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Abstract
The article reviews some learning objectives in the Norwegian core curriculum for four subjects in compulsory school education, namely science, social science, mathematics, and physical education. The subjects are examined with respect to maps, including map use, digital mapping tools, coordinate systems, and scales. Primary and lower secondary school pupils’ knowledge of maps was investigated before and after a group mapping project. Among three indicators, two showed statistically significant improvements in the pupils’ level of confidence when studying data with the aid of maps. The learning outcome is discussed in an inquiry-based and interdisciplinary pedagogical frame. In addition, the findings reveal that the four subjects have significantly different objectives and rates of progression regarding maps and map use. Based on the results of the group project, the author argues in favour of bringing the four curricula into more parallel learning curves. In order to facilitate interdisciplinary projects, he considers it would be interesting to coordinate the different subject curricula in the future, and recommends that attempts should be made to harmonise competence objectives that are part of several subjects in order to facilitate interdisciplinary projects in the next revision of the core curriculum in Norway.
Acknowledgements
I thank Sør-Trøndelag University College for supporting the study through a PhD grant, my supervisor Professor Doris Jorde for her advice during the study and the writing, my colleague Associate Professor Anne B. Lund for comments on the article, and last but not least I am very grateful to the headmasters, pupils, and teachers of the lower secondary schools for an inspiring and joyful field study period at their schools.
Notes
1. The number of lessons differed slightly between the different groups of pupils.