Conference Agenda

The primary objective of this workshop is to explore how data from international assessments can be used for research regarding outcomes and contexts of civic and citizenship education. The workshop will put emphasis on how data from studies conducted by the IEA (International Association for the Evaluation of Educational Achievement) could provide further insights for policy and practice.

As a leading organization in the field of educational research for more than 60 years, the IEA promotes capacity building and knowledge sharing to facilitate innovation and foster quality in education. IEA studies approach the reality of educational learning outcomes in its complexity by collecting a huge variety of background information that can be related to students’ achievement, knowledge, and attitudes.

This workshop will introduce participants to the IEA International Civic and Citizenship Education Study (ICCS) 2022. The ICCS 2022 database was published in February 2024 and provides a fresh and rich source for secondary research of outcomes related to civic and citizenship education (CCE) across the world, and in particular in Europe with more than 21 European countries and education systems participating. ICCS 2022 is the 3rd cycle of IEA’s study on CCE, following the administrations in 2009 and 2016.

The workshop will include an overview of ICCS, covering its background, conceptual framework and design. It will present some key findings from the 2022 data collection. Participants will be introduced to the survey instruments and database, and be provided with access paths to data sources, technical documentation, analysis guides and software tools. There will also be a presentation about available variables such as students’ civic knowledge, their attitudes towards civic principles and democratic values, characteristics of teachers of that student cohort, and class- and school-level learning contexts.

With this information, participants will formulate and discuss research questions that can be addressed with ICCS 2022 data. The instructors will be available to mentor the development of research ideas and design as well as to answer data related and technical questions. Research questions from individual attendants will be presented to all participants in order to provide opportunities to share ideas.

No prior knowledge about large-scale international studies is required. Basic knowledge about statistical analysis is not required but is an advantage.

Nordic schools have a strong tradition around 1) the focus on students’ learning conditions and well-being from a lifelong learning perspective (Telhaug, Mediås & Aasen, 2006), 2) the values that students develop as part of their schooling in relation to the idea of Bildung (Wiberg, 2016), and 3) teacher autonomy (Hopmann, 2007). These elements of schooling are alive and reflected in the daily practices of education throughout the Nordic countries, yet there may be contexts and country-based differences and variation in their realization.

Schools’ daily practices were challenged by the more than two-year-long devastating COVID-19 pandemic. The restrictions and insecurities that were an inevitable part of the pandemic negatively changed the working conditions of teachers (Heikonen et al., 2024) and affected many students' learning (Engzell, Frey, & Verhagen 2021) and well-being (Lykkegaard, et al. 2024; Rimpelä et al., 2023). Furthermore, it is suggested that also some of the fundamentals of students’ existence such as their values were challenged (Qvortrup, 2022: Kutza & Cornell, 2021; Hyun-Sook, 2021; Krumsvik, 2020). Although the studies already carried out point to several consequences, further research is needed to follow-up the situation. Based on a mapping of quantitative studies on COVID-19, OECD concludes that there is limited and contradictory evidence regarding the consequences of the pandemic (Thorn & Vincent-Lancrin, 2021). The contradictory results may be because the COVID-19 situation is complex, in that the consequences arose as a result of a multifaceted interaction between many different factors. Furthermore, time is a factor that can amplify or mitigate immediate consequences, which means that the medium to long-term consequences of COVID-19 cannot be easily deduced from the short-term consequences that we have experienced and researched so far. Finally, not just time but also context is crucial when it comes to understanding the consequences. The consequences vary with the strategies and approaches chosen in particular contexts.

In order to understand the medium to long-term consequences of COVID-19 and to develop knowledge and prepare the Nordic schools to ensure societal security going forward, the project Inquiring Nordic Strategies, Practices, Educational Consequences and Trajectories (INSPECT) conducts comparative studies across the different national contexts of the five Nordic countries: Denmark, Norway, Sweden, Finland and Iceland. The project is based on a multidisciplinary and mixed method research design aimed at investigating the medium and long-term-consequences taking form throughout the data collection as an interplay between survey/ interview responses and student characteristics, e.g., gender, age, ethnicity, socioeconomic status, and family conditions. In the symposium, we present three subprojects from INSPECT: one on students’ well-being, one on students’ values, and one on the teacher’s role and identity. In the presentations, researchers from Denmark, Norway, Finland, and Iceland are represented, and all subprojects focus on cross-country analyses based on data from Denmark, Norway, Sweden, Finland, and Iceland. All presentations reflect their results to the tradition of Nordic schools.

Nordic schools have a strong tradition around the focus on students’ well-being from a lifelong learning perspective (Telhaug, Mediås & Aasen, 2006), but in recent years the well-being of children and young people has become more and more shrouded in uncertainty. In addition to the impact of increased performance expectation and competition, an unpredictable labour market, increased individualization and self-representation in real life and on social media (Furlong & Cartmel, 1997; Ottosen, 2018), the prolonged and devastating COVID-19 pandemic has prompted a global call to address the impact on the well-being of children and young people (Rimpelä, A., Kesanto-Jokipolvi, H., Myöhänen, A., Heikonen, L., Oinas, S., & Ahtiainen, R., 2023)). A new Danish longitudinal study on students' emotional, social, and academic well-being finds that fluctuations in all three dimensions of wellbeing can be attributed to individual differences (trait) and the natural maturation of students over time (grade), but also context (state) (Lykkegaard, Qvortrup, Juul, 2024). The context dependency of the three well-being dimensions makes it interesting to investigate whether there are differences across the Nordic countries. Comparative studies of activities and efforts can be a solid knowledge base for developing interventions aimed at strengthening students’ well-being and thus maintaining this as central to the Nordic school tradition. Based on this, the research question of this paper is: To what extent do students’ academic, social, and emotional well-being differ across Nordic countries in the post-pandemic time period? The paper is based on survey data from the five Nordic countries Denmark, Norway, Sweden, Finland, and Iceland (N = 4.500) collected as part of the large-scale project INSPECT Societal Security after COVID-19. Students’ responses to questions related to three well-being dimensions: social, emotional, and academic well-being, are analyzed with factor and cluster analysis. The paper finds that all three well-being dimensions differ across the five countries. Compared to the other countries. Iceland scores remarkably low on all three wellbeing dimensions, while Denmark is lower than Norway on academic wellbeing. The paper discusses the situation with the Nordic schools’ tradition regarding well-being and invites reflection on how schools can support students’ well-being in the post-pandemic era

Furlong, A., & Cartmel, F. (1997). Risk and uncertainty in the youth transition. YOUNG, 5(1), 3-20. https://doi.org/10.1177/110330889700500102 Lykkegaard, E.; Qvortrup, A. & Juul, C. (2024). Studentsʼ well-being fluctuations during COVID-19: a matter of grade, state, or trait? Education Sciences. 14(1): 26. doi:10.3390/educsci14010026 Ottosen, M.H., Graa Andreasen, A., Dahl, K.M., Hestbæk, A.D., Lausen, M., Rayce, S. (2018): Børn og unge i Danmark – Velfærd og trivsel 2018: https://pure.vive.dk/ws/files/3032016/B_rn_og_unge_i_danmark.pdf Rimpelä, A., Kesanto-Jokipolvi, H., Myöhänen, A., Heikonen, L., Oinas, S., & Ahtiainen, R. (2023). School and class closures and adolescent mental health during the second and later waves of the COVID-19 pandemic in Finland: a repeated cross-sectional study. BMC Public Health, 23, Article 2434. https://doi.org/10.1186/s12889-023-17342-8 Telhaug, A.O.; Mediås, O.A. & Aasen, P. (2006) The Nordic Model in Education: Education as part of the political system in the last 50 years, Scandinavian Journal of Educational Research, 50:3, 245-283, DOI: 10.1080/00313830600743274

The World Value Survey (WVS, 2015) consistently underscores the pivotal role of individuals' values in shaping economic development, fostering the emergence, and flourishing of democratic institutions, promoting the rise of gender equality, and determining the effectiveness of government within societies. According to the WVS (2015), the five Nordic countries - Denmark, Sweden, Norway, Finland, and Iceland - all belong to the group of nations with the highest scores in 'secular-rational values' (placing less emphasis on religion, traditional family values, and authority, and viewing divorce, abortion, euthanasia as relatively acceptable) and also the highest scores in 'self-expression values' (giving high priority to environmental protection, fostering tolerance of foreigners, gays and lesbians, promoting gender equality etc.). However, except for the Danish value survey (Bertilsson, 2020), there is a notable absence of longitudinal studies examining the stability and changes in Nordic values in individual Nordic countries. Our objectives for this paper are: to 1) map the situational values of a student group within and across Nordic countries, 2) trace the stability and changes of these values over time, and 3) delve into the underlying reasons and driving forces behind variations and shifts in students' values. We define values as comprising students' self-awareness and perspectives on diverse aspects, such as social relationships, family and home life, freedom, and environmental concerns. The paper draws upon qualitative narrative interviews conducted as part of the INSPECT project. A cohort of five focus students from lower secondary schools in each of the five Nordic countries (N=25) was purposefully selected to maximize the diversity of their initial values. These focus students underwent biannual interviews to capture fluctuations and trajectories in their values through lower secondary school. In the paper, we present analysis on the initial three rounds of interviews (May 2023-May 2024). Employing a social-psychological identity framework, we conduct within-case analyses (student by student) and cross-case analyses to comprehensively explore how values were shaped by the students individually and how these values were influenced by contextual factors such as gender and the country, in which they live. Our findings highlight the significance of social relationships, primarily within the family and secondly among friends. This observation is intriguing, given the broader context of 'secular-rational values' prevalent in Nordic countries (WVS, 2015). We explore whether this emphasis on family among the focus students represents a new Nordic tendency or if it is influenced by the age of the lower secondary students.

