University Science and Mathematics
Education in Transition
Ole Skovsmose • Paola Valero
Ole Ravn Christensen
Editors
University Science and
Mathematics Education
in Transition
Editors
Ole Skovsmose Paola Valero
Aalborg University Aalborg University
Aalborg East Aalborg East
Denmark Denmark
osk@learning.aau.dk paola@learning.aau.dk
Ole Ravn Christensen
Aalborg University
Aalborg East
Denmark
orc@learning.aau.dk
ISBN: 978-0-387-09828-9 e-ISBN: 978-0-387-09829-6
DOI: 10.1007/978-0-387-09829-6
Library of Congress Control Number: 2008931031
© Springer Science + Business Media, LLC 2009
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Preface
Improving the quality of science and mathematics education at universities has
been a task to which governments and tertiary education institutions have commit-
ted. This was the case in Denmark at the end of the 1990s when the Danish
Government, its Ministry of Research, and a network of Universities gathered
efforts around the construction and functioning of the Centre for Educational
Development in University Science. The centre established collaboration between
seven Danish universities around the teaching and learning of science: Aalborg
University, Copenhagen University, the Danish University of Education, the
Pharmaceutical University, Roskilde University Centre, the Royal Veterinarian and
Agricultural University, and the University of Southern Denmark. The centre oper-
ated during the period 1998-2001, thanks to the generous funding of 35 millions of
Danish Kroner in total.
The Centre for Educational Development in University Science embraced a
wide range of educational research and development actives through which the
practice of university science education was addressed and improved. Areas such
as mathematics, physics and chemistry education were central. The centre ran a
Ph.D. programme, which enrolled 12 students who addressed a variety of educa-
tional issues in the subject areas of relevance for the centre. The centre also organ-
ised a series of conferences and seminars aiming at the professional development
of teaching staff in the institutions associated. The centre financed a number of
teaching development projects run by university staff in their own institutions and
classrooms. Many leading scholars from around the world made important contri-
butions to the work of the centre.
The present book emerged from the wide-ranging network of research and
researchers, established through the Centre for Educational Development in
University Science. The intention of the book, however, is not to provide any report
of the research or developmental activities of the centre, but rather to contribute to
the worldwide concern for analysing both challenges and possibilities for university
science and mathematics education. Even if the book collects a majority of papers
by Danish authors working in Danish contexts, the issues addressed by the different
sections and chapters are of a general relevance for tertiary educational environ-
ments around the world. Furthermore, the dialogue between the Danish authors and
leading international researchers in the field contributes reinforcing the broadness
v
vi Preface
of the book for an international audience, in a changing world were transitions in
what is considered to be the core of science and mathematics education in
universities are taking place.
We want to thank all the people who have contributed to the completion of this
volume. Thanks to the Danish Ministry of Research and to Aalborg University for
providing the necessary funding for editing the book. Thanks to Patricia Perry for
a careful typographical editing of the manuscript, to Anette Larsen for editorial
support, and to Anne Kepple for a language revision of several of the chapters. And
thanks to Marie Sheldon and Kristina Wiggings and other members of the staff at
Springer for their support and guidance during the edition process.
Finally, we would like to dedicate this collection to the memory of Leone
Burton, a remarkable colleague and friend who during very many years supported
our work participating in some of the activities of the Centre for Educational
Development in University Science, conducting sessions with research students and
staff in Denmark, and being a critical partner in our previous work and in an early
stage of production of this collection. We are honoured to publish her paper, prob-
ably the last printed record of her proliferous and pathbreaking academic carreer.
