Science Curricula in
Participating Countries

Analysis of Science curricula of different countries in December 2005 – January 2006 (PT/TR) (ACTION 2)

All the members of the Project ( ES, UK, PT, SK, FI, SW, and TR) have summarized their Science Curricula in Secondary School. Every country includes the following subjects as common subjects to all of them: Natural Science (NS), Physics (PH), Chemistry (CHM), Biology (BIO), and Technology (TECH). Some countries also include other subjects such as: Geology (GEOL), Biochemistry (BIOCH), Astronomy (AST), Environmental Studies (ENS), Health Education (HE), etc, but we will comment these cases below.

From this comparative analysis, we get the information that Compulsory Secondary Education finishes at the age of 16 in ES, UK, FI; at 15/16 in SW; at 15 in PT; SK does not say, however in TR Secondary Education is not compulsory. Secondary Education is divided in cycles in most of the countries participating in the project.

Concerning Science subjects, these are not planned in non-scientific branches in ES, UK, PT, SW, and TR. However, Science subjects can be optional in “A Levels” under the name “Science, Technology and Society” in ES, and Science subjects are planned in non-scientific branches in “Craft and Home Economics” technologically (science) oriented goals and contents in FI. SK does not give information about it

Slovak_system_of_educational.pdf

SCIENCE SUBJECTS TAUGTH IN:

Primary School:

ES (Grades 1 st-6 th, 6 to 12 years): Integrated Social, Geographical and Natural Sciences.
FI (Grades 1 st-6 th, 6 to 12 years): 1 st-4 th ENS and NS (integrated in one subject); 5 th-6 th BIO and GEOG (integrated in one subject)and PH and CHM (integrated in one subject)
PT (Grades 1 st-9 th, 6 to 15 years): 1 st-4 th Social, Geographical and Natural Sciences (integrated in one subject); 5 th-6 th all Science Subjects are integrated: NS, PH, CHM, GEOL, ENS, and Health Education; and 7 th-9 th NS (integrating BIO, GEOL, ENS, and Health Education) and Physical and Natural Science (PNS) (integrating, PH, CHM, GEOL, Earth, and Health Education).
SK (Grades 1 st-9 th, 6 to 15 years): 5 th-9 th GEO and Ecology (integrated in one subject), BIO, PH are independent subjects in 6 th-9 th, CHM in 8 th-9 th. In grades 1 st-4 th which include 6-10 year olds there is only a subject: Natural Sciences.
SW (Grades 1 st-6 th, 6 to 12 years): Natural Sciences
UK (Grades 1 st-6 th, 6 to 10 years): Natural Sciences
TR (Grades 1 st to 8 th, 7 to 14 years): Science and Technology in grades 4 th to 8 th.

Secondary School:

ES : NS integrating BIO, GEOL, PH and CHM in Lower Secondary School (7th-10th). NS is compulsory in 7th-9th. In Upper Secondary School (11th-12th) BIO and GEOL (integrated in one subject); PH and CHM in 11th (integrated in one subject). BIO, GEOL, PH, CHM, Industrial Technology, Earth Science, Mechanics, Electrotechnics, Industrial Technology are independent subjects in 12th. These subjects can be either compulsory or optional depending on the Science branch pupils choose.
FI : BIO, Geography; PH, CHM and Health Education. (All of them are compulsory and independent subjects.
PT (Grades 10th-12th, 15 to 18 years): BIO and GEOL (integrated in one subject); PH and CHM (integrated in one subject) in grades 10th-11th; BIO, GEOL, PH and CHM are independent subjects in 12th.
SK (Grades 1st-4th, 16 to 19 years): BIO, PH, CHM. GEOL is not taught in Secondary Education schools. (All of them are compulsory and separated)
SW (7th-12th, 13 to 18 years): 7th-9th: NS; BIO; PH; CHM (Compulsory); 10th-12th: NS; BIO; PH; CHM. (Optional )
UK (7th-13th, 11 to 17 years): 7th-9th-NS; 10th-13th PH, CHM, BIO (All of them are compulsory from 7th to 11th, optional in 12th-13th)
TR (9th-12th, 15 to 18 years): PH; CHM; BIO, (All of them are compulsory). Astronomy and Space Science is compulsory in some schools, it can be optional in some other schools.

