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Sammandrag Examensarbete av Cecilia Inez Riveros Boström, vt-05 Handledare: Magnus Lindh ”Hur omsätts i praktiken den förändrade medborgarrollen i skolan idag? De senaste decennierna har begreppet globalisering tydligt fokuserats. Det talas om att medborgarrollen förändras i globaliseringens tidevarv. I den nya medborgarrollen ingår begreppen rättigheter, deltagande, ansvar, och identitet som enskilda företeelser som har stor inverkan på medborgarrollen. Det handlar om en ny medborgarroll som är följden av en process som intensifierar relationer och beroendeförhållanden över hela världen. Studiens utgångspunkt kretsar kring problematiken om den nya medborgarrollen som råder i samhället, och hur lärarnas sätt att arbeta i undervisningssituationen påverkas av detta. Syftet med studien ligger i att ta reda på i vilken grad sådant har skett. Undersökningen på Herrgårdsgymnasiet i Säffle visar att lärarna påverkas av globaliseringen och den nya medborgarrollen som därmed leder till en förändrad lärarroll. Detta sker genom att lärarna använder sig av andra metoder, såsom t ex. att uppmuntra eleverna till att söka information som sedan förvandlas till kunskap. Detta görs på olika sätt, genom bl.a. Internet och andra källor som kritiskt granskas. Lärarna visar med olika exempel att eleverna är tvungna att aktivt delta i undervisningen för att kunna visa sina färdigheter. Lärarna är också eniga om att det krävs större engagemang från deras sida för att hos eleverna kunna väcka intresse, deltagande, ansvar och för att stärka deras identitet. Därför är katederundervisning inte det enda sättet att bedriva undervisning på.

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Discerning selective traditions in the socialization content of environmental education – implications for education for sustainable development This thesis offers an empirical contribution to research on content issues in environmental education. One way of approaching content issues is to study the socialization content. Socialization content forms an educational context in which subject matter content can develop into meaning. Through their different actions teachers communicate companion meanings to students, which together constitute the socialization content. These are messages about the subject and about education, such as the importance of students’ participation. One important starting point for this thesis is that the learning of subject matter and socialization content is simultaneous. Learning is often regarded as an inner individual process, while socialization is more often understood as an external fostering. By using the concept of meaning making, learning and socialization can be regarded as both simultaneous and mutual. The thesis has two main purposes, namely, methodological development and a more substantial study of socialization content. An interview method and analytical tool for researchers has been developed as a result of conducting a literature review and interviewing upper secondary school teachers involved in a general science course. This tool can be used to study the qualitative aspects of socialization content by examining shifts in five important educational aspects, and has been applied to the empirical data collected from teacher and student interviews. The analytical tool can also be transformed into a reflection tool for teachers to render their educational habits more visible. Teachers’ collective habits can develop into selective traditions in environmental education. Socialization content can be regarded as an important value-laden content that needs to be critically examined in an open democratic school system. These discussions could facilitate the development of a more pluralistic environmental education, which in turn could be further developed into an education for sustainable development.

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The thesis is made up by four studies, on the comprehensive theme of integrated and subject-specific science education in Swedish compulsory school. A literature study on the matter is followed by an expert survey, then a case study and ending with two analyses of students' science results from PISA 2003 and PISA 2006. The first two studies explore similarities and differences between integrated and subject-specific science education, i.e. Science education and science taught as Biology, Chemsitry and Physics respectively. The two following analyses of PISA 2003 and PISA 2006 data put forward the question whether there are differences in results of students' science literacy scores due to different types of science education. The expert survey compares theories of integration to the Swedish science education context. Also some difference in intention, in the school case study, some slight differences in the way teachers plan the science education  are shown, mainly with respect to how teachers involve students in their planning. The statistical analysis of integrated and subject-specific science education comparing students' science results from PISA 2003 shows no difference between students or between schools. The analysis of PISA 2006, however, shows small differences between girls' results with integrated and subject-specific science education both in total scores and in the three scientific literacy competencies. No differences in boys' results are shown on different science education.

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