Humanising the nature of science: an analysis of the science curriculum in Norway
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 establis...
| Main Authors: | , , , , |
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| Format: | Journal article |
| Language: | English |
| Published: |
Taylor and Francis
2022
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| _version_ | 1797111776333004800 |
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| author | Mork, SM Haug, BS Sorborg, O Ruben, SP Erduran, S |
| author_facet | Mork, SM Haug, BS Sorborg, O Ruben, SP Erduran, S |
| author_sort | Mork, SM |
| collection | OXFORD |
| description | 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. |
| first_indexed | 2024-03-07T08:15:08Z |
| format | Journal article |
| id | oxford-uuid:1576c793-b5d9-4060-8725-db71b63474e6 |
| institution | University of Oxford |
| language | English |
| last_indexed | 2024-03-07T08:15:08Z |
| publishDate | 2022 |
| publisher | Taylor and Francis |
| record_format | dspace |
| spelling | oxford-uuid:1576c793-b5d9-4060-8725-db71b63474e62023-12-21T07:21:10ZHumanising the nature of science: an analysis of the science curriculum in NorwayJournal articlehttp://purl.org/coar/resource_type/c_dcae04bcuuid:1576c793-b5d9-4060-8725-db71b63474e6EnglishSymplectic ElementsTaylor and Francis2022Mork, SMHaug, BSSorborg, ORuben, SPErduran, SIf 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. |
| spellingShingle | Mork, SM Haug, BS Sorborg, O Ruben, SP Erduran, S Humanising the nature of science: an analysis of the science curriculum in Norway |
| title | Humanising the nature of science: an analysis of the science curriculum in Norway |
| title_full | Humanising the nature of science: an analysis of the science curriculum in Norway |
| title_fullStr | Humanising the nature of science: an analysis of the science curriculum in Norway |
| title_full_unstemmed | Humanising the nature of science: an analysis of the science curriculum in Norway |
| title_short | Humanising the nature of science: an analysis of the science curriculum in Norway |
| title_sort | humanising the nature of science an analysis of the science curriculum in norway |
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