GOALS FOR LEARNING

Subject matter: Aims

Some curricula are presenting their aims concerning subject matter in every subject, BIO, PH, CHM, etc., and in every grade, this is the case of Finland presenting a very detailed curriculum. Spanish curricula aims are presented within the different cycles from Primary to Upper Secondary Education, specifying the aims of every subject, also Portuguese and Turkish curricula follow this pattern, whereas Swedish and British curricula aims appear in a general way. No subject matter aims appear in Slovak curriculum.

Scientific Method:

Though expressed with different sentences, ideas concerning scientific method coincide in every country, we are going to give some examples per country:

Concerning PH:

Finnish curriculum proposes to develop skills in experimental work and to acquire scientific skills (formulation of questions, perception of problems, present and test hypothesis, etc.)
Spanish curriculum proposes to develop attitudes related to scientific methods; looking for information, critical ability, need to verify data, etc.; to analyze confronted hypothesis and theories to develop critical thinking.
Turkey proposes to do research, investigations, observations and project studies related to the subject.

In a General way:

Portuguese curriculum proposes observation, experiments, planning and carrying out research, designing and interpreting graphic representations, etc.
British curricula propose investigative skills: use first-hand and secondary data to carry out a range of scientific investigations.
Swedish curricula proposes to develop the ability to see interrelationships between their observations and theoretical models
Turkish curricula propose to comprehend features of science and scientific methods.

Nature of Science

Again proposals in the different curricula are expressed in different ways but we could probably say that some points appearing in the curriculum proposals emphasize a new idea of science connected with human life, and that Science is in continuous progress. Spanish curriculum proposes to understand BIO/PH/CHM, etc. as a discipline in continuous advance and modification and it also proposes to develop the insight that science is a specific human activity forming part of our cultural heritage (proposed in Swedish curriculum too). Finnish proposals in Environmental and Natural studies relies on an investigative, problem-centred approach where skills, experiences, phenomena and events connected pupils’ environment and pupils themselves; another Finnish example in PH is to guide the pupil in a scientific characteristic way, in acquiring and using knowledge, and in evaluating the reliability and importance of knowledge in different life situations. British proposal is considering and evaluating evidence in Science. Turkish proposal considers to develop the abilities of thinking and criticizing. Portuguese curriculum proposes to highlight successes and failures, persistence and working patterns of different scientists, social influences in Science in order to enable the student to compare and contrast scientific explanation with common sense, and science with art and religion.

GOALS FOR PERSONAL SOCIAL AND AFFECTIVE DEVELOPMENT

Now, we will deal with the personal area which is also very important in a curriculum

Interest, motivation

Some relevant proposals with common points:

To acquire the ability of using scientific knowledge and experiences as a basis for developing pupils’ views
To comprehend the value of human life
To raise curiosity about the natural world around pupils, and to create a sense of appraisal, enthusiasm and interest in Science
To develop pupils’ concern and responsibility when using nature
To have positive experiences of nature study

Becoming familiar with society

Some common points will be emphasized:

To mobilize cultural, scientific and technological knowledge in order to understand reality and to deal with situations and problems common to daily life
To believe in and develop pupils’ ability to see patterns and structures which make the world understandable
To know and consider the contribution of Science to the improvement of the human beings’ conditions of life
To be aware of the importance of environment in human life
To understand the interaction between the individual and the environment

Ability for further studies

Important ideas appeared in the curricula of the different countries either in a general way or in every scientific subject BIO, PH; CHM; etc. We will mention a few of them:

