Subject natural sciences
The subject of natural sciences (short: NaWi lessons ) is the conception of an overarching natural science school lesson that combines the subjects of biology , chemistry and physics .
Introduction of the subject
Germany and Europe
In the Netherlands there has been a comprehensive science lesson in the lower grades for a number of years, in France such lessons are planned in the final phase in preparation for a literary-oriented Abitur ("Bac"). These classes are viewed as controversial.
In all German federal states, there is a form of subject teaching at the primary level , which is divided into a social science and a natural science part. The latter already contains the idea on which the natural sciences are based.
Introduction in German federal states
At secondary schools, in some cases also secondary schools and comprehensive schools, in some federal states (e.g. North Rhine-Westphalia, Baden-Wuerttemberg), comprehensive science lessons in the 5th and 6th grade have existed for some years.
The red-green state government of North Rhine-Westphalia , which was voted out in 2005 , introduced this subject for grades 5 and 6 at grammar schools and comprehensive schools , but after the change of government the decision was revoked.
The state of Schleswig-Holstein, on the other hand, intends to introduce it at grammar schools and comprehensive schools.
Content
The content depends on the grades in which this subject is to be taught. The curricula that have been drawn up so far are geared towards grades 5 and 6 at grammar schools and comprehensive schools.
Core curriculum science
The core curriculum for natural sciences (created in North Rhine-Westphalia, adopted by SH) includes natural sciences lessons in grades 5 and 6, in which two years of biology and one year of physics are usually taught in North Rhine-Westphalia with 2 hours per week at the grammar school. Chemistry does not yet appear in these classes. The curriculum is thematically roughly based on this historically evolved structure.
In accordance with recent school policy developments, only subject areas and skills to be acquired are given, but not individual topics in detail. In addition to scientific ways of thinking and working, social skills should be acquired. Overall, a phenonem-oriented lesson is planned.
Subject areas are:
- Structure and function
- Change and development
- Radiation, movement, cycles, currents
- energy
These topics include biological as well as physical and chemical aspects.
The main topics are:
- Plants - animals - habitats
- Perception with the senses
- My body - my health
- Paths into the world of the small
- Devices and fabrics in everyday life
- Sun, weather, seasons
A comprehensive health education is also intended to counteract the frequent malnutrition and lack of exercise such as the high smoking rate among children and adolescents. In addition, the usual sex education is provided in this area. The dominance of biological topics can be clearly seen, but also corresponds to the classic lessons in these classes (biology 2 hours per week in both grades, physics only 2 in the 6th grade). The chemistry component is preferred from grade 7. However, there is no provision as to which subject teacher will teach this subject or whether a change is planned for the current school year. In theory, a physics teacher could give biology classes or vice versa.
criticism
Criticism comes on the one hand from the philologists' association and on the other hand from scientific professional associations.
The criticism of the Philologists' Association is primarily directed against the fact that the teacher has to give lessons in a quasi-subject. A physics or chemistry teacher usually has little idea about biology, and a biology teacher often doesn't know much about physics either. The GEW largely does not share this criticism. Another danger is seen in the fact that the shortage of subject teachers, especially in physics, should be remedied by the fact that this subject with its physical components should now be taught by other subject teachers (biology, chemistry) in order to avoid new hires of physics teachers.
From scientific professional associations such as the German Physical Society (discussion only), criticism comes on the one hand because of the fear that "non-subject" teaching is of lower quality, on the other hand because teaching in the natural sciences hardly allows an overview of the individual disciplines anyway, since only one to a maximum of 2 science courses can be taken in the upper level. The softening of the subject profiles in an overview subject would make the view of the individual disciplines even more blurred, which could have a negative effect on a possible study decision.