Berthelsen H, Westerlund H, Bergström G, Burr H. Validation of the Copenhagen Psychosocial Questionnaire Version III and Establishment of Benchmarks for Psychosocial Risk Management in Sweden. Int J Environ Res Public Health. 2020 May 2;17(9):3179. doi: 10.3390/ijerph17093179. PMID: 32370228; PMCID: PMC7246423.

“Didaktik” is the center of teacher education in the Nordic countries. The modern understanding of Didaktik is an invention of nineteenth-century teacher education in Germany and some neighboring areas, not least the Nordic countries (Hopmann, 2007). Despite an almost unlimited variety of foci within the field today (Hopmann, 2007, Krogh, Qvortrup & Graf, 2023b), Didaktik theories have a number of shared characteristics (Hopmann, 2007; Qvortrup, Krogh, & Graf, 2021). Two of the shared characteristics is firstly, the autonomy of the teacher (Hopmann, 2007) and the ‘pedagogical freedom’ or ‘freedom of method’, and secondly, the conceptualisation of schools as places where democratic ideals such as equality, freedom, justice are instilled in individuals as part of its commitment to the idea of Bildung (Hopmann, 2007; Qvortrup, Krogh, & Graf, 2021). In recent years, it has increasingly been reported that these shared characteristics have been challenged by changing conditions of schooling (Krogh, Qvortrup, & Graf, 2023). This leads to the research question, of whether these characteristics – the autonomy of the teacher and the democratic ideals – are today recognizable features of the Nordic schools, and whether we can identify differences across the Nordic countries. The paper is based on survey data from the five Nordic countries Denmark, Norway, Sweden, Finland, and Iceland collected as part of the INSPECT project. Teachers’ responses to questions related to the teacher's job and the characteristics of schools are used to answer the research question. We suggest that the two characteristics in focus are important quality features of Nordic teaching and Harvey & Green (1993) argues that “quality is 'stakeholder-relative'. […] It is not possible, therefore to talk about quality as a unitary concept” (Harvey & Green, 1993, p. 29). When it comes to specifying different stakeholders, more studies suggest focusing on teachers (Entwistle et al., 2000; Townsend, 1997). According to Goe et al. (2008), teachers “are the only ones with full knowledge of their abilities, classroom context, and curricular content, and thus can provide insight that an outside observer may not recognize” (Goe et al., 2008, p. 38). We present similarities and differences in teachers’ view of the teaching profession and the values of schools, in how teachers feel supported by the curricula, their principals, and their students’ parents, and in how their experience their relationship and collaboration with colleagues. The paper discusses its results with research on the tradition of Didaktik in Nordic schools.

Entwistle, N., Skinner, D., Entwistle, D., & Orr, S. (2000). Conceptions and beliefs about “good teaching”: An integration of contrasting research areas. Higher Education Research & Development, 19(1), 5-26. doi:10.1080/07294360050020444 Harvey, L., & Green, D. (1993). Defining quality. Assessment & Evaluation in Higher Education, 18(1): 9-34. doi:10.1080/0260293930180102 Hopmann, S. (2007). Restrained Teaching:the common core of Didaktik. European Educational Research Journal, 6(2): 109-124. doi: 10.2304/eerj.2007.6.2.109 Krogh, E.; Qvortrup, A. & Graf, S. (2023a). Bildung, Knowledge, and Global Challenges in Education: Didaktik and Curriculum in the Anthropocene Era. New York: Routledge Krogh, E.; Qvortrup, A. & Graf, S. (2023b). The question of normativity: Examining educational theories to advance deliberation on challenges of introducing societal problems into education. In Krogh, E.; Qvortrup, A. & Graf, S. (red.). Bildung, Knowledge, and Global Challenges in Education: Didaktik and Curriculum in the Anthropocene Era (s. 171-202). New York: Routledge

This proposal aims to discuss how schools can promote the development of personal and social competencies and social capital in young people for political and civic participation. Also, it aims to demonstrate how schools can become platforms for civic participation by young people in their contexts. In order to achieve those purposes, we will use data from a study carried out in 29 secondary schools located in border regions of Mainland Portugal, considered mostly rural and low-density (Silva, 2014). These regions have social and economic disadvantages and less opportunities of participation (Silva et al., 2023). In these regions, school appear as an essential element for liveliness and dynamism and is central to the lives of young people. Authors such as Amiguinho (2005) and Canário (2000) emphasize the role of schools in guaranteeing this vitality in rural areas. Schools can, therefore, be seen as an essential space for promoting cultures of citizenship and youth participation (Silva et al., 2023), both because of its centrality and the importance it is recognized as a mechanism for valuing and including peripheral and rural environments (Amiguinho, 2005).

As youth participation is becoming a priority at international and national level (EU, 2018; Council of Ministers Resolution number. (2022) - National Youth Plan II), schools are assuming a fundamental role in preparing young people for civic and political participation, particularly through citizenship education. Several authors have recognised this aspect (Biesta, 2011; Osler & Starkey, 2005; Perrenoud, 2002) and at policy level (Council of Europe, 2018; Portugal, 2017; UNESCO, 2015), especially with a focus on issues of democratic citizenship and the development of competences for democratic citizenship based not only on the valorisation of traditional democratic institutions and participation, but also on the development of a transformative citizenship focused on social and community well-being and social justice (Addler & Goggin, 2006; Banks, 2017; Whesteimer & Khane, 2004). In this vein, the valorisation of experience (Dewey, 1916; Lawy & Biesta, 2006) and the development of active and community-based methodologies focusing on young people's contexts have been referred to as fundamental to promoting the skills necessary for young people's civic participation in community-life for community’s well-being (Gruenewald, 2003).

This proposal is a component of an ongoing PhD research project (Ref: SFRH/BD/143733/2019) focusing on the study of citizenship education practices in secondary schools located in border regions of mainland Portugal. The aim is to explore how these schools address dimensions such as youth involvement, aspirations, and local cultural aspects within their citizenship education initiatives. This project is part of the broader GROW:UP – Grow Up in Border Regions in Portugal: Young People, Educational Pathways, and Agendas project (PTDC/CED-EDG/29943/2017), which investigates how young individuals shape their biographical and educational paths, examining responses from various contexts to meet their aspirations.

Our research critically examines the concept of citizenship education, particularly its role in balancing individual agency with collective identity in democratic societies. Anchored in the theory of 'citizenship-as-practice' (Lawy & Biesta, 2006) and the 'funds of knowledge' approach (Moje, 2008; Hogg, 2011), our study is situated within the field of the new sociology of childhood. This framework offers a unique lens for understanding how children, as integral members of society, understand solidarity.

Citizenship education, traditionally aimed at cultivating responsible members of society, often risks endorsing a homogenized set of values and behaviors as emblematic of the "good citizen" (Schugurensky & Myers, 2003). Yet, it also possesses the potential to empower individuals to critically engage with societal norms, advocating for change and social justice as well as global issues. This dual nature necessitates a critical reflection on the objectives and outcomes of citizenship education, particularly in how it balances individuality with collectivity.

Building on this, we delve into the concept of solidarity as an integral aspect of citizenship education (Santora, 2003; 2011) and characterized by the same type of tension. Solidarity, often at odds with the principles of diversity and individualism, poses the challenge of fostering unity without diminishing the value of diverse perspectives, a crucial element in democratic communities. This exploration of solidarity leads us to investigate its manifestations and understandings among children in educational settings.

Our research into children's understandings of solidarity in educational environments provides an insightful perspective on the interplay between individuality and collectivity. Employing 'citizenship-as-practice', we aim to understand how children, as active agents, navigate the complexities of solidarity amid their diverse experiences and collective educational objectives. This investigation is further enriched by incorporating the 'funds of knowledge' concept (Gaztambide-Fernández, Brant & Desai, 2022), which emphasizes the importance of leveraging the culturally and contextually rich knowledge that students bring from their communities. By doing so, citizenship education transforms from abstract principles to a lived, community-connected practice, making the concept of solidarity more tangible and relevant to students.

Our methodological approach, informed by the new sociology of childhood (James, Jenks & Prout, 1998; Epstein et al, 2006), places a strong emphasis on children's agency and perspectives. We adopt participatory qualitative methods, valuing students' backgrounds and experiences as integral to the research process.

Guided by the questions: How do children in Romania understand and engage in practices of solidarity in the current European context? and How do children engage in constructing and performing individual and collective identities in the process of learning about solidarity? our research seeks to uncover new insights into how children conceptualize and practice solidarity, contributing to a more nuanced understanding of citizenship education in diverse and dynamic societal settings.

The relevance of our study is twofold. First, focusing on Romania (a country grappling with high economic inequality and receiving a significant influx of refugees) provides a critical context for researching how these broader issues shape children's understandings of solidarity. Second, it complements the data provided by ICCS2022 study, that investigates the ways young people are prepared to undertake their roles as citizens from a curriculum, school and classroom perspective.

Abstract: Global flows of migrant youth continue to be a highly topical and controversial issue with an increased focus on undocumented, unaccompanied and 1.5/second generation migrants. These populations are often perceived as vulnerable due to fluctuating legal status, feelings of marginalization as well as the trauma associated with forced migration. This study presents findings from a systematic review of research published in academic journals on migrant school-aged youth activism, foregrounding the role of formal and informal education. In a systematic analysis of the field, we ask how migrant youth activism is shaped, conceptualised and operationalised in contemporary research. In particular, our focus centres on examining the scholarly discourse pertaining to migrant youth activism and its implications for both education and social justice.

