The Science Curriculum in Primary and Lower Secondary Grades

A new national curriculum for compulsory school was implemented in 2011. It contains general goals, guidelines, syllabi, and knowledge requirements.¹⁵ One central difference from the previous curriculum is a concretization of the syllabi and the core content of the different school subjects.^16,17,18 Students in TIMSS Grade 4 were taught according to the curriculum from 2011, while students in TIMSS Grade 8 were taught according to the curricula from 1994 and 2011.

In the Swedish curriculum, science is separated into three subjects: biology, chemistry, and physics. Different aims, core content, and knowledge requirements for these subjects are presented in the curriculum from 2011. Summaries of aim and core content for each subject are presented below.

The 2011 science curriculum in Sweden stipulates that science instruction should meet the following aims:

In biology, instruction should give students the opportunity to develop their ability to
- Use their knowledge of biology to examine information, communicate, and form an opinion on questions concerning health, the use of natural resources, and ecological sustainability
- Carry out systematic studies in biology
- Use concepts of biology, its models, and its theories to describe and explain biological relationships in the human body, nature, and society
In chemistry, instruction should give students the opportunity to develop their ability to
- Use their knowledge of chemistry to examine information, communicate, and form an opinion on questions concerning energy, the environment, health, and society
- Carry out systematic studies in chemistry
- Use concepts of chemistry, its models, and its theories to describe and explain chemistry in society, in nature, and in people
In physics, instruction should give students the opportunity to develop their ability to
- Use their knowledge of physics to examine information, communicate, and form an opinion on questions concerning energy, technology, the environment, and society
- Carry out systematic studies in physics
- Use concepts of physics, its models, and its theories to describe and explain physics in nature and society

The core content of the 2011 science curriculum in Sweden may be summarized as follows. In Grades 1 to 3, the core content in biology, chemistry, and physics is integrated as one science subject, comprising the following topics:

Seasons of the Year in Nature—Motion of Earth, the Sun, and the Moon, and phases of the Moon; constellations and the changing appearance of the night sky; changes in nature; life cycles of animals and plants, and their adaptations; animals and plants in the local environment; common species; simple food chains; relationships among organisms in ecosystems
Body and Health—Importance of food, sleep, hygiene, exercise, and social relationships; parts of the human body (names and functions); experiences of light, sound, temperature, taste, and smell
Forces and Motion—Gravity and friction observed during play and movement; balance, center of gravity, and equilibrium
Materials and Substances—Properties of objects and how they can be categorized on the basis of appearance, magnetism, conductivity, and whether they float or sink; materials in history, materials used to manufacture daily objects, and recycling; states of water (i.e., solid, liquid, and gas); evaporation, boiling, condensation, melting, and solidification of water; basic properties of air and how they can be observed
Solutions and Mixtures—Division of solutions and mixtures into components, such as through evaporation and filtering
Narratives about Nature and Science—Fiction, myths, and art dealing with nature and people; narratives about science from earlier times, and the attempts of various cultures to understand and explain phenomena in nature
Methods and Techniques—Local field studies and observations; simple scientific studies and documentation

In Grades 4 to 6, the biology curriculum in Sweden comprises the following core content:

Nature and Society—Dependence and impact on nature; sustainable development, ecosystem services, decomposition, pollination, and purification of water and air; animals, plants, and other organisms; photosynthesis, combustion, and ecological relationships; the importance of agriculture and fishery; local ecosystems and relationships among different organisms; common species; relationships between organisms and the nonliving environment; nature as a resource for recreation; human experiences and responsibilities in nature
Body and Health—How mental and physical health are affected by sleep, diet, movement, social relationships, and addictive substances; common diseases, prevention, and treatment; organ systems (names, appearance, locations, functions, and interactions); puberty, sexuality, and reproduction; identity, gender equality, relationships, love, and responsibility
Biology and World Views—Discoveries in biology and their importance to people’s living conditions and views on nature; descriptions and explanations of nature in different cultures; development of life and adaptation to different habitats
Biology Methods and Techniques—Simple field studies and experiments (planning, executing, and evaluating); how animals, plants, and other organisms can be identified, categorized, and grouped; documentation of studies using tables, pictures, and written reports; interpretation and examination of information linked to biology

In Grades 7 to 9, the biology curriculum in Sweden comprises the following core content:

Nature and Society—Impact of people on nature; opportunities for consumers and citizens to contribute to sustainable development; energy flow and recycling of materials; photosynthesis, combustion, and other ecosystem services; biological diversity; public discussions on diversity; local ecosystems and how they can be studied; relationships between populations and resources available in ecosystems; local ecosystems in comparison with regional or global ecosystems; societal issues involving biology
Body and Health—How physical and mental health are affected by sleep, diet, exercise, social relationships, and addictive substances; common diseases, prevention, and treatment; viruses, bacteria, infections, and spread of infections; antibiotics and resistant bacteria; cells, organs, and organ systems (structure, function, and interactions); comparisons of human beings and other organisms; sexuality, reproduction, questions concerning identity, gender equality, relationships, love, and responsibility; prevention of sexually transferable diseases and unwanted pregnancy; evolutionary mechanisms and their outcomes; heredity and the environment; genetic engineering, opportunities, risks, and ethical questions
Biology and World Views—Discoveries in biology and their importance for society and people’s living conditions; views of nature and the natural sciences