Aalborg, May 2008 Ole Skovsmose
Paola Valero
Ole Ravn Christensen
Contents
Introduction: The Multi-Layered Transitions of Knowledge
Production and University Education in Sciencce
and Mathematics ............................................................................................ 1
Paola Valero, Ole Ravn Christensen, and Ole Skovsmose
Part I Changes in Teaching and Learning
1 From Assenting to Asserting ................................................................... 17
John Mason
2 A Reflective Science Education Practice ................................................ 41
Kathrine Krageskov Eriksen
3 The Development of a New Laboratory Course in Chemistry ............ 63
Rie Troelsen
4 Assessment and Contract-Like Relationships
in Undergraduate Mathematics Education ........................................... 85
Niels Grønbæk, Morten Misfeldt, and Carl Winsløw
Part II Changes in Academic Cultures
5 Cultural Models of Physics ..................................................................... 109
Cathrine Hasse
6 The Gap Between University and the Workplace ................................. 133
Wolff-Michael Roth
7 The Culture of Mathematics and the Mathematical Culture .............. 157
Leone Burton
vii
viii Contents
8 Becoming a Teaching Scholar ............................................................... 175
Søren Kruse, Kirsten Nielsen, and Rie Troelsen
Part III Changes in Structures and Organisations
9 Conceptions of Universities as Organizations and
Change in Science and Mathematics Education ................................. 197
John A Bowden
10 Reforming University Studies ............................................................... 223
Sebastian Horst and Kjeld Bagger Laursen
11 The Role and Means for Tertiary Didactics
in a Faculty of Science ........................................................................... 241
Camilla Rump and Carl Winsløw
12 Problem-Based and Project-Based Learning ...................................... 261
Anette Kolmos
Part IV Changes in Views of Science and Mathematics
13 From Anomaly to Paralogy ................................................................... 283
Ole Ravn Christensen and Tom Børsen
14 Modernities, Sciences, and Democracy ................................................ 301
Sandra Harding
15 Towards a Critical Professionalism in University Science
and Mathematics Education ................................................................. 325
Ole Skovsmose
Name Index ..................................................................................................... 347
Subject Index .................................................................................................. 351
Contributing Authors and Editors
Leone Burton was Professor of Education (Mathematics and Science) at the
University of Birmingham, England . She was a strong advocate for girls/women in
mathematics, who wrote widely on gender-based aspects of mathematics education.
Burton contributed significantly to developing teaching approaches that promote
mathematical thinking. Her book Mathematicians as Enquirers: Learning about
Learning Mathematics provides a deep insight in to inquiry processes in mathemat-
ical research, on the basis of which it is possible to investigate learning processes
in a variety of school contexts in great detail. Burton studied the ways in which
society and culture have shaped mathematics, examining similarities and differ-
ences in mathematical concepts and topics. Leone Burton passed away in 2007.
John A. Bowden is Professor Emeritus at RMIT University and Adjunct Professor at
Swinburne University of Technology, in Melbourne, Australia. He has a research and
teaching background in chemistry at the University of Melbourne and in educational
development at both the University of Melbourne and RMIT University. In 2004 he
retired as Professor of Educational Development at RMIT where he had been Director
of the Educational Program Improvement Group, Dean of the Faculty of Education
and Senior Policy Advisor to the Deputy Vice-Chancellor. The University of
Gothenberg awarded him an honorary doctorate in 1998 for his contribution to
Swedish university education and Chalmers University, Gothenburg, appointed him
William Chalmers Guest Professor, 2001-2003. He has over 150 publications to his
name, including The University of Learning: Beyond Quality and Competence and
Doing Developmental Phenomenography. His most recent contributions to research
have been to integrate knowledge content, generic attributes and workplace compe-
tence into a capabilities-driven curriculum design theory and to establish develop-
mental phenomenography, a modified qualitative research approach.
Ole Ravn Christensen is Associate Professor at the Department of Education,
Learning and Philosophy, Aalborg University, Denmark. He obtained a M.Sc. degree
in mathematics from Aalborg University (1999), and in 2004 he received a Ph.D.
degree from the same institution. Ole Ravn Christensen is Leader of the Board of
Studies for Education, Learning and Philosophy. His doctoral dissertation explored
the ethical demands faced by university studies in sciences and technology. Through
his research he has addressed science and mathematic education, acknowledging the
ix
x Contributing Authors and Editors
post-modern condition. In particular he has combined these studies with a specific
interpretation of Wittgenstein’s conception of language and knowledge.
