Kritisk tenking i læreplanen i naturfag

Abstract

Kritisk tenking (KT) er beskrevet internasjonalt som en sentral kompetanse elever må tilegne seg og det er også inkludert i den norske læreplanen. Forskere fra ulike fagtradi­sjoner definerer KT noe ulikt, men de er enige om at KT involverer både kognitive ferdigheter og disposisjoner. I denne studien har vi undersøkt hvordan ulike aspekter ved KT kommer til uttrykk i overordnet del av læreplanen og i naturfagplanen i LK20. I tillegg til ferdigheter, disposisjoner og kunnskapsdimensjonen ved KT, inkluderte vi etiske, kulturelle og samfunnsmessige dimensjoner for å bygge et helhetlig syn på KT. Disse kategoriene ble brukt som retningslinjer når vi analyserte læreplanen. Fra våre resultater kan vi konkludere med at det er få referanser til KT i overordnet del og i læreplanen i naturfag. Formuleringer om KT i læreplantekstene er både vage og knappe, noe som er uheldig fordi vi vet at mange lærere mangler forståelse for hva KT faktisk innebærer, og de føler seg ofte uforberedte til å undervise i KT. For å støtte lærere foreslår vi at alle aspekter knyttet til KT bør utdypes og konkretiseres i læreplanen.

A multi‐country comparison of lower secondary students' critical thinking under the International Baccalaureate and national curricula

“…In relation to the national curriculum, the Norwegian education landscape differs from the previously highlighted contradictory messages within Australia and England: there is a more consistent message and a move towards greater accountability for the development of critical thinking (Norwegian Directorate for Education and Training, 2020). Our finding of no advantage for MYP Norwegian students in the present study likely reflects this cohesive integration of critical thinking within Norwegian national curricula (Scheie et al, 2022), which contrasts with the UK and Australia where there are not unified national approaches to critical thinking instruction, as discussed above. A key component of Norway's unified approach to fostering critical thinking is through a knowledge-based national curriculum (Ott, 2019;Scheie et al, 2022).…”

“…Our finding of no advantage for MYP Norwegian students in the present study likely reflects this cohesive integration of critical thinking within Norwegian national curricula (Scheie et al, 2022), which contrasts with the UK and Australia where there are not unified national approaches to critical thinking instruction, as discussed above. A key component of Norway's unified approach to fostering critical thinking is through a knowledge-based national curriculum (Ott, 2019;Scheie et al, 2022). More specifically, Norway recently underwent curriculum changes, with a view towards strengthening students' core background knowledge and narrowing its content to facilitate deeper learning (Norwegian Directorate for Education and Training, 2020;Norwegian Ministry of Education, 2017).…”

“…This process is also advocated within the broader MYP framework, and by extension within the MYP in Norway (IBO, 2012(IBO, , 2014a(IBO, , 2022, although, in the MYP, rather than referring to a knowledge-driven curriculum, they mention a concept-driven curriculum that is distinguished by key (overarching) concepts and related (subject-specific) concepts (IBO, 2014a). Despite the difference in name, both curricula present an explicit teaching of critical thinking and strengthening of knowledge or concepts (IBO, 2014a;Scheie et al, 2022). Importantly, both the MYP curriculum and the Norwegian national curriculum place a strong emphasis on addressing multi-categorical issues with ethical implications.…”

Kritisches Denken im Kontext von BNE in Lehrplänen für den Sachunterricht

“…Zusammenfassend wird deutlich, dass kritisches Denken als Schlüsselkompetenz für NE und BNE in den untersuchten Lehrplänen, abgesehen vom Lehrplan für Schleswig-Holstein, nicht explizit formuliert wird. Diese fehlende Verbindung zeigt sich in allen Lehrplänen und deckt sich mit Ergebnissen skandinavischer Untersuchungen (Ohlsson et al 2022;Scheie et al 2022).…”

“…Die Analyseergebnisse belegen, dass kritisches Denken nicht als Schlüsselkompetenz für BNE im Sinne einer kritisch-emanzipatorischen BNE aufgeführt wird. Diese fehlende Verbindung zeigt sich, abgesehen von zwei Hinweisen im Lehrplan für Schleswig-Holstein (2019), in allen Lehrplänen und deckt sich mit den Ergebnissen skandinavischer Untersuchungen (Ohlsson et al 2022;Scheie et al 2022)…”