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