Kathrine Krageskov Eriksen obtained a M.Sc. degree in biochemistry from the
University of Copenhagen (1998), and in 2004 received a Ph.D. degree also from the
University of Copenhagen. Her doctoral dissertation focused on the reflective dimen-
sion university chemistry education. Eriksen has published within the field of molec-
ular biology and on the issues of chemistry, ethics and science education. Her current
research interests concern science education, social responsibility, and processes of
reflectivity. Eriksen has been involved in the organisation of various groups and con-
ferences promoting the integration of philosophical and ethical considerations in
university science curricula. She is leader of the educational programme in medical
laboratory technology at University College Sealand, in Denmark.
Niels Grønbæk is Associate Professor at the Institute of Mathematics, University
of Copenhagen, Denmark. He obtained his M.Sc. degree in mathematics and
physics from the University of Copenhagen (1977), and in 1980 he received a
Ph.D. degree in mathematics from the University of California. He has been a
visiting scholar at Leeds University, England, Australian National University,
Canberra, and University of Newcastle, both Australia. He is member of the
steering committee for International Conferences on Banach Algebras and
Chairman of Committee on Education of Science Teachers, secondary level,
Faculty of Science, University of Copenhagen. Niels Grønbæk has published
widely within mathematics.
Tom Børsen is Lecturer at the Center for the Philosophy of Nature and Science
Studies, Niels Bohr Institute, University of Copenhagen, Denmark. He obtained his
M.Sc. degree in chemistry in 1997 from the Danish University for Pharmaceutical
Sciences, and in 2003 received his Ph.D. in University Science Education also from
the Danish University for Pharmaceutical Sciences. The observations that ‘science
and technology should be used to improve the human condition’ and that ‘this is
not always happening today’ are basic to Tom Børsen’s research and teaching
activities. Through a series of publications he is developing the theoretical con-
struct of ‘Expert Scientific Bildung’. He is a member of the Executive Committee
of the International Network of Engineers and Scientists for global responsibility
and Treasurer and Board member of The Danish National Pugwash group.
Sandra Harding is a philosopher working at the Graduate School of Education and
Information Studies at the University of California, Los Angeles, USA. She is the
Author and Editor of many books on issues of epistemology, methodology, and
philosophy of science from feminist and postcolonial perspectives. These include:
Is Science Multicultural? Postcolonialisms, Feminisms, and Epistemologies (1998),
Science and Other Cultures: Issues in the Philosophies of Science and Technology
(2003), The Feminist Standpoint Theory Reader: Intellectual and Political
Controversies (2004), Science and Social Inequality: Feminist and Postcolonial
Issues (2006), and Sciences from Below: Feminism, Postcolonialisms, and
Modernities (2008). She has consulted to several United Nations organizations,
Contributing Authors and Editors xi
including UNESCO, UNIFEM, the Pan American Health Organization, and the
United Nations Commission on Science and Technology for Development.
Cathrine Hasse is Associate Professor at The Danish University of Education,
University of Aarhus, Denmark. She obtained her M.A. degree in anthropology
from the University of Copenhagen (1994), and her Ph.D. in anthropology, also
from the University of Copenhagen, in 1999. She also holds a M.A. degree in
Communication from The Danish School of Journalism (1984). Cathrine Hasse
has been member of evaluation committees at The Danish Evaluation Institute
(EVA), and of the boards of The Danish University of Education, and The
Association of Gender Research in Denmark. She is a member of the Society for
Social Studies of Science, International Society for Cultural Research and
Activity Theory, and Psychological Anthropology – American Anthropological
Association. She has been visiting research fellow at the University of California,
San Diego, at the University of Helsinki, Finland and at La Sapienza University
of Rome, Italy.
Sebastian Horst is consultant at the Department of Science Education, University
of Copenhagen, Denmark. Since 2003 he has worked with several projects about
developing the study programmes and the teaching at the Faculty of Science. He is
Author and co-Author of reports investigating results and problems in science edu-
cation, both at university and primary and secondary level. Since 2006, he has been
Editor of the Danish journal for mathematics and science education: MONA -
Matematik- og Naturfagsdidaktik. Lately he functioned as secretary for a task force
preparing a national strategy for science, technology, and health education through-
out the entire educational system in Denmark.