To adopt strategies to problem solving and decision making, to carry out activities in autonomous, responsible and creative manner (PT)
To plan innovative projects to develop abilities, initiative, decision making, group work, etc (ES)
To study Physics supports the pupil in developing his/her own personality, and in forming a modern world view (FI)
To have the ability to use instructional materials; to make use of information and skills obtained in Biology class in daily life (TR)

Cooperative Skills Development

The words, cooperation, collaboration, responsibility, respect are the key words in this chapter. Some points to be emphasized:

The purpose of experimental orientation is to help pupils to cooperation (FI)
To cooperate with others on common tasks and projects (PT)
To develop a critical and constructive attitude to reasoning, showing respect and sensitivity to the views of others (SW)
To make a habit of working cooperatively (TR)
To show a collaborative and flexible attitude assuming own responsibility in developing tasks (ES)

Using different information sources (textbook, internet)

To research, select and organize information so as to turn it into transferable knowledge (PT)
To have the ability to reach the information needed in scientific studies (TR)
To include information and communication technology, and to evaluate the reliability and importance of the knowledge (FI)
To use a range of sources of information including ICT (UK)
To value the importance of getting information from different sources and to value the information from other knowledge areas in order to build up a personal opinion (ES)

ICT in the Curriculum and especially in Science Education Curriculum

British, Finnish, Swedish, Spanish and Portuguese curricula agree in giving opportunities to apply and develop pupils’ ICT ability through the use of ICT tools to support their learning in all subjects, including science. Pupils should be taught (copiar UK)

Some countries include subjects such as ‘ICT and Technology’ (ES); ‘Media Skills and Communication’, ‘Technology and the Individual’ (FI), though Turkish curriculum says nothing about the use of ICT, an optional subject called ‘Information and Communications Technology’ has been added on the curriculum in Secondary schools to develop pupils’ basic ICT skills, and teachers are encouraged to use ICT in their teaching.

EVALUATION

Most countries have national assessments:

ES has not a national assessment in compulsory Secondary Education, however an exploratory assessment is held at the end of Primary School (Grade 6) and it is not a real assessment, it is held in some schools as a sample. There is a national assessment to enter University when pupils are 18 years old.
In UK there several National tests:
‘Standard Assessment Tests’ in Mathematics and Science at the age of 7, 11, 14
‘General Certificate of Secondary Education’ exams in individual subjects of pupils’ choice when they are 16. All of them are expected to take exams in English, Mathematics and Science. For most pupils Science is a combination of BIO, PH, CHM, as specified in the National Curriculum
‘Advanced Supplementary’ exams in subjects of their choice at the age of 17
At the age of 18, ‘Advanced Level’ in subjects of their choice.
In PT evaluation regards the learning and competences defined in the National Curriculum for several areas and subjects, also valuing pupils’ evolution.
In TR there are two national exams, the first is taken in grade 8 and is called ‘Examination for Secondary Educational Institution’, the exam includes all subject areas; the second exam, called ‘Student Selection Exam’, whose aim is to decide pupils’ University Education whether they will follow University studies or not. The exam is held in Grade 11 for former pupils, Grade 12 for the newly enrolled pupils. All subjects are included, though pupils need a good result in the subject he/she needs to choose a Department from a University.
In SW there is no National Evaluation in Compulsory School.
In FI there are not National assessments.
SK does not say.

COMMON FIELDS AND TOPICS:

Most curricula have a great deal of fields and topics in common appearing in different subjects and grades. Here is a selection of some of them which have been chosen from the curricula of every country participating in the project.