Over the last decade, a steady increase in youth activism had been documented, mainly concerning issues such as climate change, environmental activism (Hayik, 2021), human rights, LGBTQI+ activism (Terriquez, 2015), #BlackLivesMatter, Indigenous rights, #MeToo, etc. (Taft & O’Kane, 2023). We are witnessing to youth working both within the political system (Kwon, 2019), including seeking for inclusion as full-fledged citizens (Farini, 2019), as well as outside of it (Kosko et al., 2022). Research continues to highlight the role youth play in raising awareness regarding not only social and legal issues (Müller-Funk, 2020), but also seeking justice (Cin et al., 2023) and recognition for their own communities and the world in general (Riniolo & Ortensi, 2021; Shin et al., 2023). According to Choudry (2015) youth activists learn and produce valuable knowledge as they navigate diverse contexts. They often show a capacity to “link their personal problems to a broader set of social, political, and economic forces and to direct their energies toward transforming them” (Ismail & Pottier, 2023, p. 2).

There is an imperative to comprehensively study the current research agenda concerning youth activism. Scholars have showed that, despite variations in interest and participation across racial, ethnic and religious groups, and cultural contexts (Liu et al., 2023; Shin et al., 2023), the study of migrant youth has received less attention (Mora et al., 2018). School-age students is another underrepresented group in activism research. First, this group is often considered challenging to reach due to the legal regulations about minors (Black et al., 2022; Literat & Kligler-Vilenchik, 2018). Secondly, in many countries it is assumed that school-age students have a limited voice (Karsgaard & Davidson, 2023). However, what limited research exists emphasizes how youth develop as activists over time (Astuto & Ruck, 2010; Bellino et al., 2021), and how their life experiences motivate them (Ballard et al., 2015). It also highlights that migrant youth deserves its own niche in activism studies (Azzolini, 2016; Hochman & García-Albacete, 2019; Trisokka et al., 2021).

We are interested in mapping the landscape of school-age migrant youth activism. Drawing on a systematic literature review approach, our presentation addresses three central research questions: 1) What are the prevailing trends in research on migrant youth activism? 2) What theoretical and methodological foundations underlie the research in this domain? 3) What are the key focal areas within the field of migrant youth activism?

For the purpose of this study, a broad definition of activism was accepted, where we interpreted activism as any action aimed at social change. This working definition was utilised during the screening phase to determine whether to include a particular paper or not. This allowed the inclusion of different forms and representations of activism, which are often context-specific and go beyond a preset form of activities (Taft & O’Kane, 2023).

Is Brussels (Belgium), a small world city characterised by (super)diversity and division, a laboratory for (dealing with) multiculturalism in Europe? The intense philosophical-religious and politico-linguistic (between French speakers and Dutch speakers) struggles made Brussels a politically divided city with a high degree of instability kept in check by a series of pacification techniques (Witte & Van Velthoven, 2011). In recent decades, sweeping globalisation ensured that more than three in four of its inhabitants have roots abroad (STATBEL, 2022). In such a combined context of a divided past with contemporary diversity of backgrounds, how is it possible to achieve social cohesion, a shared identity and bridges that connect?

Despite strong needs for learning how to deal with (super)diversity (Driezen, Clycq, & Verschraegen, 2023), people of a diverse background hardly find each other (Costa & de Valk, 2018). In the Brussels’ educational landscape, these walls are figuratively reflected in the gap between school, city and home environments. Certain topics, especially concerning the past and identity(s) such as colonisation, the Shoah or conflicts in the Middle East, are sensitive and treated as a taboo by teachers in some schools (Maréchal et al., 2015), if only because many teachers feel inadequately prepared to address them (Van Droogenbroeck et al., 2019; more generally: Savenije & Goldberg, 2019). Yet, in their living environment youngsters come daily into contact with identity-laden artefacts. Indeed, public space is packed with memory markers, which are carriers of (imaginary) identities (Halbwachs cited in Grandhomme & Jalabert, 2022). Even more, in many cities both in Belgium and abroad, the question of how to deal with (contested) commemorative objects in public space is high on the political and societal agendas (Rigney, 2022).

The latter question offers unique learning opportunities in terms of critical thinking on societal issues (Veugelers, 2017). To achieve this, students need both an open and reflective stance (competences of citizenship), as well as knowledge and skills to understand society (competences of historical awareness) (Gelinck, 2020, 99). A multiperspective approach holds the potential to intertwine both domains and appears effective for dealing with controversial issues (e.g., Goldberg and Savenije, 2018). Multiperspectivity is considered as a critical and interpretational approach in which local historical controversies or tensions are approached from different viewpoints (based on Abbey & Wansink, 2022). Although multiperspectivity has been promoted for several decades, it appears a concept that has not yet been sufficiently operationalised or translated into educational practice (Wansink et al., 2018). In this exploratory study, we therefore explore the challenges and opportunities that teachers experience when preparing for a multiperspective approach. Accordingly, the following research question is at the focus: what challenges and opportunities do teachers in two Brussels' secondary schools experience for guiding their students towards the creation of new historical artefacts on topics that are polarising or sensitive among youngsters?

In this contribution, we focus on a Brussels double case study. The former is pinned to one of the great icons of recent Brussels political life: former mayor Roger Nols (cf. Jaumain & Vaesen, 2022), a public figure who already in his own reign received virulent criticism because of his discourse and policy actions featuring overtones of discrimination and racism. The latter has to do with traces of colonisation and, in particular, the role of the then Belgian monarch in a process characterized by ‘violence and cruelty’ (cf. Stanard, 2019). By starting from an authentic societal phenomenon or issue, students create (new) solutions and narratives that start from or connect to their background and thus become meaningful (van Boxtel et al. 2016). Moreover, when their voices are heard and acted upon, it has the potential to have an empowering effect (Mitra, 2018).

The rapid development of technology and the economy underpin the crucial role of science education. Many countries around the globe have made efforts to improve science learning and teaching. Science education has focused on promoting scientific literacy among all students by emphasizing inquiry-based practices. Scientific inquiry has become a significant educational objective of curriculum reforms in numerous countries. Inquiry-based learning, as an instructional pedagogy, includes the process of discovering new causal relations, formulating hypotheses, and testing them by conducting experiments and/or making observations (Pedaste et al., 2015). A great number of research has shown that inquiry-based learning plays a key role in fostering critical thinking, problem-solving skills, and a deeper understanding of scientific concepts (Martina S. J. van Uum et al., 2016; Rönnebeck et al., 2016). In order to promote inquiry-based learning and teaching in classroom, a variety of activities labeled as inquiry, investigation, or research has appeared in science textbooks over the past few decades.

Textbooks play a significant role in shaping what and how science is taught in K-12 classrooms as the primary tool for teaching and learning (Aldahmash et al., 2016; Chakraborty & Kidman, 2022). Therefore, it is essential to evaluate the design quality of inquiry-based activities in science textbooks. Abundant studies have measured the design quality of textbooks using a quantitative method of content analysis. These studies can be categorized into three types based on their focus: instructional design of the inquiry process, openness level of inquiry, and educational goals of inquiry (Ma et al., 2021; Halawa et al., 2023; Yang et al., 2019). However, few studies have analyzed physics textbooks (Vojíř & Rusek, 2019) by specifically exploring inquiry activities focused on learning goals of inquiry (Halawa et al., 2023). To address this research gap, this paper aims to conduct a content analysis of inquiry-based activities in high school physics textbooks used in mainland China. The research questions are as follows:

1. What is the design quality of inquiry-based activities in current high school physics textbooks?

2. In which respects do the current inquiry-based activities need to be improved?

The analysis framework of inquiry-based activities in textbooks should be designed with the educational goals of inquiry-based approach. Existing research of inquiry suggests that an inquiry-based approach should accomplish but is not limited to, the following three educational goals: 1) help students develop an understanding of scientific concepts by doing science; 2) teach students inquiry process skills necessary to conduct a scientific inquiry; and 3) guide students in establishing an understanding about scientific inquiry (Yang & Liu, 2016). Firstly, an inquiry-based approach in K-12 science learning cannot be achieved without scientific knowledge. In science textbooks, the topics of inquiry-based activities should align with the corresponding curricular knowledge objectives. Previous research on evaluating inquiry-based activities has focused on ensuring this alignment (Halawa et al., 2023; Yang et al., 2019). Secondly, inquiry is both the instructional approach and outcomes in science education. As the approach, researchers have identified a set of fundamental inquiry skills that are appropriate for K-12 students and essential for conducting scientific investigations, such as observing, inferring, measuring, and so on (Chakraborty & Kidman, 2022). Inquiry-based activities in textbooks should offer students the chance to apply these skills in a real-life context (Halawa et al., 2022; Yang et al., 2019). As the outcomes, developing a comprehensive grasp of inquiry is one of the educational objectives, as it enhances the ability to conduct effective inquiries. Inquiry-based activities in the textbooks should be provided explicitly with a proper understanding of inquiry (Halawa et al., 2023; Yang et al., 2019).

This paper addresses methodological and epistemological issues raised in using a generic model of didactic analysis of teaching quality (JAD-MTQ) in school subjects taught at lower secondary school.