Anette Kolmos is Professor at Department for Development and Planning, Aalborg
University, Denmark. Her research concentrates on engineering education and
problem and project-based learning (PBL). She is holder of the UNESCO Chair in
Problem Based Learning in Engineering Education, Aalborg University, Denmark.
She has been member of the Advisory Board for the 7th Framework Program,
European Commission; Co-Chair for the Danish National Pedagogical Network for
Engineering. She is Associate Editor of the Journal of Engineering Education,
published by the American Society for Engineering Education and Associate Editor
of European Journal of Engineering Education and Vice-President of the European
Society of Engineering Education.
Søren Kruse is Associate Professor in general didactics (Educational Theory and
Curriculum) at the Department of Curriculum Research, School of Education,
University of Aarhus, Denmark. He is the leader of the Research Program of
Teaching and Learning in Higher Education, and head of the Doctoral Program in
Didactics. He has written a thesis on the philosophy and didactics of nature experi-
ence. He has carried out studies in health and environmental education, teacher
education, scholarship of teaching and learning in higher education, and finally
conceptual work concerning the sociology of knowledge in curriculum theory.
Today his research concentrates on developing a general theory of learning,
xii Contributing Authors and Editors
teaching and curriculum as non-causal relation focusing on empirical studies of
teacher education and curriculum in higher education.
Kjeld Bagger Laursen has been a university teacher and researcher of mathemat-
ics since the middle 1960s. He has been Head of the Centre for Science Education
at the University of Copenhagen, Denmark. He has been Director of Studies in
Mathematics, also at the University of Copenhagen. He became Doctor of Science,
University of Copenhagen in 1991 and has been an invited lecturer at several inter-
national conferences on Banach Algebras and Operator Theory. He was the
President of the Danish Mathematical Society 1990–1994.
John Mason is Professor of Mathematics Education at the Open University,
England and Senior Research Fellow at Oxford in the Department of Education.
Originally a mathematician (Combinatorial Geometry), he was a Co-Founder of the
Centre for Mathematics Education at the Open University. He has written hundreds
of research papers and a dozen or more books, all aimed at supporting those who
find themselves promoting, sustaining, and supporting mathematical thinking in
themselves and in others. For more than 45 years, John Mason has been enquiring
into what it means to think mathematically, and supporting others in all phases of
education who either want to develop their own mathematical thinking, or to
support others in doing this. His interests are currently focused on the design
of pedagogically effective tasks, and the ways in which the structure of atten-
tion of teachers and learners interact to support the appreciation of mathematical
reasoning.
Morten Misfeldt is Assistant Professor at Learning Lab Denmark, Danish School
of Education, Aarhus University. He obtained his M.Sc. degree in mathematics from
the University of Copenhagen, Denmark (2001), and in 2006 he got his Ph.D. from
the Danish University of Education. His research concentrates on how new media
changes human capacities in relation to thinking and communication, mathematical
creativity, and innovative processes in general. He has developed an interest in game
technology that supports social learning processes. Currently he is directing the
research unit for Science, Technology and Learning. He is member of the program
committee of the 4th European Workshop on MathML and Scientific e-Contents.
Kirsten Nielsen is a senior member of the research unit ‘Didactics of Mathematics
and Science’ at the Department of Curriculum Studies, the Danish School of
Education, University of Aarhus, Denmark. She graduated as a Geographer but her
research and teaching background is mostly in environmental and health education
with a great interest in the didactics of fieldwork. Fore some years she has also
worked with the Danish program for ‘Learning and Teaching in Higher Education’
(LTHE program) for new staff members in science faculties.
Wolff-Michael Roth is Lansdowne Professor of Applied Cognitive Science at the
University of Victoria, Canada. After teaching high school science, computer sci-
ence, and mathematics for almost twelve years, he first became Professor of quan-
titative research methods at Simon Fraser University, Canada before taking his
current position in 1997. His research interests concern knowing and learning in
Contributing Authors and Editors xiii
science and mathematics from early childhood through school, university, and into
the workplace. His interdisciplinary research is published widely, including science
and mathematics education, curriculum studies, teaching and teacher education,
social studies of science, linguistics, and anthropology. Among his most recent
publications are Being and Becoming in the Classroom (2002), Toward an
Anthropology of Graphing: Semiotic and Activity Theoretic Perspectives (2003),
Rethinking Scientific Literacy (2004, with A.C. Barton), Talking Science: Language
and Learning in Science (2005), and Generalizing from Educational Research
(2009, with K. Ercikan).
