Læreplananalyse av temaet landformer i norsk grunnskole (1974-2020) sett i lys av sentrale teorier om barns læring

Abstract

How the theme landforms is treated in Norwegian curricula has changed over years. The aim of this study was to identify and understand such changes, and to analyze how the facilitation of the content harmonizes with central theories of children’s learning. This was a qualitative content analysis. All curricula facilitate landform learning in the pupil's local environment, and work methods that facilitate social interactive processes are strongly emphasized. This harmonizes well with a sociocultural constructivist view of learning. Over time, however, content about landforms has been reduced and become more scientific and academic. An example of this is the introduction of The Geological Cycle in the last curriculum. The reduction of content allows for more in-depth understanding, but academization may also cause alienation. The cultural aspects in this curriculum were also weakened, which does not harmonize with a theory of children's animistic thinking.