Since the 2000’s, the Joint Action framework in Didactics (JAD) has been developed in the context of the French-speaking research in Comparative didactics (Mercier et al, 2002; Sensevy and Mercier, 2007; also see Ligozat, 2023). Studies carried out with this framework typically investigate how knowledge contents develop in the teacher and students’ classroom interactions. Over the years, JAD has proved its capacity to analyze classroom practices in various subjects (mathematics, sciences, physical education, French language, etc.; e.g., Amade-Escot & Venturini, 2015; Ligozat et al., 2018; Sensevy, 2011; 2014). To address the feasibility of examining teaching quality from a didactic standpoint, Ligozat and Buyck (in press) suggests a Model for analyzing Teaching Quality grounded in the JAD framework. This model considers three dimensions of teaching: selection of knowledge contents and tasks, structuration of learning situations and organisation of teacher and students’ interactions. This paper will focus on outcomes and issues raised in characterizing the structure of learning situations in the case of a contemporary dance teaching unit, in physical education (PE), in contrast with a physical science unit about the states of the matter, in science.

In JAD-MTQ, learning situations are co-determined by a milieu and a didactic contract (Brousseau, 1997; also see Sensevy, 2014) generated by instructional tasks offered to the students, and from which we can identify some knowledge content development. More specifically, JAD-MTQ considers four criteria for examining learning situations : 1) Continuities in components of the milieu, i.e. how means available for students’ action evolve and support the achievement of successive tasks; 2) Continuities in purposes of the didactic contract, i.e. how purposes pursued by the teacher in assigning a task to the students are connected to each other through the successive tasks; 3) Structure of the overall knowledge content development (KCD), i.e., the logical patterns in the KCD through the successive tasks featuring learning situations for the students; and 4) Partition of responsibilities between the teacher and the students, i.e. the balance between tasks assigned to the students and tasks managed collectively and/or by the teacher herself.

These categories, drawn from the more general JAD framework, have a high potential of genericity to be used about the teaching of different school subjects. However, we also acknowledge that school subjects relying upon different teaching traditions (e.g. Forest, et al, 2018) and undergo various constraints (didactic transposition; Chevallard, 1985/1991; also see Schneuwly, 2021). For instance, a science teaching unit often includes lab work sessions that are run by groups of students, and the results needs to be represented (graphs, diagrams, measurement tables, etc.) and discussed collectively later on to drawn some results; In contrast, a physical education teaching unit requires alternating between technical tasks (focus on teaching sport technical skills) and complex authentic tasks (focus on teaching tactics and strategies through playing a scholar form of the game).

This leads us to the following research questions:

• Is it possible to use the JAD-MTQ criteria for characterizing the structure of learning situations (and hence a dimension of teaching quality) in such different school subjects, as contemporary dance in PE and states of the matter in Science?
• In using these criteria, what do we learn about the specific patterns of knowledge content development in each subject?

This work is part of a broader project that seeks to know and understand how teachers shape their teaching practices. The COVID19 pandemic, the lockdown and the years that followed, posed a major challenge in the field of education: from the design and implementation of proposals in non-face-to-face contexts, the uncertainty about the day-to-day, to the social distance and the restrictions on teacher-student and student-student interaction. These factors had a significant effect on multiple variables that had repercussions on the way in which teachers configured the action of teaching. This paper therefore tries to understand precisely how change during this period impacted on teachers' teaching, their decisions and anticipation of their professional practice in the future.

Research on teaching during pandemics has shown how teachers faced methodological and organisational challenges in adapting to non-face-to-face teaching (König, Jäger-Biela & Glutsch, 2020), creating teaching materials adapted to the new learning contexts in which their students were placed (Van Lancker & Parolin, 2020), increasing the time spent on lesson planning and complexity (Spadafora et al. 2023) or making decisions about the different elements of the curriculum.

These curricular elements over which teachers constantly make decisions were also affected. Perhaps the most obvious of these were the materials and resources on which teaching work is based, which were radically transformed by the move to non-face-to-face teaching in which, for the most part, digital technologies mediated the teaching process (Masry-Herzalah & Dor-Haim, 2022) in terms of uses, formats and participation. Likewise, in general, the tasks that teachers address in their interaction with their students in real teaching contexts were significantly modified, changing the usual interaction situation to situations mediated by digital media or materials for the most part. Although the elements on which the tasks are configured may remain (objectives, contents, actions, time), the modification of the channel and the medium affected the conditions of interaction, the agents involved, the spaces and even certain professional functions of teachers such as evaluation (Zaragoza, Seidel & Santagata 2023). The elements, therefore, on which teachers make their professional decisions were changed precipitously by the lockdown, and also in the post-confinement period were significantly affected. Throughout this period, much of the responsibility for shaping the elements of teaching practice fell on teachers. In these circumstances, professional teaching practice was largely disrupted by the transformation of regular teaching practice into a practice outside the classroom or a practice marked by social distance or largely individual work in which classroom routines had to be modified and the judgement about the extent and the how of this modification rested primarily with the teachers.

On the basis of this accumulated knowledge on the subject, we set out the following objectives in this paper:

- To examine which elements of the teaching practices were affected during the teaching process as a result of the lockdown and new normality, analysing it through the content of the explanations elaborated by the teachers themselves.

- To investigate the assessments that teachers make of their professional practice during the lockdown and the new normality by analysing the contents of their own descriptions.

One of the most significant impacts of the pandemic was the further diversification of learning environments and learning opportunities. The series of lockdown periods led to a significant shift towards virtual learning environments and technology-mediated language learning, where language learning autonomy gained a more important role in the success and efficiency of foreign language learning. Researchers have confirmed that the success of foreign language learners who learn the target language only in institutional or classroom settings is limited (Benson and Reinders, 2011, Murphy 2008, 2011). An increased interest in examining out-of-class learning environments is based on the shift in second language acquisition research: language acquisition is no longer understood as a merely cognitive process but rather as participation in various social contexts and communities (Benson and Reinders 2011).

The very general and the most traditional definition of learner autonomy is taking responsibility for one’s own learning (Little 2007). This responsibility is connected with the individual’s ability to understand what one is learning, why one is learning, how one is learning and which learning strategies and language use strategies one is using. Learner autonomy is mentioned many times as a synonym of self-regulated or independent learning, learner’s independence or learning outside the classroom.

There are three fundamental perspectives on learner autonomy in language education: the technical perspective (focusing on skills or strategies used during unsupervised learning), the psychological perspective (emphasizing attitudes and cognitive abilities that enable the learners to take responsibility for their own learning process) and the political perspective (emphasizing the emancipation of learners by giving them opportunities to select the content of learning and the ways and forms of learning processes) (Benson 1997, Palfreyman and Smith 2003). Paying attention to all three perspectives on learner autonomy and enhancing autonomous learning is crucial not only during the times of pandemics but also during the uncertain times of economic and educational challenges, migration, segregation of socially disadvantaged learners and the threats of war. Educators need to equip learners with skills and competences that empower and help them in times when their learning becomes less teacher-centred, the degree of instruction is lower and the need to make decisions on their own learning process is higher.

The paper attempts to answer the following research questions:

- To what extent did learning English as a foreign language (EFL) during the Covid-19 pandemic become less instructional and more learner-controlled in the case of secondary school learners in schools with Hungarian language of instruction in Slovakia?

- To what extent did EFL connected out-of-class learning activities change during the Covid-19 lockdown period?

- What further support can be provided by schools in order to enhance EFL learners’ autonomy?

The aim of the paper is to find out how online teaching and the pandemic affected the foreign language learning strategies and the foreign language use of secondary school learners. The online ‘Covid period’ in Slovakia starting from October 2020 and running to April 2021 is investigated. The platforms for synchronous online lessons that were used for teaching English as a foreign language classes during this period are examined together with the respondents’ goal of language learning. Critical reflection and making meaningful choices are inevitable parts of becoming an autonomous learner, therefore, the respondents’ consciousness in selecting certain tools as well as their attitude to certain language learning strategies are examined.

Reading is an essential skill for foreign and native speakers that enables their professional development (Wallace, 2006). This is in line with the submission of Habermas and Nielsen (1990), that reading ability is requisite to participate in and interpret the complex discussion of texts. Subsequently, developing students’ reading skills is essential for their future career success, as the modern job market and employers are looking for professionals who can read, understand, and interpret texts. Critical reading (CR) is the way students and teachers interact in the classroom to practice a higher form of comprehension. Combs (1992) emphasized that CR is an interactive process that uses multiple levels of thought simultaneously. In discussing and interpreting data, students practice critical thinking. This is also reinforced by Salisbury College (2008), which states that in reading comprehension, students not only absorb the knowledge of the passages they read, but also assess and evaluate the author’s arguments, tone, and bias.

According to some experts (Sweet, 1993; Wallace, 2003;) CR means the ability to read between the lines, i.e. to find the hidden meaning of texts and to read beyond the lines by using their analytical and evaluative skills that require higher order thinking. Arici (2012) refers to CR as “ideal reading” and states that it is the only way to help retain knowledge in the long term. Sweet (1993) and Wallace (2003) agree to some extent, referring to critical readers as "living readers" who can evaluate, question, interpret, recognize, and analyze evidence. As it helps students retain knowledge in the long term, it could even be useful in tests and exams. Although this is one of the skills that students need to acquire in this study, the compulsory and assessed internal and external examination tasks do not reflect the tasks that require critical thinking skills. However, the observational exams, i.e. the ungraded exams held to determine students' strengths and weaknesses, have tasks that require the use of critical thinking. The two aforementioned exams are common in High School Educational programs in Kazakhstan. Nonetheless, the structural difference in tasks puts additional pressure on teachers’ shoulders who struggle to juggle the preparations for two exams.

Nevertheless, Özdemir(2007) emphasizes that CR can be conducted by “intellectual students”, which could indicate that this could only be beneficial to students whose level of English proficiency is high.

