<p><!-- /* Font Definitions */ @font-face {font-family:Tahoma; panose-1:2 11 6 4 3 5 4 4 2 4; mso-font-charset:0; mso-generic-font-family:swiss; mso-font-pitch:variable; mso-font-signature:1627421319 -2147483648 8 0 66047 0;} @font-face {font-family:Verdana; panose-1:2 11 6 4 3 5 4 4 2 4; mso-font-charset:0; mso-generic-font-family:swiss; mso-font-pitch:variable; mso-font-signature:536871559 0 0 0 415 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0cm; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman"; mso-ansi-language:SV;} h1 {mso-style-next:Normal; margin-top:12.0pt; margin-right:0cm; margin-bottom:3.0pt; margin-left:0cm; mso-pagination:widow-orphan; page-break-after:avoid; mso-outline-level:1; font-size:14.0pt; font-family:Arial; mso-font-kerning:14.0pt; mso-ansi-language:SV;} h2 {mso-style-next:Normal; margin:0cm; margin-bottom:.0001pt; mso-pagination:widow-orphan; 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mso-ansi-language:SV;} span.BallongtextChar {mso-style-name:"Ballongtext Char"; mso-ansi-font-size:8.0pt; mso-bidi-font-size:8.0pt; mso-ascii-font-family:Tahoma; mso-hansi-font-family:Tahoma; mso-bidi-font-family:Verdana; mso-fareast-language:EN-US;} @page Section1 {size:612.0pt 792.0pt; margin:70.85pt 70.85pt 70.85pt 70.85pt; mso-header-margin:36.0pt; mso-footer-margin:36.0pt; mso-paper-source:0;} div.Section1 {page:Section1;} /* List Definitions */ @list l0 {mso-list-id:1492866463; mso-list-type:simple; mso-list-template-ids:517357830;} @list l0:level1 {mso-level-start-at:0; mso-level-number-format:bullet; mso-level-text:-; mso-level-tab-stop:18.0pt; mso-level-number-position:left; margin-left:18.0pt; text-indent:-18.0pt;} ol {margin-bottom:0cm;} ul {margin-bottom:0cm;} --><p>This paper will discuss the proposed reintroducing of a final degree in upper secondary school. In a public government inquiry that was released in March 2008 a proposal about reintroducing a final degree in upper secondary school was presented. A final degree has not been a part of the upper secondary school science 1968. Why was the system with a final degree abounded and why do the government want to reintroduce it?</p><p>Research in pedagogy has through the years presented numbers of theories about assessment. In last decades a great part of the discussion has been focused on formative assessment. In formative assessment the assessment is used as a pedagogy tool. The purpose is to help the student develop their learning process and to learn to work independently. The contrary to formative assessment is assessment which only purpose is to summarise and control the level of knowledge a student possesses.</p><p>The public government inquiry that led to abolish of a final degree in upper secondary school in 1968 shared many thoughts with theories about formative assessment. Forty years later the government has grown sick of all the formative assessment, which they think has led to a “muddled” school. The public government inquiry presented in 2008 wants to reintroduce a final degree and create a school where the student’s knowledge is orderly controlled and summarised.</p></p>

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In a public government inquiry that was released in March 2008 a proposal about reintroducing a final degree in upper secondary school was presented. A final degree has not been a part of the upper secondary school science 1968. Why was the system with a final degree abounded and why do the government want to reintroduce it? Research in pedagogy has through the years presented numbers of theories about assessment. In last decades a great part of the discussion has been focused on formative assessment. In formative assessment the assessment is used as a pedagogy tool. The purpose is to help the student develop their learning process and to learn to work independently. The contrary to formative assessment is assessment which only purpose is to summarise and control the level of knowledge a student possesses. The public government inquiry that led to abolish of a final degree in upper secondary school in 1968 shared many thoughts with theories about formative assessment. Forty years later the government has grown sick of all the formative assessment, which they think has led to a “muddled” school. The public government inquiry presented in 2008 wants to reintroduce a final degree and create a school where the student’s knowledge is orderly controlled and summarised.

År 2011 antogs en ny läroplan i Sverige, där större fokus lades på hållbar utveckling än i tidigare läroplaner i såväl skolan som helhet, men också bland annat ämnesplanerna för Kemi 1 &amp; 2 (Skolverket, 2018; Skolverket, 2011). I anslutning till detta publicerades nya läromedel som skulle överensstämma med den nya läroplanen. Mot bakgrund av detta ämnade denna studie att undersöka hur hållbar utveckling behandlas i svenska läromedlen för Kemi på gymnasienivå. Detta gjordes genom att analysera fem på gymnasiet förekommande läromedel, varav två var ämnade för Kemi 1 medan övriga tre var ämnade för Kemi 2. Böckerna genomsöktes efter tillfällen då kopplingar till hållbar utveckling gjordes. Dessa tillfällen kategoriserades sedan efter längd, om de kom som en del av kapiteltexten eller som extraläsning samt efter vilka och hur många av hållbar utvecklings tre dimensioner (ekologiska, sociala och ekonomiska) de behandlar. Resultatet visar att hållbar utveckling får mycket lite utrymme i läromedlen för Kemi med få och ofta korta tillfällen då hållbar utveckling behandlas. En bok skiljde sig från de övriga med två kapitel som handlade om miljö och samhällsfrågor, men följde i övrigt samma mönster som övriga böcker. Det vanligaste var att en dimension behandlades åt gången, och den vanligaste dimensionen som lyftes var den ekologiska. Mycket få tillfällen behandlade alla tre dimensionerna tillsammans, även om alla dimensionerna i någon grad belystes i alla böckerna. Att läromedlen i låg omfattning belyser hållbar utveckling kan vara en orsak till att kemilärare har svårt att implementera hållbar utveckling i undervisningen. / In 2011, a new curriculum was adopted in Sweden, where a heavier focus was placed on sustainable development than in previous curricula in both school as a whole, but also in the specific subject plans for chemistry 1 &amp; 2 (Skolverket, 2018; Swedish National Agency for Education, 2011). In conjuntion with this, new teaching materials were published that would be in line with the new curriculum. Considering this, this study aimed to investigate how sustainable development is treated in Swedish textbooks for chemistry at upper secondary level. This was done by analyzing five high school chemistry textbooks, two of which were intended for Chemistry 1, while the other three were intended for Chemistry 2. The books were scanned for the times when links to sustainable development were made. These occasions were then categorised by length, whether they came as an integral part of the chapter text or as extra reading and by which and how many of the three dimensions of sustainable development (ecological, social and economic) they deal with. The results show that sustainable development has very little space in the teaching materials for chemistry, with few and often short examples. One book differed from the others with two dedicated chapters dealing with environmental and social issues, but otherwise followed the same pattern as the other books. The most common situation was that a single dimension was treated at a time, and the most common dimension to be dealt with was the environmental one. Very few examples dealt with all three dimensions together, although all the dimensions were to some extent highlighted in all the books. The fact that textbooks are dealing with sustainable development on a low scale can be one reason why chemistry teachers have difficulties implementing sustainable development in teaching.