In Grades 4 to 6, the chemistry curriculum in Sweden comprises the following core content:

Chemistry in Nature—Particle model, structure, recycling, and indestructibility of matter; movement of particles and transitions between solids, liquids, and gases; classification based on properties, appearance, conductivity, solubility, combustibility, and acidity; water (properties and circulation) and air (properties and composition); photosynthesis, combustion, and other basic chemical reactions
Chemistry in Everyday Life and Society—Conversion of materials; waste that is handled and returned to nature (food and nutrients); methods for extending the shelf life of food; common chemicals, their use and impact on health and the environment, and how they are labelled and handled; fossil and renewable fuels, and energy use and its impact on climate
Chemistry and World Views—Discoveries in chemistry and their importance to living conditions and views on the world; descriptions from the past of the structure of matter; transition from magic and mystery to modern science; descriptions and explanations of nature in fiction, myths, and art in different cultures, as well as earlier science
Chemistry Methods and Techniques—Systematic studies (planning, executing, and evaluating); dissolving components into solutions and mixtures; documenting studies; interpreting and examining information

In Grades 7 to 9, the chemistry curriculum in Sweden comprises the following core content:

Chemistry in Nature—Particle model depicting structure, recycling, and indestructibility of matter; atoms, electrons, and nuclear particles; chemical compounds, molecular and ionic compounds, and chemical reactions; the properties of phases, phase transitions, and distribution processes of matter in air, water, and the ground; water as a solvent and carrier of substances; solutions, deposits, acids, bases, and pH values; chemical processes in the ground, air, and water; carbon atoms (properties, function as building blocks of living organisms, and circulation); photosynthesis, combustion, and energy conversion
Chemistry in Everyday Life and Society—Use of energy and natural resources, sustainable development, and processes in the manufacture and recycling of metals, paper, and plastics; life cycle analysis; water purification; food and beverages and their importance to health; processes in the human body; chemicals in homes and society; chemicals and flammable substances handled in a safe way; societal issues
Chemistry and World Views—Discoveries in chemistry and their importance; current areas of research; theories and models (limitations, validity, and variability); grouping of atoms from a historical perspective
Chemistry Methods and Techniques—Systematic studies (formulating questions and planning, executing, and evaluating studies); models of separation and analysis; the relationship between experiments and the development of concepts, models, and theories; documentation of studies; critical examination of information and arguments

In Grades 4 to 6, the physics curriculum in Sweden comprises the following core content:

Physics in Nature and Society—Indestructibility of energy and energy flows, energy sources and their impact on the environment, and use of energy; meteorological phenomena; and how weather can be observed by means of measurement over time
Physics and Everyday Life—Energy flows; how the flow of energy can be affected by insulation; electrical circuits with batteries and their use in everyday electrical equipment; magnets and their use; forces and motion, and how they are experienced and can be described; how sound occurs, is transmitted, and is understood; light from common sources, light and shadows, and how light is perceived by the eye
Physics and World Views—Historical and contemporary discoveries; the descriptions and explanations of nature in different cultures; the planets and their motion; how day, night, months, years, and seasons can be explained; man in space; the use of satellites; and the measurement of time in different cultures throughout history
Physics Methods and Techniques—Simple systematic studies (planning, executing, and evaluating); measurements and measuring instruments; documenting simple studies; interpreting and examining information

In Grades 7 to 9, the physics curriculum in Sweden comprises the following core content:

Physics in Nature and Society—Energy flows; energy storage and its advantages and disadvantages related to the environment; electricity production, distribution, and use; supply and use of energy (historically, currently, and possibilities and limitations of future supply and use); weather phenomena; concepts of physics used in meteorology; models in physics for describing and explaining the earth’s radiation balance, the greenhouse effect, climate change, particle radiation, electromagnetic radiation, and the impact of radiation on living organisms; radiation used in modern technology; particle models for describing and explaining phase transitions, pressure, volume, density, and temperature; the distribution of matter in nature; current societal issues
Physics and Everyday Life—Forces, motion, and changes in motion; levers and gears; how sound occurs, is transmitted, and can be recorded; the properties of sound and the impact of sound on health; light (propagation, reflection, and refraction); how the eye perceives color; voltage, current, resistance, and output in electrical circuits and how they are used; the relationship between electricity and magnetism and the use of electricity and magnetism in electrical equipment
Physics and World Views—Historical and contemporary discoveries and how they have been shaped and formed by world views; the importance of discoveries; current areas of research; scientific theories about the origins of the universe and how they compare; development of the universe (the occurrence of atoms and stars); structure of the universe (movement and distance); usefulness, limitations, validity, and variability of theories and models
Physics Methods and Techniques—Systematic studies (formulating questions and planning, executing, and evaluating studies); measurements; measuring instruments and how they can be combined to measure magnitudes such as speed, pressure, and output; relationship between studies and the development of concepts, models, and theories; documenting studies; critically examining information and arguments