1. How are science curricula changing across the world? Per Kind

2. Science in a time perspective 1800- 1800- Science is establishing and bringing forward useful and enlightening knowledge Science is establishing and bringing forward useful and enlightening knowledge 1850- 1850- Science knowledge is needed for technological development Science knowledge is needed for technological development 1950- 1950- Science is a major factor in the developments of nations’ economies Science is a major factor in the developments of nations’ economies 1970- 1970- Science is seen as a contributor to and solution of global environmental and societal challenges Science is seen as a contributor to and solution of global environmental and societal challenges

3. Educational stakeholders and their interests The students and their parents The students and their parents Want to earn a living and to manage in life Want to earn a living and to manage in life The industries and the nation The industries and the nation Want science expertise; good knowledge and the right skills Want science expertise; good knowledge and the right skills Scientists Scientists Want science expertise, but also the status and importance of their subject area to be maintained Want science expertise, but also the status and importance of their subject area to be maintained The (democratic) society The (democratic) society Wants people to engage with the development of society Wants people to engage with the development of society The culture The culture Wants cultural traditions (ideas and understanding; approaches to creative and critical thinking) to flourish and develop Wants cultural traditions (ideas and understanding; approaches to creative and critical thinking) to flourish and develop

4. Two science education reform periods 1960- “The Sputnik shock” 1960- “The Sputnik shock” Initiated by the needs of science and technology in the modern society, Initiated by the needs of science and technology in the modern society, but turned into a (world wide) pedagogical reform adapting to new developments in psychology and education but turned into a (world wide) pedagogical reform adapting to new developments in psychology and education 1980- “The science literacy reform” 1980- “The science literacy reform” Compulsory education should prepare for life Compulsory education should prepare for life Science should be linked to a broader social context Science should be linked to a broader social context Fuelled by social theories for learning and science epistemologies Fuelled by social theories for learning and science epistemologies

5. The world wide perspective Nations who voluntary have subscribed to participate in OECD’s measurement of how well compulsory education prepare for “literacy” in science, mathematics and reading.

6. Two competing needs Citizenship Citizenship Educate citizens who have the knowledge and skills to participate in public debates and question the views of experts in science and technology Educate citizens who have the knowledge and skills to participate in public debates and question the views of experts in science and technology Expertise Expertise Educate science students with an interest in science and the potential to become science experts themselves Can they be combined?