). Unges interesse for naturfag – hvad ved vi, og hvad kan vi
bruge det til? MONA, 2, 7-21.
English summary
Naturfagsdidaktiske problemstillinger i et fagsammenlignende perspektiv
Issues in science education in a comparative perspective
The article “Issues in science education in a comparative perspective” gives an
overview of major issues in the Danish science education environment, emphasizing
those relevant for comparison across subjects. It is argued that what unifi es
the diff erent science subjects is a common epistemology and that inquiry is considered
a constituent element of the scientifi c endeavour. The issues arising from
teaching science taking this epistemology into account are discussed.
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