Although it is not required in assessed examinations, the aim of this research is to develop student’s reading skills on expository texts through critical reading strategies so as to prepare them for further studies in higher institutions. According to Lwai (2007), expository texts are written to convey, describe, or explain non-fictional information. Ozensoy (2021) had previously studied the effect of cultivating critical reading skills on students' academic progress in social studies courses. He reported that there was a noticeable difference in learners’ academic achievement who trained CRS compared with another class who did not. The current study therefore aims to investigate the impact of some critical reading strategies on upper- intermediate students’ comprehension of expository texts. For quantitative analysis, pre and post-tests (derived from Critical reading test in English classes and from National exam tests in Kazakh) four science/industry and four nature related texts (ESL Brain, Critical Reading club) were covered during the study. Researchers conducted a survey and semi-structured interviews for qualitative analysis to study the learners’ perception according to the practiced strategies.

This study was carried out in one of the intellectual schools of Kazakhstan. The participants were tenth grade students of class A, experimental and F, control groups. The study lasted 10 weeks. After taking pretest, teachers presented

There is no doubt that the ability to read is a fundamental skill without which participation in today's society seems almost impossible. This is precisely why numerous studies point to the key role of reading skills acquired in primary school (Maitz et al., 2018) for later educational and career opportunities (Bachinger et al., 2021).Additionally, the results of the latest Progress in International Reading Literacy Study (PIRLS) show that the acquisition of the readingskill is often not crowned with success: In Austria, 20% of the primary school pupils read at literacy level 1 or below and are therefore at risk (Schmich et al., 2023). However, in order to show a long-term improvement in reading, preventative measures and consistent reading promotion based on evidence are required. This refers in empirical educational research to the proof and legitimization of the effectiveness of a specific measure. Moreover, according to the National Reading Panel (2000), reading fluency is one of the key factors in effective reading promotion. The development of this skill is generally regarded as a central task of German lessons. However, the results of more recent research (Michalak & Feigenspan, 2022) indicate that fluency and subject-related learning are closely linked. Accordingly, reading promotion and reading comprehension must be seen, conceived and implemented as a task for all subjects. It should not be the isolated focus of German lessons at primary school as a subject-specific vocabulary requires basic interpersonal communication skills. Thus, reading promotion measures are needed that focus on and support subject-specific reading in addition to general reading comprehension. For this reason, the FLEDI Project (Subject-integrated Reading Promotion in Mathematics, German and Subject teaching) focuses on promoting reading skills at primary school level.

The term subject-integrated reading promotion focuses on reading measures that are not detached from their problem contexts, but rather imply a mental networking of what has been read in subject lessons. In this context, non-fiction texts play a central role in subject lessons, as pupils use them to deal with certain topics and facts on the one hand and to learn new content on the other. Ultimately, it is always about a lesson design that is not primarily constituted by the subject areas, but is based on the promotion of reading, in which subject matter plays an essential role. In addition, non-fiction texts meet children's need to understand the world and, according to the Erfurt-study, are among the most popular types of text for primary school children of both genders (Richter, 2003).

Despite these studies, however, Križan (2014) criticizes the lack of reliable findings, particularly in German-speaking countries, as to which support approaches are fruitful under which conditions. The FLEDI-Project attempts to address this criticism from the third grade onwards by using a longitudinal design to investigate the development of reading fluency in reading comprehension, taking particular account of pupil-related background characteristics (special educational needs, family migration background, ethnicity). The aim is to find out whether the FLEDI-Reading intervention is particularly beneficial for a specific level group of children. The developments of four different level groups are considered separately. These levels result from the initial reading fluency skills. Based on the children's performance in the Salzburger Reading Screening 2-9 (SLS) at the first test time, they were divided into four level groups one based on the quartiles of the overall sample. Accordingly, the research question is: How do the basic reading skills and reading comprehension of pupils with different reading performance levels develop in the context of subject-integrated reading promotion?

Creating introductory videos is a popular approach to implementing a flipped classroom approach in teaching. However, creating new videos is time consuming (Hew, Bai, Dawson, & Lo, 2021; O'Flaherty & Phillips, 2015). It is also not clear what introductory videos should contain or how they should be structured (Pi, Zhang, Liu, Zhou, & Yang, 2023). I introduce an approach to making introductory videos where the content is based on domain principles and the structure is based on learning principles.

Each video was based on a single principle or definition, a set of questions intended to stimulate elaborative encoding (Gjerde, Holst, & Kolstø, 2021), and one concrete example. The videos were structured with (1) a short introduction, (2) a pretest, (3) the lecturers’ answers to the questions, (4) a posttest, and (5) retrieval of the principle from memory.

The introductory videos are intended to prepare the students for lectures. Therefore, they are probably the students’ first exposure to principles and concepts. The most important learning strategy for learning new content is elaborative encoding, which is to create meaningful associations within and between new and old knowledge components (Anderson & Reder, 1979; Gjerde et al., 2021; Stein, Littlefield, Bransford, & Persampieri, 1984). It is particularly important to stimulate elaborative encoding in students who are less interested and have less prior knowledge, as they do less spontaneous elaboration (Ozgungor & Guthrie, 2004).

Pretesting has been shown to consistently increase the learning of new information (Carpenter & Toftness, 2017; Hausman & Rhodes, 2018), with effects comparable with posttesting (Pan & Sana, 2021). Pretesting on information the students has not yet learned mainly influences the encoding of new information, while posttesting on information the students have already been exposed to mainly affects the consolidation of that information (Pan & Carpenter, 2023; Pan & Sana, 2021). Hence, the effects of pretesting and posttesting should be additive.

Each video lasted from 5 to 15 minutes. The videos were used in an introductory physics course at a large university in Norway and were intended to be their first meeting with new content and to be their main preparation for lectures. In this research, I wanted to investigate the students’ experiences and reflections regarding the use of the videos.

The emotional experience of learners has a pedagogical relevance, as the affective learning experience is linked to motivation. Certain emotional states can motivate or demotivate learners to engage in further activities in the learning process. Recording the emotional state of students can therefore provide information about the individual learning process. Research has demonstrated that experiencing negative emotions can for example impede the learning process and lead to performance difficulties (Linnenbrink 2007). Positive-activating emotions, on the other hand, support students’ cognitive engagement and hence better learning outcomes (Pekrun, Lichtenfeld, Marsh, Murayama & Goetz, 2017). It can be assumed that lessons in school can be characterised as a special situation in which students are expected to perform. Emotions that occur specifically in achievement and academic contexts can be defined as achievement emotions. The emotions related to achievement that arise from learning, classroom instruction, or dealing with difficult tasks can include for example enjoyment, boredom, frustration, and anger (Pekrun 2006). Since the contextual factors, such as the action performed or the environment, have a major influence on the emotional experience, it can be assumed that the characteristics of instruction also have an influence (Aelling, 2004; Lazarides & Raufelder 2021). Previous empirical studies reveal that there is indeed a linkage between achievement emotions and dimensions of instructional design, such as cognitive activation (Krapp 2007) or structuredness of instruction (Maulana, Opdenakker & Bosker 2016). Most of the studies analysed in this research focus on a specific subject, such as mathematics, and do not address the extent to which achievement emotions differ across various school subjects. However, there are also studies with a cross-curricular focus that support the assumption that emotions experienced during the learning process should be categorised as domain-specific. The causes of domain-specificity of emotional experiences in the context of learning have not been clearly identified until now. The attempts to characterize different subjects and therefore define the characteristics of the domains can be assessed by students’ and teachers’ perceptions towards the school subjects, such as “everyday usefulness” or “level of difficulty” (Collier 2011). There are different approaches to explaining and categorising emotional experiences during lessons. These approaches may include assignment to a specific domain, subject, or instructional design features. The present study attempts to analyse the relationship between the emotional experience of learners and specific instructional design features of certain lessons. The study focuses on digitally supported teaching and examines possible differences in the use of digital technologies in the classroom and emotional well-being. The relationship between the integration of technology in the classroom and emotional experience has not been sufficiently analysed. Rather, previous studies have focused on the effects on students' motivation and learning (Cheng 2021; Fütterer, Scheiter, Cheng & Stürmer 2022). As described above, emotions can be categorised as predictors of motivation. It is therefore of interest to establish a possible relationship between emotional experience and instructional parameters, such as the integration of digital technologies in the learning process or the teaching methods used. The central research questions for gaining a deeper understanding of the issues described are therefore the following:

Are there differences in the emotional experience of learning situations depending on the subject taught?

To what extent can instructional design features explain the differences in emotional experience between different subjects?

One of the most needed competencies for the future is the ability to know how to learn (Kowells, 2018). Self-regulated learning (SRL), as defined by Zimmerman (2000), involves learners autonomously navigating the process of acquiring skills. SRL encompasses crucial metacognitive, motivational, and behavioural facets (Zimmerman, 1998). The Socially Shared Regulated Learning model (SSRL; Järvelä and Hadwin, 2013) emphasises the social aspects that are part of the learning process during collaborative learning. The SSRL model implies that multiple interdependent learners regulate their collaborative work and collective learning process through social interaction and mutual help.

Despite the focus on collaborative learning and socially mediated self-regulation in education research, the specific roles of peer observation and feedback in the learning process, particularly in the development of self-regulated learning, remain understudied, even though literature as been pointing on that direction (e.g., Torres et al., 2017).

The WAY project - Who sAw You then and who sees you now! – based on the SSRL and Zimmerman’s (2000) multi-level model (in which observation is the first stage for acquiring SRL), aims to deepen knowledge about the development of SRL among secondary school students through their involvement in peer observation and feedback during collaborative learning. On the one hand, peer observation can develop observation, reflection, and self-analysis, promoting SRL; on the other hand, asking them to give feedback to their colleagues about what they have observed creates moments of participation and dialogue centred on the classroom activities, allowing students' voices to be heard (Torres et al., 2017). Furthermore this issue is quite important under the main theme of ECER2024- Education in an Age of Uncertainty. In fact , to learn how to selfregulate learning could be an asset in such difficult times.

