Mokslinje

Mokslinje is a term used in some educational literature to describe a throughline or overarching strand that connects scientific concepts, inquiries, and practices across a curriculum or course. The idea is to create coherence by aligning learning objectives, investigations, and assessments to central scientific ideas rather than treating topics in isolation.

The term appears in multilingual contexts where roots related to science appear in the word, and its exact form and meaning can vary by country. It is not a standard term in major international curriculum standards and is more commonly found in local or regional education discussions.

In practice, establishing a mokslinje involves selecting core scientific concepts or practices that recur across units, designing activities and assessments around these throughlines, and helping students make connections between topics, data, and scientific arguments. It supports a cohesive progression where ideas develop and strengthen over time rather than being learned in isolated modules.

Examples of a mokslinje might include a focus on energy concepts that ties together photosynthesis, respiration, thermodynamics, and energy transfer in ecosystems through labs, simulations, and argumentative tasks. In other contexts, a mokslinje could connect matter, chemical reactions, measurement, and modeling across physics and chemistry units.

Because it is not a standardized term, implementations of mokslinje vary widely. It is related to concepts such as curriculum coherence, throughlines, and concept-based teaching. Advocates emphasize inquiry, evidence, and longitudinal assessment to help students build deep, transferable scientific understanding.