Curriculum

Objectives

The natural science curriculum maintains, “Natural science is the result of human curiosity and our need to find answers to questions about our existence, life and life forms, and our place in nature and the universe, and in this way it becomes part of our culture.” Without elaborating on the relationship between natural science and culture, the curriculum argues, “Knowledge on, understanding of and experiences in nature can strengthen the will to protect natural resources,

preserve biological diversity and contribute to sustainable development.” In addition, the subject aims to help children attain knowledge and form attitudes that will give them a considered view of the interaction between nature,

individuals, technology, society and research. The curriculum stresses the importance of both practical and theoretical work, which can contribute to the development of creativity, critical skills, openness and active participation in situations where natural science plays a part. The education aims to provide a solid base for further vocational training and other education, and a lifelong learning in different vocations and in people’s spare time (Norwegian Directorate for Education and Training 2006b).

At the same time as creativity, critical thinking and awareness of the relationship between humans and nature are aims of the natural science education; these aims are rather “de-politicized.” The curriculum does not specify what the students should be critical towards and, thus, lacks a reflexive dimension. Should children be encouraged to question the foundation of natural science itself, or maybe scrutinize the role of the natural science in contemporary Norwegian society? While the natural science is argued to be part of our culture, the cultural dimension is not given further attention. Questions such as: “How do our cultural norms influence our view of science?” are not addressed.

Furthermore, students’ role as citizens and decision makers are not discussed.

Competence Aims

While the objectives constitute the introduction to the 13 pages curriculum for the natural science subject, it is the stated competence aims that tend to be the focal point for teachers (L.L. 2007). The natural science subject is divided into six main areas: The budding researcher; diversity in nature; body and health; the universe; phenomena and substances; and lastly, technology and design – the last one is a brand new addition to the subject. Each of these areas has a set of

competence aims. There are competence aims after 2^nd, 4^th, 7^th, and 10^th grade (Norwegian Directorate for Education and Training 2006b). I have examined the competence aims for students completing the 10^th grade, and found surprisingly little reference to promoting critical thinking, evaluation and engagement, and to issues related to sustainable development – such as environmental and

developmental questions.

In the area of “the budding researcher” one of the competence aims is to

“explain the importance of looking for relationships between cause and effect and explain why argumentation, disagreement and publication are important in natural science” (Norwegian Directorate for Education and Training 2006b). This is an important aim, but the approach used focuses on explaining instead of engaging in critical thinking in the field of the natural sciences. In other words,

the wording of this aim pacifies the learning process instead of encouraging active engagement. The area of “diversity in nature” has seven competence aims, and only one of these is related to environmental and developmental issues. This aim encourages students to observe and provide examples of how human

activities have affected nature, and to identify different points of interest, and to suggest actions that can protect nature for the benefit of future generations. The aim has a clear association with the Brundtland definition of sustainable

development that stresses the importance of the ability future generations to meet their needs. The aim alludes to the possibility of conflict of interests between different actors use of nature. However, “to suggest actions that can protect nature for the benefit of future generations” is not very innovative, and does not actively trigger questions of who should take these actions, and what is the role of the student herself. In short, the term “protection of nature” creates

associations with the traditional approach to environmental education where constraint and limitations are central features.

The third theme, “phenomena and substances,” includes an aim to

“explain how we can produce electrical energy from renewable and non-renewable energy sources.” The remaining three areas do not include goals relating to sustainable development issues and critical thinking and evaluation.

Perhaps most striking is the lack of reference to reflection and sustainable development in the new component “technology and design.” The area is

characterized as interdisciplinary and its purpose is to plan, develop and produce products useful in everyday life.

Overall, the natural science curriculum provides little evidence of the problems of sustainable development and lacks a global perspective. While environmental and developmental issues are mentioned, it is clear that they are far from the main focus of the curriculum. The objectives and the competence aims seem to be more focused on “basic knowledge” and not necessarily on how this basic knowledge can be applied to relevant issues in the real world. Students

are expected be able to explain, elaborate and observe, while encouragement to discuss critically or analyze is lacking.