’Scientific literacy’ nedfelt i geofagene
In Report no. 30 to the Storting (2003-2004) ‘Culture for learning’, five basic skills are introduced: Tobe able to express oneself orally, to be able to read, to be able to express oneself in writing, to be ableto do arithmetic, and to be able to use information and communication technology. We emp...
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| Format: | Article |
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University of Oslo
2012-12-01
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| Series: | Nordina: Nordic Studies in Science Education |
| Online Access: | https://journals.uio.no/nordina/article/view/447 |
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doaj-60ee3719d0dc4f5e9486ad3a2f3184652020-11-25T02:45:14ZdanUniversity of OsloNordina: Nordic Studies in Science Education1504-45561894-12572012-12-012110.5617/nordina.447’Scientific literacy’ nedfelt i geofageneErik Knain0Olav Prestvik1Seksjon for læring og lærerutdanning, Institutt for matematiske realfag og teknologi, Universitetet for miljø- og biovitenskap, ÅsSeksjon for læring og lærerutdanning, Institutt for matematiske realfag og teknologi, Universitetet for miljø- og biovitenskap, ÅsIn Report no. 30 to the Storting (2003-2004) ‘Culture for learning’, five basic skills are introduced: Tobe able to express oneself orally, to be able to read, to be able to express oneself in writing, to be ableto do arithmetic, and to be able to use information and communication technology. We employ andextend a model for scientific literacy introduced by C. Wallace in order to illustrate and point out challengesfaced in school science teacher’s practices when basic skills are introduced as part of the newcurriculum in Norway. By discussing the model for scientific literacy in relation to a teaching sequencein the earth sciences, we argue that the local environment offer rich opportunities for developingbasic skills in the guise of scientific literacy.https://journals.uio.no/nordina/article/view/447 |
| collection |
DOAJ |
| language |
Danish |
| format |
Article |
| sources |
DOAJ |
| author |
Erik Knain Olav Prestvik |
| spellingShingle |
Erik Knain Olav Prestvik ’Scientific literacy’ nedfelt i geofagene Nordina: Nordic Studies in Science Education |
| author_facet |
Erik Knain Olav Prestvik |
| author_sort |
Erik Knain |
| title |
’Scientific literacy’ nedfelt i geofagene |
| title_short |
’Scientific literacy’ nedfelt i geofagene |
| title_full |
’Scientific literacy’ nedfelt i geofagene |
| title_fullStr |
’Scientific literacy’ nedfelt i geofagene |
| title_full_unstemmed |
’Scientific literacy’ nedfelt i geofagene |
| title_sort |
’scientific literacy’ nedfelt i geofagene |
| publisher |
University of Oslo |
| series |
Nordina: Nordic Studies in Science Education |
| issn |
1504-4556 1894-1257 |
| publishDate |
2012-12-01 |
| description |
In Report no. 30 to the Storting (2003-2004) ‘Culture for learning’, five basic skills are introduced: Tobe able to express oneself orally, to be able to read, to be able to express oneself in writing, to be ableto do arithmetic, and to be able to use information and communication technology. We employ andextend a model for scientific literacy introduced by C. Wallace in order to illustrate and point out challengesfaced in school science teacher’s practices when basic skills are introduced as part of the newcurriculum in Norway. By discussing the model for scientific literacy in relation to a teaching sequencein the earth sciences, we argue that the local environment offer rich opportunities for developingbasic skills in the guise of scientific literacy. |
| url |
https://journals.uio.no/nordina/article/view/447 |
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AT erikknain scientificliteracynedfeltigeofagene AT olavprestvik scientificliteracynedfeltigeofagene |
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