Hållbar utveckling i de nationella utvärderingarna av inläringsresultat i Finland
DOI:
https://doi.org/10.5617/nordina.370Abstract
This article examines how sustainable development has been defined in two Finnish National Core Curricula for Basic Education for a considerable period of time, and how their Curricula objectives have been achieved in two national tests in natural sciences. The objectives, test assignments and results of the two tests have been analysed according to the principles of sustainable development, in what ways the principles had been included in the assignments, and what were the pupils´ results.
One of the outcomes was, that it was possible to teach sustainable development in different subjects as well as in different themes according to the two Finnish National Core Curricula. Based on national assessments of learning outcomes, however, pupils did not fully understand the whole process of sustainable development or its principles, even though they had a fair command of some details related to sustainable development. The reports on national tests lack a systematic analysis of learning the principles of sustainable development.
Most test assignments were related to the ecological dimension. The economic and cultural dimensions of sustainable development were not included to any significant extent in national assessments. The 2006 national assessment in the subject known as “environment and nature studies” was the first occasion where pupils carried out experimental group assignments. Their performances were assessed in terms of both progress of the process and knowledge of the content.
Research data consisted of two National Core Curricula for Basic Education, national tests in natural sciences held in the final (9th) grade of basic education and the results of these tests. The data were analysed through content analysis.
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