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This paper deals with how science teachers in the Swedish secondary school choose the content in the education they give to the pupils. What are the reasons for their choices and what do they think of the purpose of science in secondary school? Through interviewing science teachers the investigation shows that there are three different views of how to choose content in the science education: one focuses on the processes of science itself, one integrates the socio-cultural aspects and one emphasizes the interests of the pupils

Anledningarna till att elever ska läsa naturvetenskap är många: allmänbildning, kulturarv,demokrati och ekonomisk vinning. Trots detta visar forskning att elevers intresse förnaturvetenskap ofta minskar med åren. Syftet med detta arbete är att studera hur elever talarom naturvetenskap vid olika åldrar. Varför tror de att de ska läsa naturvetenskap? Huruppfattar de undervisningen och hur kopplar de samman skolundervisningen med sinafritidsintressen?För att studera detta har fyra elever i sexan och lika många i nian intervjuats och fått svara påfrågor om naturvetenskap och dess koppling till deras vardag. Resultatet visar till exempel atteleverna har svårigheter med att se samband mellan skolans naturvetenskapliga undervisningoch deras vardag utanför skolan. Eleverna i sexan saknar dessutom uppfattning om vadnaturvetenskap är och har därför oklara förväntningar på vad de ska få lära sig i denkommande undervisningen. Även eleverna i nian har en otydlig bild av vad naturvetenskap är.Samtliga elever har svårigheter att ge exempel på varför det är bra att alla kunnanaturvetenskap. The reasons for studying science are numerous: general knowledge, cultural heritage, democracy and financial profit. All the same, research shows that students’ interest in science usually decreases over time. The purpose of this paper is to study how students talk about science at different ages. Why do they think they are being taught science? How do they perceive the process and how do they connect what they learn in school with their hobbies outside of school? To study this, four students in the sixth grade and four students in the ninth grade were interviewed. They answered questions about science, and the connection between science and everyday life. The result shows that the students had difficulties seeing any relation between school science and their life outside of school. The students in the sixth grade also lack any notion of what science is. They therefore have unclear expectations of what they will learn in the coming science education. The students in the ninth grade have an unclear perception of science, as well. All of the students interviewed had difficulties giving examples of why it is good to have knowledge of science.

This paper discusses sound education within school subjects such as music, science, engineering, computer science, and Swedish to classes at the intermediate stage. Min uppsats handlar om ämnesövergripande undervisning i musik, NO, teknik, data och svenska på mellanstadiet med ljud som genomgående tema.