Grammatikundervisningens innehåll och metoder har kritiserats. Forskning har belyst att det finns ett glapp mellan teori och praktik när det kommer till synen på grammatik och grammatikundervisning. Språkvetenskapen förordar en deskriptiv grammatik och att grammatiken kopplas till sammanhang där den skapar betydelse medan praktiken återspeglar en preskriptiv och formfokuserad grammatik. Skolans undervisning ska bygga på vetenskaplig grund och beprövad erfarenhet (SFS 2010:800). Forskning kring grammatik bör därmed ligga till grund för grammatikundervisningen i skolan. Syftet med studien är att med stöd av Blooms reviderade taxonomi bidra med kunskap om relationen mellan synen på grammatik och grammatikanvändning i ämnesplanen för svenska på gymnasiet med fokus på Svenska 2 och synen i två nya läroböcker riktade mot kursen Svenska 2. De läroböcker som analyseras är Svenska 2 helt enkelt (Nilsson & Winqvist, 2021) och Punkt. Svenska 2 (Helldén & Svärd, 2021). Studiens frågeställningar är: Vilka kognitiva processer och kunskapsdimensioner lyfts i ämnesplanen och kursen Svenska 2? Vilka kognitiva processer och kunskapsdimensioner fokuserar grammatikövningar i läroböcker för Svenska 2? Hur ser relationen ut mellan de kognitiva processerna och kunskapsdimensionerna som lyfts i ämnesplanen och kursen Svenska 2 och de som fokuseras i läroböcker för Svenska 2? Genom kategoriseringen i Blooms reviderade taxonomi analyseras den syn på grammatik och grammatikanvändning som framträder. Resultatet visar att ämnesplanen återspeglar en funktionell syn på grammatik och grammatikanvändning som ligger i linje med språkvetenskapens syn på grammatik. Endast en av de undersökta läroböckerna återspeglar samma syn och uppvisar samstämmighet med ämnesplanen. Att synen på grammatik skiljer sig mellan läroböcker som tar sin utgångspunkt i samma ämnesplan utgör ett intressant resultat i studien. Slutsatsen som dras utifrån resultatet är att ämnesplanens funktionella ansats är otydlig och skapar utrymme för tolkningar som kan leda till ett fortsatt glapp mellan teori och praktik. / The content and methods of grammar teaching have been criticized. Research has highlighted that there is a gap between theory and practice when it comes to views on grammar and grammar teaching. Linguistics advocates descriptive grammar and linking it to contexts where it creates meaning, whereas practice reflects a prescriptive and form-focused grammar. School teaching should be based on science and proven experience (SFS 2010:800). Research on grammar should therefore form the basis for the teaching of grammar in schools. The purpose of the study is to use Bloom's revised taxonomy to contribute knowledge about the relationship between the view of grammar and grammar use in the syllabus for Swedish subject in upper secondary school with a focus on the course Swedish 2 and the view in two new course books for the course Swedish 2. The course books analyzed are Svenska 2 helt enkelt (Nilsson & Winqvist, 2021) and Punkt. Svenska 2 (Helldén & Svärd, 2021). The questions of the study are: Which cognitive processes and aspects of knowledge are highlighted in the syllabus for Swedish and the course Swedish 2? Which cognitive processes and aspects of knowledge do the grammar exercises in course books for Swedish 2 focus on? What is the relationship between these cognitive processes and aspects of knowledge as highlighted in the syllabus and the Swedish 2 course, and those which are focused on in the course books for Swedish 2? Through the categorization in Bloom’s revised taxonomy, the view of grammar and grammar use that emerges is analyzed. The results show that the syllabus reflects a functional view of grammar and grammar use which is in line with a linguistic view of grammar. Only one of the investigated course books reflects this same view and shows compliance with the syllabus. The fact that the view on grammar differs between course books which are based on the same syllabus is an interesting result of the study. The conclusion drawn from the results is that the functional approach of the syllabus is unclear and leaves room for interpretations that can lead to a continued gap between theory and practice.

