出版社：Naturfagsenteret i samarbeid med Universitetet i Umeå
摘要：This study used a quantitative deductive approach based on Biesta’s functions of education and Roberts’ curriculum emphases to analyse the purposes that are stressed in the Swedish science syllabuses in lower and upper secondary school. The study shows that the syllabuses advocate multiple purposes both with respect to functions of education and curriculum emphases. Most sentences stressed the function of qualification, indicating that the overall purpose of science education is to provide students with knowledge and skills, while transmitting certain norms or creating independent critical thinking skills is less prioritised. The extent to which the different curriculum emphases were stressed differed both between different science syllabuses and between different parts of the syllabuses. Possible consequences of these differences are discussed in relation to teachers’ design of teaching and students’ possibilities to develop knowledge and skills necessary for active participation in science-related issues as citizens.
