Network maps of student work with physics, other sciences, and math in an integrated science course

In 2004 Denmark introduced a compulsory integrated science course the most popular upper secondary study program. One of the nation-wide course aims are for students to "achieve knowledge about some of the central scientific issues and their social, ethical, and historical perspectives". This is to be done via collaboration between the subjects, and often involves physics and another scientific subject. The official teaching plans further state that mathematics must be used for analysing data. We use network analysis to study six different implementations of the course in terms of the structure of different kinds of teaching/learning activities. By creating networks maps of each lesson, we show that teaching/learning activities in the course seldom tends to address how sciences can work together to solve a problem, but rather stages each natural science as a distinct and separate activity with a distinct identity.Comment: 4 pages, 3 figures, 1 table, based on poster presented at PERC 2017 (http://www.compadre.org/per/conferences/2017/