A copy of this work was available on the public web and has been preserved in the Wayback Machine. The capture dates from 2020; you can also visit the original URL.
The file type is
In this paper we suggest a method for analysing curriculums in science, and we use this to investigate how the present Norwegian science curriculum prepares students for scientific informed citizenry. Science is both a body of knowledge that represents current understanding of natural systems and the process where that body of knowledge has been established and is being continually extended, refined, and revised. Both elements are truly essential, a student cannot understand science withoutdoi:10.5617/nordina.252 fatcat:ljhhbfu3jzg2vozbxwiibcfzom