The purpose of this study is to investigate the textbooks significance in the students' process of learning and how it is correlated with the ability to create scientific literacy. It thus followed naturally to further examine the different forms of content in the textbook such as pictures, questions, text, scientific methods and terminology. In the systematic search keywords were extracted from our research question and a Boolean search technique was used. The databases used are ERIC, ERC, Swepub and Google. We also used secondary sources taken from the search results' reference lists. The results show that the textbooks content has a varied impact on students learning both in and about science. This study concludes that the different forms of content in a textbook have a varied impact in the learning process and the students' ability to create scientific literacy. Teachers should therefore be critical of the content of textbooks before its use. Finally further suggestions of research are given to deepen the significance of textbooks in students' process of learning.

Denna studie syftar till att undersöka vilka möjligheter som gymnasium elever får attträna modelleringsförmågan genom läroboksuppgifter. Studien går inte in på ommodellering är möjlig att använda i uppgifterna utan undersöker i stället hur ofta studenten bliruppmanad att använda det. För att göra detta så har ett analytiskt schema tagits fram ochett urval av tre läroboksserier gjorts. Resultaten indikerar att det finns en stor skillnad ihur ofta olika modelleringsdelprocesser ges möjlighet att tränas. Det visar sig att detskiljer sig i hur många övningstillfällen som ges mellan olika svårighetsnivåer: närkomplexiteten i uppgiften ökar så minskar möjligheten. Det visar sig även att det skiljersig mellan olika matematiska områden från att inte alls ge möjlighet till att ha stor del avmöjligheterna. Till sist så visar det sig att modellering sällan uttrycks explicit iuppgifterna. / This study aims to investigate what opportunities textbook exercises in upper secondaryschool offer students to practice their modeling competency. This study does not addressif the student is able to use modeling in a specific task but rather how often the student isprompted to do so. To answer this, an analytical framework is developed and used on asample of three textbook series. The results indicate that there is a large difference in howoften different parts of the modeling process get prompted to train. Further, thefrequency of the opportunities that are given differs between difficulties of the tasks.When the complexity is increasing the number of opportunities decreases. The result alsoshow that the opportunity given differs between the mathematical areas: from noopportunity at all to a large part of the opportunities. Finally, the results show thatmodeling is seldom explicitly mentioned in the tasks.

This study aims to explore how textbooks aiming at the course English 6 in the Swedish upper secondary school display male, female and transgendered characters in fictional texts. The study also seeks to investigate what genders are represented in the authors of the analysed fictional texts in the textbooks. The method of the study was a mix between critical discourse analysis and content analysis. Content analysis was used in a quantitative way as a starting point to get an overview of the results for the critical discourse analysis which was used qualitatively. The study showed that authors identifying as male were the most common and represented at a higher rate in the textbooks. Among the results it was also shown that transgendered characters and authors identifying as something else than male or female were not represented at all. The study’s conclusion is that teachers will need to provide a greater variety to their classrooms than what is provided by the textbooks in terms of gender related issues and questions, since students should be given a variety of texts and authors during their English education according to the syllabus (Natl. Ag. f. Ed. 2013).

The aim of this study is to examine how British culture and British cultural identity is discursively constructed and represented in two texts, including images accompanying the texts, found in two textbooks used in the foundation course for English as a second language in the Swedish upper-secondary school, the textbooks published in the 1970s and the 1980s respectively. The aim also includes to see if British cultural identity is represented in a stereotypical manner and to see which views on culture are present in the texts. The methods used in the study are discourse analysis based on Laclau and Mouffe’s discourse theory, and Hall’s visual analysis. Two theories are applied to the material, these are Laclau and Mouffe’s discourse theory and Hall’s theory of stereotyping. The result of the present study shows that there are several representations of British cultural identity in the 1970s text and that all are stereotypical. In one of the representations, British cultural identity is understood as someone who is an Englishman which entails amongst other things being brought up in England as a real Englishman. The other representations of British cultural identity included the identities English people, Englishmen and cockneys. The identity English people includes both of the identities Englishmen and cockneys. The representation of English people is that background, class and the way you speak are important and that English people check each other’s background and class by listening to one another’s speech. The representation of Englishmen includes that they are upper-class proper Englishmen who speak the Queens English whereas cockneys are represented as lower-class people who speak a vulgar sort of English. In the 1980s text there are two representations of British cultural identity. The first one of these, which was found to be represented in a stereotypical manner, is constituted by the group identity pupils with British cultural background within a culturally and nationally diverse class in Britain. This representation is culturally exclusive since only pupils with British cultural background are included in this representation. The second representations of British cultural identity found in the 1980s text is a British class made up by a group of pupils with culturally and nationally diverse backgrounds. This representation was deemed to be non-stereotypical and culturally inclusive since this representation of British cultural identity is culturally diverse.

