Praksisnærhed i erhvervsskolens naturfagsundervisning gennem betydende overgange

Relation to practice is often used as a teaching principle in vocational science education. The principle is based on the assumption that it improves students’ possibilities to do a more effective transfer of knowledge between a school context and a context of professional practice. In the paper we deploy a sociocultural perspective to present a nuanced concept of practice that leads us to conceive transfer in terms of consequential transitions among practices. Relation to practice as a pedagogical principle should build on the clarity of which practices students are invited to participate in, and how teaching facilitates different consequential transitions among them.