A Perspective on the Intended Science Curriculum in Iceland and Its "Transformation" over a Period of 50 Years

Autor/inn/en	Thorolfsson, Meyvant; Finnbogason, Gunnar E.; Macdonald, Allyson
Titel	A Perspective on the Intended Science Curriculum in Iceland and Its "Transformation" over a Period of 50 Years
Quelle	In: International Journal of Science Education, 34 (2012) 17, S.2641-2665 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2012.731542
Schlagwörter	Curriculum Development; Foreign Countries; Content Analysis; Ideology; Science Curriculum; Science Education; Scientists; Compulsory Education; Educational Change; National Curriculum; Scientific Literacy; Scientific and Technical Information; Science Instruction; Iceland + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland; Inhaltsanalyse; Ideologie; Naturwissenschaftliche Bildung; Scientist; Wissenschaftler; Schulpflicht; Bildungsreform; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Island
Abstract	In recent decades, a consensus has emerged among educators and scientists that all compulsory school students need good science education. The debate about its purpose and nature as a school subject in an emerging information society has not been as conclusive. To further understand this, it helps to examine how the science curriculum has transformed and what forces have shaped it as a core curricular area over time. This article sheds light on the transformation of the science curriculum for compulsory schools in Iceland in force from 1960 to 2010. Using criteria based on curriculum ideologies regarding the function of learners, instructors and subject matter in the learning process and the orientation of content and product versus process and development, it offers findings from content analysis of the intended science curriculum. The official curriculum was studied and conceptualised as it has evolved over time. The curriculum developers appear to have been striving for a compromise between conflicting views, resulting in what the authors of this article conceive as a "kaleidoscopic quilt" of ideas over the period studied. (Contains 7 tables and 5 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10