The diploma thesis Forms of internal differentiation and their application in the textbook set Berliner Platz Neu 1 deals with internal differentiation in the chosen textbook set for German as a foreign language. The thesis is devided into a theoretical and a practical part. In the theoretical part, attention is given to the importance of internal differentiation as one of the possible solution to the heterogeneity in the classroom. The thesis focuses on four main forms of internal differentiation - the methodological, social, methodical and work- organizational differentiation. Each form is further divided into subcategories which are described in details. The practical part is devoted to the actual research. Firstly, it presents theoretically the textbook set Berliner Platz Neu 1, its authors and its parts. The textbook set consist of a textbook combined with an exercise book, an additional exercise book, a teśt book and a teacher's book. The textbook set is analysed according to given criteria for didactic and social differentiation. The thesis highlights these activities in the textbook that are suitable for differentiation and comments on the possibility of further differentiation. The aim of the thesis was to find out whether and how the selected textbook set Berliner Platz Neu 1 work with...

Nowadays, becoming proficient in merely one variety of English may not be sufficient, since this does not guarantee an ability to communicate with the vast majority of English speakers worldwide (Modiano, 2009; Fang & Ren, 2018). Despite this, studies show that European ELT still largely focus on certain varieties over others (Modiano, 2009); hence, it is interesting to study the materials used within this context. The present study is intended to contribute to research within the field of World Englishes and ELT. The purpose of the study is to investigate linguistic variation and language ideology in teaching materials used in the course of English 5 within Swedish upper secondary schools. For this purpose, a content analytical approach has been applied for data collection, combining qualitative and quantitative methods. Two EFL-textbooks, Blueprint A 3.0 and Viewpoints 1, have been analyzed and three interviews have been conducted with EFL teachers working in Swedish upper secondary schools. The data elicited through the study shows that linguistic variation in English is limited within the two textbooks, and that when speakers of non-standard varieties appear in the textbooks they are presented in a controversial manner. Moreover, the interviews conducted with the teachers yielded insights into teachers’ perspectives on the importance of exposing students to different varieties of English. The perspectives offered through the interviews imply that not all teachers consider the knowledge of dialectal and social variation within the English language to be of importance, despite that it is, in fact, an objective set for students taking the course of English 5. In general, the findings suggest that the linguistic representation within Swedish teaching materials and practices still favor certain Englishes, i.e. British and American English, over others.

This study investigates how students explain 20th century political history in relation to their textbook and their teacher’s  picture-slide presentations. The study is based on theory’s relating to historical literacy and phenomenography and envisages to contribute to history didactics science concerning assessment of student text. The results show a variety of ways in which students explain facts. Students either drop facts with or without being able to explain them. The results also show that some students are able to explain causational connections using connecting markers. Furthermore, the result show that students are able to independently express opinions about events in history with little or more arguments to back up their choice. Lastly, the study establishes that the contents of the textbook and picture-slide presentations reflect the contents of the students’ answers to a large extent. The study also claims to be helpful with assessment of student texts. The aspects in which the students write about history can be useful when assessing text to keep the teachers’ focus on the same things while assessing. This in turn can decrease the risk of irrelevant construct variances to affect the teachers’ assessments, as well as, benefit reliability and equality.

