Pupils understand subjects better by developing models
To study and strengthen pupils’ modelling competences in mathematics and science subjects, Claus Auning, Associate Professor and PhD, has worked with two assignments in several lower secondary school classes: percolation of water in different soil layers in connection with cloudburst and an imploded tanker. The work with developing models helps pupils understand phenomena and apply abstract knowledge.
This article has been reproduced with permission from Fagbladet Folkeskolen
Mathematical calculation and science subjects can enrich each other, and the pupils can develop well if the teaching is based on an explorative approach. It is especially good if the students themselves develop their own models for understanding a complex phenomenon. These are among the findings in the PhD thesis written by Associate Professor Claus Auning.
About the project
Seventeen 7th to 9th grade school classes, eight teachers from three primary and lower secondary schools in Southern Denmark, two lecturers and 15 student teachers from University College South Denmark have acted as empirical material in the PhD project ‘Styrkelse af folkeskoleelevers modelleringskompetencer gennem et tværfagligt samarbejde mellem naturfag og matematik’ (Strengthening primary and lower secondary school pupils’ modelling competences through interdisciplinary collaboration between science subjects and mathematics) – download link below.
Meet the researcher
Claus Auning is a PhD, employed as a postdoc at Laboratory for STEM Education and Learning (LSUL) and Associate Professor at University College South Denmark. In the spring, he completed a three-year PhD project on what knowledge and skills teachers in the superstructure must possess to be able to teach modelling in mathematics and science subjects based on an explorative approach.