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I utdanningsvitenskapelig litteratur er ulike former for ”literacy” et vedvarende fokus bade teoretisk og empirisk. I engelskspraklig naturfagdidaktisk litteratur brukes betegnelsen ”scientific literacy”. Jeg skisserer i denne artikkelen et planleggingsverktoy for undervisning som bygger pa en eksplisitt teoretisk modell for deltakelse gjennom sprak. Modellen er bindeledd mellom et generalisert kompetansebegrep og planlegging av undervisning ved at den knytter sammen de didaktiske sporsmalene hva, hvem, hvordan og hvorfor med en modell for funksjonell deltakelse. Modellen er spesielt relevant for et allmenndannende ”naturfag for alle”, men favner ogsa et naturfag som fokuserer pa utdanning av framtidas naturvitere. Artikkelen retter seg mot naturfag i skolen, men modellen bor kunne anvendes ogsa i andre skolefag. Modellen peker mot et situert og transformativt kompetansebegrep. Nokkelord: naturfag , kompetanse , diskurs , deltakelse, undervisning og laering Abstract Various forms of literacy have long been the focus of educational discourses, not the least in science education where the term “scientific literacy” has been an enduring concern for decades. In this article I describe a tool for designing teaching based on a theoretical perspective on participation through language. The model connects a general conception of competence with the planning of teaching. To do so it drowe on the didactical questions of “what, who, how and why”. The model is particularly relevant in a “science for all” perspective but also for the educating of future science specialists. Although school science is the primary focus in this article, the model should be applicable to other school subjects as well. The model opens for a situated and transformative notion of competence. Keywords: scientific literacy, discourse, participation, teaching and learning

En språkfundert kompetansemodell for planlegging av undervisning