Uppsatsens syfte är genom att föra Hartman och Osbecks forskningsresultat vidare gentemot uppsatsens resultat, diskutera hur läroböckernas textinnehåll stämmer överens eller skiljer sig åt med utgångspunkt i James Rest’s Four – Component model och tidigare forskningsverk, kommer denna examensuppsats bidra med en ökad förståelse för hur läroböcker kan tänkas ge möjligheter till att elever fördjupa sina moraliska resonemang utifrån ett religions didaktiskt perspektiv.  Forskningsmetoden som använts i denna uppsats är en kvalitativ innehållsanalys utifrån en analysmodell som grundar sig i Osbecks analysmodells kategorier över de etiska kompetenserna: Tänka över information, Genomföra handling, Ta in information och värdegrundsriktning. Uppsats resultat är att inte alla de granskande läroböckerna innehåller de exempelbegrepp som anges i lgr11, samt inte innehåller vardagliga moraliska frågeställningar som berör det innehåll som också framkommer i lgr11 för ämnet religion. Resultatet gav inte heller ett överensstämmande resultat med Osbecks forskningsresultat som hävdar att läroplanen bara stämmer överens med FCM steg 3 och 4. Då denna uppsats resultat uppvisar att frågeställningarna kan tänkas utveckla elevers moraliska resonemang utifrån FCM två steg: 2 – moralisk bedömning och steg 3 – moralisk motivation. / The purpose of the thesis is by advancing Hartman and Osbeck's research results towards the results of the thesis, discussing how the textual content of textbooks corresponds or differs based on James Rest's Four – Component model and previous research works, this thesis will provide an increased understanding of how textbooks might provide opportunities for studentsto deepen their moral reasoning from the didactic perspective of a religion.  The research method used in this thesis is a qualitative content analysis based on an analysis model based on Osbeck's analysis model's categories of ethical competences: Rethinking information, Conducting action, Taking in information and Values.  The thesis’s result that not all the reviewing textbooks contain the example concepts set out in lgr11, and do not contain everyday moral questions that touch on the content that also appears in lgr11 for the subject of religion. The results also did not match Osbeck's research findings, which claim that the curriculum is only consistent with FCM steps 3 and 4. Since this paper's results show that the questions may develop students' moral reasoning based on FCM two steps: 2 – moral judgment and step 3 – moral motivation.

Awards or grant programs are a common way for higher education institutions to incentivize the use of Open Educational Resources (OER) and other affordable course materials. This study evaluates the results of a two-year pilot OER awards program at East Tennessee State University. To assess the awards program, we used data from student savings and program costs, grades, drop-fail-withdrawal (DFW) rates, and survey results compiled within the COUP framework (Cost, Outcomes, Usage, and Perception). The initial monetary return on investment was moderately positive, while the grades and DFW rates remained steady. The faculty and students rated the open and affordable materials as well as the OER awards program favorably but expressed some issues with using and implementing open and affordable resources. Based on these results, we determined that the awards program was worth the costs and efforts but needed improvements specifically to address the faculty’s feedback around the lack of time to implement OER and the absence of OER for their courses.

Abstract The aim of this study is to examine the role that textbooks have within the subject of English in Swedish secondary school, years 7-9, and the psychological impact textbooks may or may not have on pupil language learning. Theories used in this study support the fact that pupils who are able to independently develop their language skills are more successful language learners, including the self-efficacy theory, theories about motivation, i.e. the Self-Determination Theory and the L2 Motivational Self System, and learning independence. Mixed methodology was applied to extract both quantitative and qualitative data. In this study, three Swedish EFL teachers from years 7-9 were interviewed to determine their attitudes towards textbook use during their everyday teaching and their views on how textbooks impact their pupils’ achievements of self-efficacy and independence. Additionally, 212 Swedish pupils in years 7-9 answered questions on their perception of their textbooks through a digital questionnaire. The interviewed teachers, as well as the pupils’ responses, showed reservations regarding textbook usage, especially regarding the ability for pupils to relate to textbook content, and the lack of support for pupils with learning disabilities (e.g.,dyslexia). Pupils also responded that they were not using their respective textbooks independently. Analysis of the results shows that textbooks, whether digital or printed, are not useful EFL learning tools on their own, as they do not fully support pupil self-learning. Most notably, the interviewed teachers and the pupils’ responses both signal a lack of relatedness in the contents of their textbooks. Future studies should focus on intrinsic motivation through pupil perceptions of relatedness in textbooks