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Research on STEM teacher knowledge
Provider: Faculty of Science

Activity no.: 5649-21-08-30 
Enrollment deadline: 10/08/2021
PlaceInstitut for Naturfagenes Didaktik
Rådmandsgade 64, 2200 København N
Date and time25.10.2021, at: 09:00 - 29.10.2021, at: 17:00
Regular seats20
ECTS credits5.00
Contact personNadja Nordmaj    E-mail address: nnordmaj@ind.ku.dk
Enrolment Handling/Course OrganiserCarl Winsløw    E-mail address: winslow@ind.ku.dk

Aim and content
Research in didactics has since long identified teacher knowledge as a main factor in the teaching and learning of mathematics and science in school. More recently, similar foci have developed in didactical research concerning teacher knowledge in vocational and higher education. The modeling and measuring of teacher knowledge remains, in all cases, a subject of debate, although strong methods and results have been achieved over the past decade. This course will provide participants with a state of the art overview of some of these methods and results, including research results from the Anthropological theory of the didactics, focusing on how disciplinary and didactical knowledge interact and intertwine. Moreover, special focus will be given to the disciplinary dimension of teacher knowledge and how it affects the potential for engaging students in a serious work with complex STEM-related topics (and corresponding “big questions”) such as epidemics, climate change, or digitalization.

Pedagogical content knowledge and derived frameworks in science, technology and mathematics; Didactical and disciplinary praxeologies; Paradidactic Infrastructure; Study and Research Paths for Teacher Education

Learning outcome
Participants know and can apply state-of-the-art methods to model teacher knowledge (in particular, praxeological models) and investigate it, for instance through the design and experiment of study and research paths. The choice of in-depth study is related to the students' personal phd-project and contributes substantially to advancing this project.

Teaching and learning methods
Prior to the intensive course week in Copenhagen, participants read a compendium of selected research papers and draft a five page abstract for a paper based on this compendium and their own research project. The intensive course period involves student presentations, small group sessions with supervisors and co-students on the abstracts, whole class discussion, lectures by experts, Q&A sessions related to the lectures. After the intensive course period, participants finalize a 8-page paper (in the format for CERME, a major conference in the area) which is reviewed by the course teachers.

Students will receive ample feedback on their work both at and after the course. See “assessment”.


Registration is free of charge; participants are required to cover any and all costs pertaining to travel, room and board during the course

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