The present study aimed to evaluate the impact of the project WAY implemented in Portuguese schools on students’ SRL based on a quantitative self-reported measure composed of 15 dimensions.

The protocol research was registered at OSF, and the hypotheses are the following:

Students who observe how their peers’ approach and perform tasks in the classroom and later give feedback will acquire more cognitive and metacognitive strategies (A1), resource management strategies (A2) and higher levels of motivation (A3) than their peers from the control group.

Students in the intervention group who engage in more moments of observation and feedback will acquire more cognitive and metacognitive strategies (B1), resource management strategies (B2) and higher levels of motivation (B3) than their peers who engage in fewer moments.

In Denmark, the concept of practice-based teaching and learning [praksisfaglighed] was launched in June 2018 to indicate political agreement on "strengthened practice-based teaching and learning in the elementary school" (Børne- og Undervisningsministeriet, 2018). This agreement held high expectations, and the political parties behind it declared that an increase in practice-based teaching and learning in the Danish elementary school aimed to contribute to promoting several different aspects of the individual student's versatile development and education. The parties also agreed that a greater focus on practical skills would make more students aware that vocational education is also an option. Thus, the term practice-based teaching and learning, as used in the political agreement, contained both an educational dimension and a dimension oriented towards career choices.

This agreement was optimistic, but also broad and imprecise. The expectations were reiterated in a subsequent preliminary study by the Danish Evaluation Institute (EVA, 2019). Here, it was emphasized that with practice-based teaching and learning by virtue of a "physical and active approach to teaching", the teachers would be able to achieve a wide range of advantages: They would generally be able to strengthen the students' learning; employing a problem-based and application-oriented approach would make it possible to promote students' understanding of theory; having students produce their own products would make it possible to strengthen their motivation; and, finally, it would be possible to "strengthen the students' choice of education", which appeared as a euphemism for encouraging more students to choose a craft-oriented vocational education. As in the political agreement, the concept of practice-based teaching and learning in EVA's preliminary study (2019) and a subsequent mapping (2023) included both an educational and a career-oriented dimension. In addition, several didactic elements were added by the Ministry of Education, including problem-based learning, physicality, and product orientation (Børne- og Undervisningsministeriet, 2021). However, the definition of practice-based knowledge was all-inclusive, and a theoretical framework was missing, not least concerning the clarification and identification of a didactics of practice-based teaching and learning that was practically applicable.

At the same time, educational researchers pointed out that there was a need for more knowledge to be able to recognize the concept of practice-based teaching and learning (Tanggaard, 2020). Knudsen & Sattrup agreed on that and called for both more breadth and depth in the understanding of practice-based teaching and learning (Knudsen & Sattrup, 2020). Also, within Danish teacher education, great efforts were made to describe practice-based teaching and learning on the teacher training courses (Vial at al., 2021). However, regardless of the effort, the concept remained unclear.

One of the main concerns was the lack of a theoretical foundation. Another was that the theory-practice relationship was repeatedly presented as a dichotomy, where more of one means less of the other. This operational split between theory and practice implies that nothing can belong to both at the same time. If the concepts are used in this way, practice-based knowledge becomes an affirmation of the opposition between theory and practice, rather than a field in which theory and practice mutually fertilize each other (Wistoft & Qvortrup, 2023).

This proposal intends to clarify the concept of practice-based teaching and learning considering the conceptual clarification challenges. The general objective is to develop a theoretical framework.

Didactics of practice-based teaching and learning is defined as didactic reflections and arguments that support the interaction between the acquisition of knowledge and skills, so that the acquisition of knowledge becomes less abstract and the acquisition of skills more knowledge-reflected. The research question is: How can a theoretical framework be developed for a didactics of practice-based teaching and learning?

While traditional teaching methods remain legitimate, society is changing and continues to demand innovative approaches to pedagogy (LaCroix, 2020). In the field of education, innovative approaches to pedagogy often derive from theoretical discourses to learning, such as psychology and didactics (Davis & Francis, 2021; Watson, 2016). However, an emergent interest in recent years has been in employing broader policies, such as public health and physical activity, as a driver of change in education (GAPPA & ISPAH, 2011). One innovation introducing physical activity into education is physically active learning (PAL), which provides complementary movement and learning opportunities for educational purposes (Bartholomew & Jowers, 2011; Vazou & Skrade, 2017). PAL is commonly defined as "the integration of movement into the delivery of academic content" (Daly-Smith et al., 2022). Despite its many benefits outlined in recent meta-analyses and systematic reviews (Norris et al., 2019), PAL intervention methods and strategies often vary because 1) they are research-driven, 2) they have a one-sided health focus, and 3) they are designed with little attention to its real-world applicability (Vazou et al., 2020; Vazou & Skrade, 2017). The lack of educational perspectives might reflect an assumption in the field that teachers are to deliver predesigned and specific PAL activities rather than allowing them the freedom to enact PAL purposefully in their practice (Mandelid, Thurston, et al., 2023).

The increasing body of research that underscores the importance of providing room for teachers' experiences and adaptation of PAL urges a need to develop a practice-oriented fundament that can support the enactment of PAL in teaching for different educational purposes (Daly-Smith et al., 2021). To support teachers in understanding why and how to enact PAL in teaching, this article aimed to explore the real-world applicability and enactment of PAL in education. Furthermore, we have used these insights to co-develop core aspects of PAL that can support the enactment in teaching.

The starting point of this article is that researchers and teachers who have sustained PAL in their pedagogical practice have valuable experiences in the applicability and enactment of PAL (Chalkley et al., 2023). For this reason, we applied the third space approach because it aspires to establish less hierarchical collaborations between universities and schools (Bhabha, 1994). Such a methodological approach is relevant as moving beyond conventional borders of research has received growing attention in the PAL field (Mandelid, 2023). In particular, various approaches to co-development have received attention as they allow specific contexts and practices to shape and construct PAL (Chalkley et al., 2023; Madsen et al., 2020). The underlying principle of merging contrasting views is that developing knowledge occurs through hybridity, which involves untangling cultural, social, and epistemological conventions (Bhabha, 1994; Woolf, 2020). Hybridity requires participants to be conscious of their values and beliefs to debate discursive boundaries to create new opportunities (Daza et al., 2021). As there are various ways to employ the third space, we use it to encourage hybridity by being reflexive about our own identities and epistemologies during discussions about PAL. Simultaneously, we strive to foster flexibility in our development of new knowledge that can exceed previous discursive boundaries in PAL research (Daza et al., 2021; Woolf, 2020).

Despite the importance of biological evolution as a central and overarching theory in life sciences, it is still poorly understood by students throughout their time in education (Spindler & Doherty, 2009), science teachers, and the public (Authors). This poor understanding has been attributed to diverse cognitive, religious, emotional, and epistemic factors (Rosengren et al., 2012) that evidently biological evolution education is generally not successfully coping with.This investigation explored the impact of inquiry-based learning on biological evolution on high school students' epistemic beliefs towards science and their beliefs in biological evolution. Inquiry-based learning, a student-centered, constructivist pedagogical approach, promotes active student engagement in the learning process, fostering conceptual understanding, higher-order thinking skills, such as critical and creative thinking (Sandoval, 2005), modeling and argumentation skills, communication, and cooperation skills (Minner et al., 2010; Authors). Epistemic beliefs towards science refer to students' beliefs about the nature of knowledge and the process of knowing (Authors; Hofer & Pintrich, 1997, p.88; Muis et al., 2015). There are two overarching theoretical models of epistemic beliefs: those that examine epistemic beliefs from a developmental perspective, and those that explore epistemic beliefs from a multidimensional perspective (Author1). Developmental models focus on explaining the development of epistemic beliefs (Kuhn, Cheney, & Weinstock, 2000), whereas multidimensional perspective models focus primarily on the nature and the characteristics of epistemic beliefs. Various research studies argued that epistemic beliefs should be defined more purely, with dimensions concerning the nature of knowledge (what one believes knowledge is) and dimensions concerning the nature or process of knowing (how one comes to know). Dimensions concerning the nature of knowledge are beliefs about the simplicity (related with the structure of knowledge), certainty (related with the stability of knowledge), and development of knowledge. Dimensions concerning the nature of Knowing are Source of Knowledge, and Justification for Knowing (Conley, Pintrich, Vekiri & Harrisson, 2004; Hofer, 2016; Hofer & Pintrich, 1997; Schommer-Aikins, 2004). Research has indicated that epistemic beliefs are related to students' learning, academic performance, comprehension, perspectives on science, career choices, teaching methodologies, motivation, and self-perception (Authors). On the other hand, students' beliefs in biological evolution pertain to their personal truths and subjective viewpoints on the theory of biological evolution. Research on the effectiveness of inquiry-based learning in shaping students' epistemic beliefs and beliefs in biological evolution remains scarce and inconclusive (Authors; To, Tenenbaum, & Hogh, 2017). This study aims to bridge this research gap by investigating the potential influence of inquiry-based learning on 12th-grade students' epistemic beliefs towards science and their beliefs in biological evolution. Based on previous research, we hypothesised that inquiry-based learning on biological evolution would foster students’ epistemic beliefs (Rutledge, & Warden, 2000; Sandoval, 2005), and beliefs in evolution (Chenf, Adams, & Loehr, 2001). The study involved 70 12th-grade students who underwent inquiry-based learning on biological evolution (The control group consisted of 20 students). Their epistemic beliefs and beliefs in biological evolution were assessed both before and after the intervention, using questionnaires and interviews. The inquiry-based learning intervention incorporated a Cyprus curriculum that employed a series of inquiry-based learning activities, allowing students to engage collaboratively in a guided inquiry approach. This approach empowered students to explore specific concepts and challenges related to biological evolution, deepening their understanding of evolutionary mechanisms and processes while simultaneously developing an epistemic understanding related to various aspects of the history of science, the nature of science, and the nature of knowledge and the process of knowing. The findings indicated a statistically significant improvement in participants' epistemic beliefs following exposure to inquiry-based instruction on biological evolution. However, no statistically significant improvement was observed in participants' beliefs in biological evolution.