Camilla Østerberg Rump is associate professor and deputy head of department
for teaching at the Department of Science Education, University of Copenhagen.
She has a background in engineering and theoretical computer science. She has
worked with educational development and research in science and technology edu-
cation at the tertiary level both at the Technical University of Denmark and the
University of Copenhagen. Her current research interests include 1st year physics
teaching from the perspective of inclusion/exclusion into the physics community of
practice, university teacher training programmes, learning styles seen in a relational
perspective, instrumentation and instrumentalisation processes in relation to ter-
tiary science education.
Ole Skovsmose has a special interest in critical mathematics education. He has
investigated the notions of mathematics in action, students’ foreground, globalisa-
tion, ghettoising with particular reference to mathematics education. He is Professor
at Department of Education, Learning and Philosophy, Aalborg University,
Denmark. He has Authored and co-Authored many books including Towards a
Philosophy of Critical Mathematics Education (1994); Educação Matemática
Crítica: A Questão da Democracia (2001); Dialogue and Learning in Mathematics
Education: Intention, Reflection, Critique (together with Helle Alrø, 2002) and
Travelling Through Education: Uncertainty, Mathematics, Responsibility (2005).
He serves in the Editorial Board of several scientific journals. He has been
Co-Director of The Centre for Research of Learning Mathematics, a co-operative
project between different universities.
Rie Troelsen is Associate Professor in Teaching and Learning in Higher Education
at the Department of Philosophy, Education and the Study of Religions at the
University of Southern Denmark. With a M.Sc. degree in chemistry and classical
studies and a Ph.D. in chemistry education, she has been doing research and devel-
opment in various fields, such as a national strategy plan for science education in
Denmark, in-service training of university teachers, young people’s interest in sci-
ence and choice of education. Among her present research interests are student
attrition in higher education and the professionalization of university teachers. She
teaches academic writing and science education to master students, lab work teach-
ing to technical staff and course (re-)design to new faculty members. She is the
Editor-in-Chief of the Danish journal of higher education, Dansk
Universitetspædagogisk Tidsskrift, and serves on Editorial Boards of journals of
science education in Denmark and the Nordic countries.
xiv Contributing Authors and Editors
Paola Valero is Associate Professor in Mathematics Education at the Department
of Education, Learning and Philosophy, Aalborg University, Denmark. She is
leader of the ‘Science and Mathematics Education Research Group (SMERG)’ and
Director of the Doctoral Program ‘Technology and Science: Education and
Philosophy’ at the Faculty of Engineering, Science and Medicine. Her research
interests are mathematics, science and engineering education at all levels; in par-
ticular innovation and change processes in those fields, curricular development,
multiculturalism in science and mathematics education, and science and mathemat-
ics teacher education. She is the Editor-in-Chief with Mortne Blomhøj of the jour-
nal Nordic Studies in Mathematics Education, and serves on the Editorial Board of
scientific journals in Colombia, Denmark, Mexico, Spain and South Africa. She is
Co-Editor of the book Researching the Socio-political Dimensions of Mathematics
Education: Issues of Power in Theory and Methodology (2004).
Carl Winsløw’s area of research is the didactics of mathematics, and much of his
research is drawing on methods from linguistics and semiotics. His background
includes studies in French, general linguistics and mathematics. His doctoral thesis
and his first 12 papers concerned pure mathematics (von Neumann algebras). From
about 1996 he turned to the didactics of mathematics, particularly linguistic and
semiotic aspects of mathematics education. He has worked on comparative interna-
tional studies, studies of ICT-tools in university education, and curriculum theoreti-
cal questions. Since 2003, Carl Winsløw holds the first Professorship in didactics
at the University of Copenhagen, Denmark, where parts of his work concern devel-
opment of the teaching at the Faculty of Science. Some of this developmental work
is closely linked to his research.