Teaching Traditions in Science Education in Switzerland, Sweden and France: A comparative analysis of three curricula

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Marty, LaurenceUniv Geneva, FPSE, Geneva, Switzerland; Univ Toulouse Jean Jaures, UMR EFTS, Maison Rech, Toulouse, France (author)

Teaching Traditions in Science Education in Switzerland, Sweden and France : A comparative analysis of three curricula

Article/chapterEnglish2018

Publisher, publication year, extent ...

2017-06-14
Sage Publications,2018
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LIBRIS-ID:oai:DiVA.org:uu-293757
https://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-293757URI
https://doi.org/10.1177/1474904117698710DOI

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Language:English
Summary in:English

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Subject category:art swepub-publicationtype

Notes

Classroom actions rely, among other things, on teaching habits and traditions. Previous research has clarified three different teaching traditions in science education: the academic tradition builds on the idea that simply the products and methods of science are worth teaching; the applied tradition focuses on students’ ability to use scientific knowledge and skills in their everyday life; and the moral tradition opens up a relationship between science and society, focusing on students’ decision making concerning socio scientific issues. The aim of this paper is to identify and discuss similarities and differences between the science curricula in Sweden, France and Western Switzerland in terms of teaching traditions. The study considers the following dimensions in the analysis: (1) the goals of science education as presented in the initial recommendations of the curricula; (2) the organization and division of the core contents; and (3) the learning outcomes expected from the students in terms of concepts, skills and/or scientific literacy requirements. Although the three traditions are taken into account within the various initial recommendations, the place they occupy in the content to be taught is different in each case. In the Swedish curriculum, our analyses show that the three traditions are embedded in the initial recommendations and in the expected outcomes. On the other hand, in the Western-Swiss and French curricula, the three traditions are embedded in the initial recommendations but only academic tradition can be found in the expected outcomes. Therefore, the Swedish curriculum seems to be more consistent regarding teaching traditions. This may have some consequences on teaching and learning practices, which will be discussed in the article. Moreover, our analyses enable us to put forward definitions of teaching tradition.

Subject headings and genre

SAMHÄLLSVETENSKAP Utbildningsvetenskap Didaktik hsv//swe
SOCIAL SCIENCES Educational Sciences Didactics hsv//eng
Comparative didactics
teaching traditions
didactic transposition
curriculum
science education
Curriculum Studies
Didaktik

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Venturini, PatriceUniv Toulouse Jean Jaures, UMR EFTS, Maison Rech, Toulouse, France (author)
Almqvist, Jonas,1968-Uppsala universitet,Institutionen för pedagogik, didaktik och utbildningsstudier,SMED(Swepub:uu)jal16580 (author)
Univ Geneva, FPSE, Geneva, Switzerland; Univ Toulouse Jean Jaures, UMR EFTS, Maison Rech, Toulouse, FranceUniv Toulouse Jean Jaures, UMR EFTS, Maison Rech, Toulouse, France (creator_code:org_t)

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In:European Educational Research Journal: Sage Publications17:1, s. 51-701474-9041

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