Naturfag for yrkesfagelever: Er det handlingsrom i læreplanen til å utforme relevant og yrkesrettet undervisning?
DOI:
https://doi.org/10.5617/adno.5636Keywords:
Læreplananalyse, naturfag, yrkesfag, relevans, yrkesrettingAbstract
Fra flere hold blir innholdet i fellesfagene trukket fram som en årsak til dårlig motiverte elever og frafall i yrkesopplæringen. Forskriften til opplæringsloven stiller eksplisitte krav til at opplæringen i fellesfagene skal være tilpasset de ulike studieprogrammene. Denne studien stiller spørsmål om hvor stort handlingsrom kompetansemålene i læreplanen i naturfag gir lærere til utforming av relevant og yrkesrettet undervisning for yrkesfagelever. Vi har utviklet en analysemetode egnet til å vurdere om et innholdselement i et kompetansemål 1) vil være relevant for yrkesfagelever ved ulike studieprogram, og 2) mulig å tilpasse til yrkesfagelever ved ulike studieprogram. Vi har funnet at kompetansemålene i læreplanen i naturfag setter opp et relativt begrenset handlingsrom med tanke på utforming av relevant og yrkesrettet undervisning for yrkesfagelever. For å realisere kravet om at opplæringen i naturfag skal være tilpasset de ulike studieprogrammene mener vi at det må legges bedre til rette for dette i fremtidige læreplaner. På bakgrunn av funn i denne studien ser vi et behov for ytterligere forskning på yrkesfagelevers opplevelse av relevans i naturfag.
Nøkkelord: læreplananalyse, naturfag, yrkesfag, relevans, yrkesretting, yrkesfagelever
School science for vocational students: Is there scope for action in the curriculum to design relevant teaching adapted to the various vocational programs?
Abstract
From several sources, the curriculum in the common core subjects is accentuated as a reason for poorly motivated students and dropouts in upper secondary vocational education in Norway. The Regulation for the Education Act makes explicit demands that the teaching in the common core subjects should be adapted to the various vocational programs. This study questions the scope for action in the school science curriculum to create teaching for vocational students that is relevant and adapted to the various vocational programmes. We have developed an analytical method suitable for detecting if a content item in a competence aim 1) will be relevant for vocational students in the different vocational programs, and 2) is possible to adapt to vocational students in the different vocational programs. We have found that the competence aims in the school science curriculum establish a relatively limited scope for actopn in regards to designing relevant teaching, adapted to vocational students. In order to realize the requirement for adaption to the various vocational programs, we claim that this should be facilitated in future school science curricula. Based on findings in this study, we see a need for further research on vocational students and their experience of relevance in school science.
Keywords: curriculum analysis, school science, vocational education, relevance, adaptation to vocational education
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