Epistemic cognition (EC) has been a flourishing field of research in the past two decades (e.g., Sandoval et al., 2016). Even so, a matter of EC that stands unresolved is the degree to which individual conceptions about the nature of knowledge and knowing should be considered domain-general, domain-specific, or even topic-specific constructs (Sandoval et al., 2016). An intuitive way of elucidating this issue is by studying EC across different academic disciplines (e.g., Greene et al., 2010). However, quantitative instruments to measure EC have demonstrated poor psychometric properties (Greene & Yu, 2014), which has been hypothesized to partially be a result of the instruments not accounting for ontological categories of knowledge (Chi, 1992; Slotta et al., 1995), or forms of knowledge such as “a fact”, influencing the psychometric properties of the items. As an example, a question used by Schommer (1990) is “When I study, I look for specific facts”. Within the framework of onto-epistemological categories, as presented in this paper, across disciplines a “fact” could be interpreted as one of many distinct forms of knowledge. Furthermore, it has been argued, that some forms of knowledge are unique to particular academic disciplines, such as “historical empathy” (VanSledright & Maggioni, 2016). Thus, to measure EC quantitatively, there is a need to investigate which categories students verbalize in association with knowledge.

This paper intends to add to the current body of EC research by investigating which categories are used by students to describe different forms of knowledge, as well as to distinguish these categories as ontological by drawing on perspectives from EC research and theory. Furthermore, it intends to do so at the upper secondary school (USS) level, a level of educational institutions currently underrepresented in the literature, as well as in a geographical context in which no such systematic investigation has yet been undertaken. Drawing on a sample of Danish USS students interviewed in three distinct subjects, the research question is thus: In First Language Studies, Mathematics, and Social Science, what are the different classifications of knowledge that Danish USS students verbalize and how do those classifications differ ontologically from a lens of epistemic cognition?

I draw upon the theoretical frameworks of ontological categorization as proposed by Chi (1992, Slotta et al., 1995), as well as the Apt-AIR framework proposed by Barzilai and Chinn (2018; Chinn et al., 2011). Within Chi’s framework, ontological categories may be distinguished by means of their attributes. Ontological attributes may only be possessed by members of a category. Characteristic attributes are typically possessed by members of a category. Finally, defining attributes must be possessed by all members of a category, but not exclusively by members of that category. Furthermore, the framework allows for categories to be nested within broader categories, allowing for both horizontal and vertical connections. Thus, drawing on an example used by Slotta et al., (1995), all sparrows are birds, but not all birds are sparrows (vertical). In the Apt-AIR framework, aptness is defined as epistemic performance that successfully “…achieves valuable epistemic aims through competence” (Barzilai & Chinn, 2018). This approach allows for a situated approach towards the analysis of EC. The AIR framework consists of epistemic aims and values, epistemic ideals, and reliable processes for achieving epistemic aims (Chinn et al., 2011). Aims and values refer to the epistemic goals an actor may set as well as their perceived importance. Ideals refer to different criteria for evaluating whether a, epistemic goal has been successfully accomplished. Finally, reliable processes are the strategies and procedures used to achieve epistemic aims and create epistemic products (Barzilai & Chinn, 2018). The frameworks are supplemented by inductively generated codes.

Traditionally, research in science education has concentrated on uncovering students' conceptualizations regarding various physical phenomena (Driver, Guesne, Tiberghien, 1985). Unlike earlier methods that overly prioritized verbal explanations, recent studies have encouraged students to express their ideas combining drawings with oral and written language (Tytler, et al., 2020; Tversky et al., 2009). Modern approaches also involve the collection of video-based data, allowing for a more comprehensive exploration of various aspects of student reasoning (Givry, & Delserieys, 2013). This multimodal account of learners’ ideas enables a more accurate understanding and a more effective response to their educational needs compared to previous methods.

In this study, we examine the distributive function facilitated by spontaneous gestures of young learners, seen as a lens of an embodied engagement in explanatory talk in science. By spontaneous gestures we refer to body/hand movements performed without learners being asked purposefully to move their hands but do so naturally (and idiosyncratically) during their verbal utterances. These movements co-occur with speech and are not ergotic, physical actions upon manipulatives or conventional emblematic signs. Our interest in spontaneous gestures is induced by documented analyses of gestures during authentic discourse, particularly when externalizing or constructing explanations of scientific phenomena (Mathayas, et al., 2019; Becvar, et al., 2008). Our examination is grounded in the theoretical perspective that views this kind of gestures as 'objects to think with', as artifacts. This consideration is based on the referential and representational function of gestures in the visual-spatial modality and on their capacity to communicate what is known as embodied knowledge (Abrahamson, & Howison, 2010).

This work aligns with “4E” perspectives on cognition (Hutchins 1996; Clark, 2012) whereas thinking is seen as embodied, extended (or distributed), enacted and embedded (or situated). Our understanding of the world is inherently embodied, structured within conceptual systems rooted in physical experiences and sensations, and actualized through bodily engagement (Clark, 2012). These notions are appealing in orienting our attention to the possibly embedded/extended cognitive role of gestures. The contemporary view is that gestures are extensions of the mind. The mind uses the body to support internal cognitive processes, providing it with an external physical and visual presence.

Gesture studies is an interdisciplinary field, bridging research traditions and motivating the inquiry on the roles that gestures. Extensive research (McNeill, 1992) indicates that co-speech gestures benefits thinking, observed in various situations like describing landscapes, navigating maps, machines, narrating stories, explaining solutions to puzzles or maths problems (e.g., Beattie & Shovelton, 1999). In science education, gesture studies are dispersed, often focusing on higher education and teachers' gestures rather than those of young learners often in specific contexts. Examples include studies on matter properties (Wallon, & Brown, 2019), astronomical phenomena (Crowder, & Newman, 1993), kinematics (Scherr, 2008), and stereochemistry (Ping et al., 2021). Based on our review of the literature, our standpoint is that spontaneous gestures as a form of bodily engagement, has a unique meaning potential with a special signature as part of science language.

This empirical study focuses on how learners employ their bodies alongside their words when engaged in explanatory talk. We will present key findings, guided by the following research questions:

1. How do middle school learners use spontaneous gestures to elaborate their thinking when engaged in a process of explaining every day physical phenomena?
2. How can the identified gestures be classified based on their functionality?

The concept didactic analysis was introduced by Klafki (1995) as a central activity of teachers’ work. Klafki’s didactic analysis is made through five questions that a teacher should consider to determine the educative value (Bildungsinhalte) of the content. In that sense, the five questions may be thought of as a didactic model for teachers to use in didactic analysis (Jank & Meyer, 2006, p. 163; Wickman, 2014). Today, the concept didactic analysis is used generally to refer to the analytic work teachers do by recruiting a wide variety of different frameworks and models depending on the purpose of their analysis (Wickman et al, 2020). At the same time, researchers in didactics engage in scientific analysis of teaching. This analytic work is commonly performed with the aid of an analytic framework or tool which, moreover, usually needs to be explicitly described in detail in the communication of the research. To be able to conduct scientific analyses of teaching, didactics researchers need formalized and agreed upon models and frameworks for making sense of their data. Likewise, to be able to compare and discuss didactic analyses of teaching, teachers need formalized and agreed upon models and frameworks for making sense of their teaching (Jank & Meyer, 2006, p. 37). Thus, although analysis has a central function in both didactic research and in didactic practice (i.e., teaching), both didactics research and practice should benefit from a further exploration of the different meanings and uses of the concept.

In this symposium, we are interested in the intersection of these two notions of analysis, didactic and scientific. The presentations in the symposium explore the roles of didactic and scientific analysis and how they take on different meanings in four European contexts of teacher-researcher collaborations and teacher education. The presentations raise questions as to what constitutes analysis, who conducts the analysis, and for what purpose. Joffredo-Le Brun demonstrates how teachers and researchers may jointly analyze a mathematics teaching device through the establishment of a so-called engineering dialogue, and investigates what analytic tools they use. Lidar and Lundqvist discuss the differential contributions made by teachers and researchers, respectively, in a collaborative, practice-close research project, and raise the issue of what level of systematic rigor that is required for something to be recognized as an analysis. In the context of teacher education, Hofmeister and Lenzen explore two kinds of didactic models – existing and emerging – that are invoked as tools for analysis in supervision interviews in physical education. Also in teacher education, Ligozat, Sales Cordeiro and Sudriès study the transposition practice of didactic analysis in the context of pre-service teachers’ (PTs’) work with lesson plans, by analyzing the work needed by PTs to take ownership over and adapt a didactic model provided by the teacher educators in order to be able to use it for didactic analysis.

