Abstract
<p class="1"><em>Geology is one of many topics in the Norwegian curricula for Natural Science and Geography in compulsory education. System thinking is a strategy to promote conceptual development. The purpose of this study is to investigate how geological systems are presented in Norwegian science and geography textbooks for years 1-10. The geological system for oil and gas formation is explicit in the curriculum; the plate tectonic cycle and the rock cycle are not. 13 best-selling textbook were examined showing that single components of geology are introduced at years 1-4. Elements and processes of rock formation and plate tectonics are introduced at years 5-7 and further developed at years 8-10. Oil and gas formation have a short introduction at years 8-10. The textbooks do cover the geology aims in the curriculum satisfactory except for oil and gas formation. One textbook presents the whole rock cycle, and one the plate tectonic cycle. The other textbooks present elements and processes but not as holistic geological cyclic systems.</em></p>
Highlights
The plate tectonic cycle is shaping the Earth’s geosphere, driving the rock cycle, and opening the oil and gas formation process
The purpose of this study is to investigate how geological systems are presented in Norwegian science and geography textbooks for years 1-10
The geological system for oil and gas formation is explicit in the curriculum; the plate tectonic cycle and the rock cycle are not. 13 best-selling textbook were examined showing that single components of geology are introduced at years 1-4
Summary
The plate tectonic cycle is shaping the Earth’s geosphere, driving the rock cycle, and opening the oil and gas formation process. One big idea of science is: The composition of the Earth and its atmosphere and the processes occurring within them shape the Earth’s surface and its climate Is the shift to system thinking explicit in Norwegian curriculum and textbooks for compulsory education when presenting the composition of the Earth and the processes occurring within it, to understand how the Earth’s surface is shaped? They “distilled” eight hierarchic characteristics of system thinking from low to high level (Ben-Zvi-Assaraf & Orion, 2005, 2010a, 2010b) (Table 1)
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