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

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 t...

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Bibliographic Details
Published in:International journal of science education 2012-11, Vol.34 (17), p.2641-2665
Main Authors: Thorolfsson, Meyvant, Finnbogason, Gunnar E., Macdonald, Allyson
Format: Article
Language:English
Subjects:
Compulsory Education
Content Analysis
Curricula
Curriculum Development
Educational Change
Educational reform
Foreign Countries
Higher education
Iceland
Ideology
Intended curriculum
Learning Processes
National Curriculum
Science Curriculum
Science Education
Science Instruction
Scientific and Technical Information
Scientific Literacy
Scientists
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Summary: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.
ISSN:0950-0693
1464-5289
DOI:10.1080/09500693.2012.731542