Metode for analyse av læreplaner i naturfag – anvendt på den norske læreplanen

Abstract

In this paper we suggest a method for analysing curriculums in science, and we use this to investigate how the present Norwegian science curriculum prepares students for scientific informed citizenry. Science is both a body of knowledge that represents current understanding of natural systems and the process where that body of knowledge has been established and is being continually extended, refined, and revised. Both elements are truly essential, a student cannot understand science without being competent in both. Thus, there are clear recommendations about how to teach science in school, described as four strands of learning. The method analyses competence descriptions both according to the four strands and taxonomic level (depth of knowledge). The analysis shows that the Norwegian curriculum only to a certain degree correlates to recommendations about how science should be taught. Moreover, it seems like the method has potential beyond science curriculum analysis.