Doctor of Philosophy / Department of Physics / Dean Zollman / As part of a collaborative study of the science preparation of elementary school teachers, we investigated the quality of students’ reasoning and explored the relationship between sophistication of reasoning and the degree to which the courses were considered inquiry oriented. To probe students’ reasoning, we developed open-ended written content questions with the distinguishing feature of applying recently learned concepts in a new context. We devised a protocol for developing written content questions that provided a common structure for probing and classifying students’ sophistication level of reasoning. In designing our protocol, we considered several distinct criteria, and classified students’ responses based on their performance for each criterion. First, we classified concepts into three types: Descriptive, Hypothetical, and Theoretical and categorized the abstraction levels of the responses in terms of the types of concepts and the inter-relationship between the concepts. Second, we devised a rubric based on Bloom’s revised taxonomy with seven traits (both knowledge types and cognitive processes) and a defined set of criteria to evaluate each trait. Along with analyzing students’ reasoning, we visited universities and observed the courses in which the students were enrolled. We used the Reformed Teaching Observation Protocol (RTOP) to rank the courses with respect to characteristics that are valued for the inquiry courses. We conducted logistic regression for a sample of 18 courses with about 900 students and reported the results for performing logistic regression to estimate the relationship between traits of reasoning and RTOP score. In addition, we analyzed conceptual structure of students’ responses, based on conceptual classification schemes, and clustered students’ responses into six categories. We derived regression model, to estimate the relationship between the sophistication of the categories of conceptual structure and RTOP scores. However, the outcome variable with six categories required a more complicated regression model, known as multinomial logistic regression, generalized from binary logistic regression. With the large amount of collected data, we found that the likelihood of the higher cognitive processes were in favor of classes with higher measures on inquiry. However, the usage of more abstract concepts with higher order conceptual structures was less prevalent in higher RTOP courses.

1 Abstract This dissertation concludes teaching experience of several years which was dedicated to examining the possibilities of role playing in history teaching. The theoretical part offers an excursion into the area of didactic literature and observes the importance which is attributed to role playing by general teaching methodology, teaching methodology of history, personal and social education as well as drama education. The author focuses especially on recent examples of role playing in history teaching, she comments and interlinks them. The rules and principles for practical usage of role playing in history teaching are provided at the end of the theoretical part. The empirical part describes the progress of two-phase action research realized during the years 2007-2011 at grammar school with four-year study programme. At the beginning of the empirical probe there were two general questions: Can the role playing in history teaching help the development of students' personality? Can the role playing in history teaching help to fulfil the educational goals of history teaching? These were gradually more specified and modified according to the progress of action research. The main subject of interest was observing the students' development in the area of working in groups of different sizes, role playing...

Föreliggande studie analyserar muntliga aktiviteter i elevböckerna och lärarhandledningarna tillhörande läromedlet ABC-klubben. Läromedlet analyseras utifrån ett kognitivt perspektiv med hjälp av Blooms reviderade taxonomi, vilket även utgör studiens teoretiska referensram. Taxonomin synliggör vilka kognitiva processer och kunskapsdimensioner aktiviteterna erbjuder eleverna att nå. Resultatet av analysen jämförs med lärarnas uppfattning om de muntliga aktiviteterna som läromedlet erbjuder. Det granskade läromedlet valdes ut efter att verksamma lärare på lågstadiet besvarat en enkät om vilket läromedel de använder i svenskundervisningen. Enkäten innehöll också frågor där lärarna bland annat svarade på i vilken utsträckning de anser att läromedlet bidrar till elevernas utveckling av de muntliga förmågorna. Resultatet av läromedelsanalysen visar att antalet muntliga aktiviteter är begränsade. Det visar också att aktiviteterna inte erbjuder eleverna att utveckla den högsta nivån av kunskapsdimensioner och i endast en liten utsträckning den högsta nivån av kognitiva processer. Lärarna upplever dock att läromedlet bidrar till att eleverna utvecklar förmågorna att tala, lyssna och samtala. Studiens slutsats är att eleverna borde få fler möjligheter att nå högre kognitiva processer och kunskapsdimensioner gällande muntlighet. Det kräver att muntliga aktiviteter får större plats i läromedlet.