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Uppeldi og menntun

						ABSTRACT

This article is an account of a study where five respondents from four compulsory schools

were interviewed about science teaching at the lower secondary stage (grades 8?10), 

following the implementation of a national test in natural sciences in 2002. Furthermore,

the array of optional subjects at the lower secondary stage of the same schools was 

studied. The article describes findings about the respondents? views on students? attitudes

towards science, teachers? selection of curriculum content, differentiation and the 

general impact of the national testing system in on the selection of optional subjects. It is

suggested that the national science test has an impact on the above issues and the test

should be regarded as part of a complex array of variables that have impact on teaching

and learning and to what extent the implemented curriculum deviates from the intended

one. 

Rúnar Sigflórsson er dósent 

vi? kennaradeild Háskólans á Akureyri.

R Ú N A R  S I G Þ Ó R S S O N

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