Teknologi og design i nye læreplaner i Norge: Hvilken vinkling har fagområdet fått i naturfagplanen?

Sammendrag

The new curriculum for compulsory education in Norway defines “Technology and design” as a multidisciplinary area, and this area has received a relatively strong position in the curriculum for science. This article describes the process of defining Technology and design in the formal curriculum. It then presents an analysis of how the curriculum approaches Technology and design in various phases towards the final formal curriculum. The analysis focuses on how ideas from Design & Technology as a subject in England and Wales have influenced the formation of the curriculum, and what relationship between science and technology it communicates. It is concluded that there has been a shift from new ideas towards more traditional science content during the process. The new science curriculum nevertheless facilitates a “partnership approach” to science and technology teaching in Norwegian schools, rather than communicating a view of technology as “applied science”