Open AccessTeknologi og design i nye læreplaner i Norge: Hvilken vinkling har fagområdet fått i naturfagplanen?
Author(s) -
Berit Bungum
Publication year - 2012
Publication title -
nordina
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 3
eISSN - 1894-1257
pISSN - 1504-4556
DOI - 10.5617/nordina.422
Subject(s) - curriculum , general partnership , multidisciplinary approach , design and technology , science education , subject (documents) , norwegian , sociology , pedagogy , mathematics education , engineering ethics , engineering , library science , political science , psychology , computer science , social science , philosophy , linguistics , law
The new curriculum for compulsory education in Norway denes “Technology and design” as a multidisciplinary area, and this area has received a relatively strong position in the curriculum for science. This article describes the process of dening Technology and design in the formal curriculum. It then presents an analysis of how the curriculum approaches Technology and design in various phases towards the nal formal curriculum. The analysis focuses on how ideas from Design & Technology as a subject in England and Wales have inuenced the formation of the curriculum, and what relationship between science and technology it communicates. It is concluded that there has been a shift from new ideas towards more traditional science content during the process. The new science curriculum nevertheless facilitates a “partnership approach” to science and technology teaching in Norwegian schools, rather than communicating a view of technology as “applied science”