Humanising the Nature of Science: An Analysis of the Science Curriculum in Norway

Autor/inn/en	Mork, Sonja M.; Haug, Berit S.; Sørborg, Øystein; Parameswaran Ruben, Subashini; Erduran, Sibel
Titel	Humanising the Nature of Science: An Analysis of the Science Curriculum in Norway
Quelle	In: International Journal of Science Education, 44 (2022) 10, S.1601-1618 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mork, Sonja M.) ORCID (Haug, Berit S.) ORCID (Sørborg, Øystein) ORCID (Parameswaran Ruben, Subashini) ORCID (Erduran, Sibel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2022.2088876
Schlagwörter	Scientific Principles; Science Curriculum; Science Instruction; Foreign Countries; Learning Processes; Teaching Methods; Human Dignity; Self Concept; Cultural Pluralism; Social Values; Social Attitudes; Comparative Analysis; Elementary Secondary Education; Educational Change; Conservation (Environment); Norway + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Menschenwürde; Selbstkonzept; Kulturpluralismus; Sozialer Wert; Social attidude; Soziale Einstellung; Bildungsreform; Conservation; Environment; Konservierung; Bewahung; Umwelt; Norwegen
Abstract	If students are to acquire deep learning in science, they need to know about the nature of science (NOS), particularly not only the cognitive-epistemic but also the social-institutional aspects of NOS. In this paper, we investigate the content of the Norwegian science curriculum in order to establish how NOS is represented, in particular to the social-institutional aspects of NOS, which have been reported to be underemphasised in science curricula from different parts of the world. We use the Family Resemblance Approach (FRA) to NOS as the theoretical and analytical framework to investigate the science curriculum from Norway where there is a history of emphasising the values human dignity, identity and cultural diversity as well as respect for nature and environmental awareness. The findings show that the dominating aspects of NOS in the science curriculum are scientific practices and social values. The observation about the prominence of social values of science is in sharp contrast to comparable analyses, suggesting a particular orientation to NOS that considers the human element in the Norwegian science curriculum. Implications for science curriculum reform and future studies are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01