PHYSICS

Electricity : Mains Electricity, Electric Charge, Electric Current, Matter and Electricity, Electrostatic phenomena, Electric forces, Law of Coulomb. Potential difference: Current intensity. Energy transformation in an electric circuit. Electric and Magnetic forces between objects
Mechanics : Forces and Motion: Motion on Earth, Velocity, acceleration, Newton’s Laws
Waves: Electromagnetic spectrum, sound and ultrasound, Generation and propagation of waves, vibration and wave motion, seismic waves
Energy: Energy conservation, Energy from the sun to the Earth, Energy in heating and refreshment systems, Energy transfers in complex systems; Energy of translation systems, Energy sources: Work, power, energy, electromagnetism, Propagation of energy without mass’ transport: Waves, Types of energy; Kinetic and Potential energy
Magnetism : Electromagnetic Induction, Electromagnetic spectrum, sound and ultrasound
Matter and radiation : electromagnetic radiation, X-radiation, the photoelectric effect, Atomic models, such as Bohr'’ model of the atom, radioactivity and radiation safety, nuclear reactions and nuclear energy
Optics: Light Theories. Light: Nature, propagation, reflection, refraction and dispersion, Light: mirror and lenses
Molecular Physics : Atomic theory, Motions of Charged Particles in Electric Field

CHEMISTRY

Structure of the matter. Diversity and unity: Properties of matter: Phases of matter. Types of matter. Elements and Compounds. Atomic theory. Structure of atoms. Atoms bonding. Electrical Nature of matter.
Chemical changes: Chemical reaction: Conservation of the mass. Energy interchanges in chemical reactions. Equilibrium in chemical reactions Oxidation-Reduction Reactions. Importance of chemical reactions in energy, biology and new materials
Thermochemistry : First Thermodinamical principle. Enthalpy. Hess law. Entropy: Free energy and spontaneity of chemical reactions.
Chemical Kinetics : Dynamics aspects of chemical reactions. Speed of reaction. Factors influencing the speed of a reaction: Use of cathalizors in industrial process.
Descriptive Chemistry : Study of main compounds of the Hydrogen, Oxygen, Nitrogen and Sulphur
Organic Chemistry : Chemical bonds, Hydrocarbons, Alcohols and ethers, Carbonhydras, etc.
Chemistry of the carbon : Types of organic reactions. Applications in chemical industry
Biochemistry : Lipids, Carbohydrates, Proteins, Nucleic Acids. Chemical composition and reactions in life systems. Enzymes and vitamins.
Chemistry of everyday life : Chemistry industry and environment: Chemistry in households, Drugs and medicaments, Cosmetic chemistry, Foreign substances in food, Nutrition and protection of plants.

BIOLOGY

General Biology: Life and living beings, Diversity of living beings, Diversity and unity in Biosphere
Molecular biology : Organization models of animals and vegetables. The cell. Unicellar and pluricellar organization. General properties of the cell. The chemical composition of the cell. Cell division and cell cycle. Bacteria and Virus. The living being as system. Reproduction sexual and asexual. Chromosome and Genetics heritage mutations. Biotechnology and Genetics engineering.
Physiology : Human beings: Health and Illness. Structure and function of organ systems: the digestive system. The respiratory system, the circulatory system, the excretory system, the skeletal and muscular system. Human nutrition. Human reproduction. Human relationship and communication. Medicines and drugs.
Physiology : Vegetal Kingdom. Nutrition process. Relation process: tropisms and nastias. Main vegetal hormones. Sexual and asexual reproduction.
Physiology:Animal kingdom. Nutrition processes in vertebrates and invertebrates. The nervous system. The endocrine system. Sexual and asexual reproduction. Clonation and its therapeutic applications.
Ecology: The ecosystems. Interaction between human living beings and abiotic factors. Autoregulation of the ecosystem. Plague problems. Biologic struggle.
Ecology/Geology: Changes in populations. Changes in rocks due to external geologic process. Internal Dynamics of Earth. Changes in the ecosystems due to human reaction.
Conservation and recuperation of the environment. The earth a planet in continuous evolution. The mechanics of evolution. The historical context for evolutionary theory. Human evolution. Genetics and Evolution. Discussion about evolution and creationism.