Didactics of mathematics, chemistry and physics with connections to history and philosophy of science

Purpose of the programme

In recent decades the study of mathematics, physics and chemistry education has developed and the studies have become established internationally as scientific and academic disciplines. Research activities within these disciplines seek to analyse and understand issues and  problems related to the teaching and learning of these subjects, as well as providing a basis for the development of valuable teaching/learning practices. Researchers at IMFUFA and the Department of Life Sciences and Chemistry have played a key role in furthering the educational research in  mathematics, physics and chemistry, in particular as regards the relationship between the development, the role and functions of these subjects in culture and society as well as the educational system. Against this background, the purpose of the three-year PhD programme is to educate researchers who can contribute to the understanding and development of mathematics, physics and chemistry education in theory and practice with connections to history and philosophy of science.

 

 

Main research areas

In principle, the programme aims at encompassing all the basic aspects of educational research in mathematics, physics and chemistry with connections to history and philosophy of science. Supervision is offered in the entire field covered by the programme, but the following focal points represent the current interests of the academic staff in the two departments involved in the PhD programme:

  • The positions and roles of mathematics, physics and chemistry as subjects contributing to general education at the various levels of the educational system, studied from contemporary and historical perspectives. Special attention is paid to the justification, organisation and pedagogy of the three subjects.   
  • The interplay between subject matter and structure, on one hand, and, on the other hand, personal and social aspects of the learning of mathematics, physics or chemistry, including the significance of gender issues. Points of particular interest are: types of collaboration in the teaching/learning process; students’ involvement and engagement in learning processes, especially their development of learning strategies, acquisition of concepts and theories, and their meta-cognition.
  • Mathematical models and modelling in mathematics, physics and chemistry curricula.
  • Research interests encompass the role of models and modelling in curricula as seen in international perspectives, the possible implications for the teaching of mathematics, physics, and chemistry of the varying theoretical foundations of mathematical models, and the impact of models and modelling on students’ acquisition of mathematical,  physical and chemical concepts, as well as on their adoption of analytical and critical attitudes towards the application of mathematical models in other subject and practice areas.
  • The interrelations between theory, model and experiment in the exact sciences.
  • Research interests comprise historical and philosophical (especially epistemological) issues of a general nature, investigations of specific instances of this interplay, and work aiming at developing teaching/learning activities which can enable students to gain insight into these fundamental aspects of scientific thinking and method.
  • The role of the experiment in the teaching and learning of physics and chemistry.
  • The purposes, goals and content of mathematics, physics and chemistry education, as well as types of study and modes of assessment suitable for the achievement of different goals.
  • The potential, limitations and actual use and impact of teaching aids, including information technology and specific materials for the teaching and learning of mathematics, physics and chemistry.
  • The researchers in the department have frequent and intensive contact with colleagues in research environments all over the world, which adds to an international flavour to the PhD programme.


Organisation and content of the programme

The emphasis of this PhD programme is on the individual PhD students’ dissertation. For each student admitted to the programme, an individual plan of study is prepared in close collaboration between the student and his/her supervisor. This plan is intended to serve the dual purpose of improving each individual student’s background knowledge in those aspects of educational research in mathematics, physics and chemistry where a firmer foundation is required, and of initiating from the outset the preparations for the writing of the dissertation. Normally, work related specifically to the writing of the dissertation is expected to take up at least two of the three years of study.
The progress and plan of study are subject to critical scrutiny and modification at regular intervals by the student and his/her supervisor. The study plan should indicate ways in which the student can be integrated as an active member of the research environment in the department, and ways in which the student can be brought into contact with other Danish or international research centres in his/her field of interest. The continuous revision of the study plan will also state which specific PhD courses, research symposia and conferences the student ought to take part in or contribute to.

 

 

Admission to the programme

Admission to the programme requires a university degree at Master’s level in mathematics, physics or chemistry. However, students with other adequate qualifications may be admitted to the programme. In all events, a student applying for admission is requested to sketch his/her research interests by submitting a brief preliminary outline of a research project. The programme typically attract two categories of potential PhD students: younger graduates who, in addition to having demonstrated independent scientific and academic ability, have a genuine interest in mathematics, physics or chemistry education and educational research with connections to history and philosophy of science, and more mature graduates who on the basis of extensive teaching experience have developed an interest in educational research in mathematics, physics or chemistry. To serve the needs of such research students, it is possible to enrol in the programme on a part-time basis.


 

Participating departments at Roskilde University

 

Department of Sciences
Mogens Niss, professor, programme director
IMFUFA,
PO Box 260
DK-4000 Roskilde
Tel: + 45 4674 2266
Fax: + 45 4674 3020