hvert er hlutverk aðalnámskrár í náttúrufræðum?

KHÍ, 7. mars 2007 Náttúrufræðidagar

Hvert er hlutverk aðalnámskrár í náttúrufræðum?

Allyson Macdonald, Kennaraháskóla ÍslandsBirna Hugrún Bjarnadóttir, Vatnsendaskóla Björg Pétursdóttir, menntamálaráðuneytinu

Helen Símonardóttir, Laugarnesskóla Rúna Björg Garðarsdóttir, Laugarnesskóla


Dagskrá

• Yfirlit/kynning – Allyson• Reynsla kennara – Birna Hugrún, Helen og Rúna Björg• Könnun 2007, nokkrar niðurstöður – Birna Hugrún, Helen

og Rúna Björg• Vilji og veruleiki – nokkrar niðurstöður - Allyson• Aðalnámskrá – náttúrufræði 2007 - Björg


Námskrá

• Námskrárgerð er ákvarðanaferli• Skrá yfir ákvarðarnir er í það minnsta

– Hvað skal kenna/læra– Í hvaða röð– Hvenær– Viðmið um viðurkennda þekkingu

• Í dag er aðalnámskrá til umræðu:– Hvert er hlutverk hennar?


Nokkur dæmi um áherslur/ákvarðanir

• Í Manitoba í Kanada• Í Bandaríkjunum• Á Nýja Sjálandi• Í Skotland


Manitoba Curriculum Framework of Outcomes http://www.edu.gov.mb.ca/k12/cur/science/outcomes/5-8/foundation_a.html

The Five Foundations A. Nature of Science and Technology B. Science, Technology, Society, and the Environment (STSE) C. Scientific and Technological Skills and Attitudes D. Essential Science Knowledge E. Unifying Concepts


Manitoba Curriculum Framework of Outcomes


National Science Education Standards http://www.nsta.org/standards

Unlike other documents, the Standards deal concurrently with six aspects of science education:

• Standards for science teaching (Chapter 3). • Standards for professional development for teachers of

science (Chapter 4). • Standards for assessment in science education (

Chapter 5). • Standards for science content (Chapter 6). • Standards for science education programs (Chapter 7). • Standards for science education systems (Chapter 8).


National Science Education Standards http://www.nsta.org/standards

The eight categories of content standards are• Unifying concepts and processes in science. • Science as inquiry. • Physical science. • Life science. • Earth and space science. • Science and technology. • Science in personal and social perspectives. • History and nature of science.


Science – New Zealandhttp://www.minedu.govt.nz/index.cfm?layout=document&documentid=3525

CURRICULUM STATEMENTS• Science in the New Zealand Curriculum• This is the statement that provides a clear indication of the Ministry's

expectations for students' achievement in science from year 1 to year 13 (PDF)

INFORMATION• Curriculum Update, delivered direct to schools once each term, outlines recent

projects to support teaching and learning, together with information from current research that could be valuable to schools in their pursuit of excellence in teaching. Recent copies, from October 2000 onwards, are available at the link below.

TEACHING & LEARNING MATERIALS• Supporting publications and related material are available at the links below

from Te Kete Ipurangi - the Online Learning Centre.

PUTAIAO• The link to the Science Curriculum documents in the Maori medium are below.


Science – New Zealandhttp://www.minedu.govt.nz/index.cfm?layout=document&documentid=3525


Scotland – A curriculum for excellencehttp://www.scotland.gov.uk/Publications/2006/03/22090015/11

• The most important goal for science education is to stimulate, nurture and sustain the curiosity, wonder and questioning of young people

• In order to prepare children and young people for their future lives and careers in the 21st century the two main purposes of science education are to:– enable young people to develop as scientifically literate citizens,

able to hold and defend informed views on social, moral, ethical, economic and environmental issues related to science; and

– prepare them for further, more specialised, learning by developing their secure understanding of the 'big ideas' and concepts of science.


Scotland – A curriculum for excellencehttp://www.scotland.gov.uk/Publications/2006/03/22090015/11

The revised curriculum for scienceThe starting point for review was to identify the knowledge, understanding, skills and attributes that would be required by every young person in Scotland by age 15 to prepare them for their future lives and careers. The 'big ideas' of contemporary science were identified and grouped under three main lines of development:

Our living world

including the diversity of living things, the uniqueness of being human and the importance of cells, both for the individual and society

Our material world

including the uses and properties of materials, sustainability, the chemistry of life processes and the applications of chemistry in society

Our physical world

including harnessing and using energy sources, motion and travel on land, sea, air and space, and the development of communication systems to meet the needs of society

hvert er hlutverk aðalnámskrár í náttúrufræðum?

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