Considering the conference theme, “Education in an Age of Uncertainty”, with reforms such as shorter teacher education programs and the contested trust in teachers as professionals (Purinton, 2012), the status of the scientific base of the teaching profession may indeed be said to be uncertain. To establish a shared conceptual space and develop a common and international language of teachers, didactics has a significant role to play as a basis for teachers’ analytic work. In the symposium we extend our understanding of the role of analysis in two contexts in which didactics research and practice meet, and reach for a shared conceptual space between researchers, teachers and teacher educators.

Sub-paper had to be withdrawn.

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This presentation seeks to illuminate various levels of analysis and explore the potential opportunities and challenges associated with analyses conducted in teacher-researcher collaborations. We will rapport on experiences from a collaborative project with the overarching goal of generating knowledge about how biology education could support the development of students' knowledge and action competence in the context of antibiotic resistance. In the project, we undertook planning, implementation, and analysis of teaching and student learning in two iterations (Eriksson, Lidar & Lundqvist, in review). The teachers brought their practical experiences of science teaching, while researchers contributed with didactic theories and models. Insights gained from the initial round were utilized to refine instructional materials to enhance the learning conditions for students. The intention was to analyse students' learning using the method Practical Epistemological Analysis (PEA), a detailed approach for analyzing individuals' actions during the learning process (e.g., Wickman & Östman 2002). While analyses using PEA seemed viable, time constraints often hindered the analysis process, e.g. because the transcription of classroom interactions took too long time. The collaborative analysis with teachers was essential in the project, to enable adjustments before subsequent teaching sessions. Unable to sustain the PEA approach properly, we adopted what we termed ‘hybrid analyses’, involving the examination of video or audio recordings. Our discussions, though simplified and not consistently systematic, focused on identifying the problematic situations students encountered and how they proceeded in their learning processes. In the iterative process, modifications were made based on the hybrid analyses and the teachers performed the adjusted teaching in other classes. Throughout this endeavor, we posed questions concerning whether our analyses were thorough enough or if we were merely engaging in reflections on teaching and learning. In the latter scenario, our efforts mirrored the continuous adjustments teachers routinely make in response to ongoing reflections in action. Additionally, we considered the specific contributions we, as researchers, brought to the overall process. As we navigated through this stage, we discovered that both parties, with our distinct competencies, significantly contributed to the analyses. In this presentation, we will explore the various contributions made in this project and explore the level of systematic rigor required for the work to be recognized as an analysis.

Eriksson, C., Lidar, M. & Lundqvist, E. (in review). Teaching development through analysis of students' learning of action competencies regarding antibiotic resistance. Nordina. Wickman, P.-O. and Östman, L. (2002), Learning as discourse change: A sociocultural mechanism. Sci. Ed., 86: 601-623. https://doi.org/10.1002/sce.10036

The supervision interview (SI) is a key training technique in teacher training, described as complex and rich where much is at stake for the professional development of future teachers (Vial & Caparros-Mencacci, 2007). Despite this marked importance in the literature, Brau-Antony (2010) points out that the SI is still a relatively unexplored subject of research, in physical education (PE) as in other disciplines. By approaching the SI in physical education from a comparative angle (Leutenegger, Schubauer-Leoni & Amade-Escot, 2014) in our doctoral thesis work, we observe and question the co-construction of professional knowledge objects between cooperating teachers (CTs) and pre-service teachers (PSTs). This approach has enabled us to observe that the SI is a particular moment of training in the sense that it is both the place of use (transmission) and of construction of didactic models (Wickman, Hamza & Lundegard, 2020), in response to the various difficulties encountered by PSTs. Didactic models are defined by these authors as conceptual frameworks that can be used directly by teachers to reflect on didactic questions concerning learners and content. These models are diverse but commonly linked by the idea that they address a specific teaching-learning question. In this presentation, we describe this double movement by carrying the descriptors of the joint action framework in didactics (Ligozat, 2023) on twenty SI involving four CTs and four PSTs. On the one hand, we observe that CTs use existing didactic models to support the analysis and/or the organization of their trainee’s teaching. In this first movement, the CTs put forward and discuss these existing didactic models with the PSTs, with the aim of getting the trainees to integrate them and use their dual function of analysis and design for their own practice. This is for instance the case with the double-loop intervention model in PE (Ubaldi & Olinger, 2006). On the other hand, we also observe that exchanges between CTs and PSTs sometimes result in the (re)construction of emerging models that have no equivalent in the existing literature. This is for instance the case of social roles in PE (observer, choreographer, coach, etc.) as key elements in student learning. Whether they already exist and are transmitted by the CTs, or are co-constructed during SI, didactic models are an aid for future teachers, in case they are used for reflecting on learning content, planning or teaching (Tiberghien, 2000).

Brau-Antony, S. (2010). Analyse de l’activité d’un conseiller d’EPS. In D. Loizon (Ed.) Le conseil en formation : regards pluriels (pp.59-75). Canop, CRDP de Dijon. Leutenegger, F., Amade-Escot, C. & Schubauer-Leoni, M. L. (Eds.). (2014). Interactions entre recherches en didactique (s) et formation des enseignants : Questions de didactique comparée. Presses Universitaires de Franche-Comté. Ligozat, F. (2023). Comparative didactics. A reconstructive move from subject didactics in French-speaking educational research. In F. Ligozat, K. Klette & J. Almqvist (Eds.) Didactics in a changing world: European perspectives on teaching, learning and the curriculum (pp. 1-14). Springer International Publishing. Tiberghien, A. (2000) Designing teaching situations in the secondary school. In R. Millar, J. Leach, & J. Osborne (Eds). Improving science education: The contribution of research (pp. 27-47). Open University Press. Ubaldi, J.-L., & Olinger, J.-P. (2006). Des options collectives. In J.-L. Ubaldi (Ed.), L’EPS dans les classes difficiles (pp. 24-34). Éditions Revue EP.S. Vial, M. & Caparros-Mencacci, N. (2007). L’accompagnement professionnel. Méthode à l’usage des praticiens exerçant une fonction éducative. De Boeck. Wickman, P-O., Hamza, K. & Lundegård, I. (2020). Didactics and didactic models. Methodological approaches to STEM education research, 1, 34-49.

This paper addresses the dual meaning of “didactic analysis” at the core of this symposium from the perspective of the lesson plans designed by primary school pre-service teachers (PTs) in Geneva, during the final year of their training at university. In the French-speaking Didactics, the notion of “didactic analysis” is related to Didactic Engineering research in which the a priori analysis of the conditions for teaching a specific content supports the elaboration and proofing of learning situations in the classroom. Didactic analysis involves the elaboration of models for teaching, which embeds a range of high content-specific to low content-specific variables (Artigue, 2015). In teacher education, we may consider that didactic analysis is transposed as a knowledge content that is jointly (re)constructed by the teacher-trainer and the PTs in training courses. This consideration relies upon the Theory of Didactic Transposition about how a piece of knowledge becomes teachable to someone who does not master it yet (Chevallard, 1985/1991) and the Joint Action framework in Didactics that clarifies how this transposition process may occur in concrete teaching and learning actions (Ligozat, 2023). In this paper, we try a characterization of the transposition of the practice of didactic analysis through the study of lesson plans elaborated by PTs. We focus on the didactic analysis carried out by primary school PTs when addressing the task of designing a co-disciplinary teaching unit, involving both scientific contents and literacy contents (reading comprehension) from a storybook for early graders. Co-disciplinary teaching challenges the usual didactic models elaborated from the perspective of a single subject because it addresses the understanding of a complex issue (Morin, 1990; also see Sudriès et al., 2023). To tackle this challenge, the teacher-trainer provided certain generic dimensions of a co-disciplinary didactic model (Llanos et al, 2021); on the other hand, the PTs had to take the ownership of the co-disciplinary model by adapting it to the specific constraints of the narrative story and the natural phenomenon involved in the storybook they have chosen. First results of the analysis of the lesson plans show that the PTs unequally use the co-disciplinary model; the balance between the two subjects is reached when respective disciplinary frames are brought in to disentangle complexity and make meanings of different components, before weaving meanings together to access to an enhanced understanding of the stakes of the storybook.

Artigue, M. (2015). Perspectives on Design Research : The Case of Didactical Engineering. In A. Bikner-Ahsbahs, C. Knipping, & N. Presmeg (Éds.), Approaches to Qualitative Research in Mathematics Education : Examples of Methodology and Methods (p. 467 496). Springer Netherlands. https://doi.org/10.1007/978-94-017-9181-6_17 Chevallard, Y. (1985). La transposition didactique : Du savoir savant au savoir enseigné. La Pensée Sauvage, Ed. Ligozat, F. (2023). Comparative Didactics. A Reconstructive Move from Subject Didactics in French-Speaking Educational Research. In F. Ligozat, K. Klette, & J. Almqvist (Éds.), Didactics in a Changing World : European Perspectives on Teaching, Learning and the Curriculum (p. 35 54). Springer International Publishing. https://doi.org/10.1007/978-3-031-20810-2_3 Llanos, V. C., Otero, M. R., & Gazzola, M. P. (2021). A Co-Disciplinary Study and Research Path Within Two Groups of Pre-Service Mathematics Teacher Education. In B. Barquero, I. Florensa, P. Nicolás, & N. Ruiz-Munzón (Éds.), Extended Abstracts Spring 2019 (p. 47 57). Springer International Publishing. https://doi.org/10.1007/978-3-030-76413-5_6 Morin, E. (1990). Introduction à la pensée complexe. Paris : ESF éditeur. Sudriès, M., Ligozat, F., & Cross, D. (2023). Teaching and Learning the Chemical Reaction and the Global Warming Through the Carbon Cycle by a Co-Disciplinary Approach. ECER 2023 - Paper presented in Network 27 Didactic - Teaching and learning. University of Glasgow.