The principal aim of this essay was to study why some teachers at upper secondary school choose to work with alternative material in the English classroom, whereas others choose a combination of alternative material and coursebooks. The investigation further deals with how alternative material is used. What students think about various kinds of material and whether they are encouraged to influence the choice of material has been considered as well. The method used was interviews with three teachers and six students. The results of the study showed that all three teachers agreed that coursebooks should not be the only teaching material used in the classroom; they believed that the use of course-books alone would be boring and not very stimulating for the students. Coursebooks combined with alternative material were considered to work very well as teachers and students benefit from the advantages of both. Furthermore, alternative material would be used more if it were not such a time-consuming business for the teachers. Concerning how the three teachers made alternative material, practise varied. One teacher for who mainly used alternative material and also made it herself, had many different sources, whereas the other two teachers mostly used books and movies. Regarding the students, their requests of teaching material varied. The majority however preferred either alternative material or a combination with coursebooks. They also declared that they are encouraged to influence the choice of material.

<p>The principal aim of this essay was to study why some teachers at upper secondary school choose to work with alternative material in the English classroom, whereas others choose a combination of alternative material and coursebooks. The investigation further deals with how alternative material is used. What students think about various kinds of material and whether they are encouraged to influence the choice of material has been considered as well. The method used was interviews with three teachers and six students.</p><p>The results of the study showed that all three teachers agreed that coursebooks should not be the only teaching material used in the classroom; they believed that the use of course-books alone would be boring and not very stimulating for the students. Coursebooks combined with alternative material were considered to work very well as teachers and students benefit from the advantages of both. Furthermore, alternative material would be used more if it were not such a time-consuming business for the teachers. Concerning how the three teachers made alternative material, practise varied. One teacher for who mainly used alternative material and also made it herself, had many different sources, whereas the other two teachers mostly used books and movies. Regarding the students, their requests of teaching material varied. The majority however preferred either alternative material or a combination with coursebooks. They also declared that they are encouraged to influence the choice of material.</p>

The aim of this study is to examine nine texts used as teaching material in the reading project A Reading Class in terms of three different text-analytical structures. The texts analysed are non-fiction texts intended for grades 1–3. The analysis focuses on the similarities and differences in the textual, ideational and interpersonal structure of the texts and how the progression in the texts is revealed.   The result of the analysis shows that there are considerably more similarities than differences between the texts as regards the analysed structures. The analysis cannot find any clear progression between the texts in certain respects, although the analysed material is intended for pupils in different grades, while in other respects it is possible to see some notion of progression. The result also shows that the concept of progression is problematic to apply in a text analysis alone, since it is affected by how teachers work in practice with the material in the classroom.

This study uses interviews to investigate what kinds of teaching material three teachers in the early years of compulsory school use, and how and why they have chosen to use these particular materials. The study also examines which factors guide the teachers in their choice, and what they see as teaching material. The study applies a sociocultural perspective on learning, viewing teaching aids as artefacts created by humans and as a communicative tool in teaching. The informants’ interview responses have been analysed using content analysis. The result shows that the teachers use several different forms of material to teach Swedish to pupils in the early years of compulsory school. They see and use both publisher-produced textbooks and traditional photocopied handouts, as well as tablets, computers and other material, as teaching aids. The teachers think it is important to use more than one form of material in teaching, and that a functional teaching aid should be capable of individual adaptation so that every pupil can work at his or her level of knowledge. Teaching material should also be motivational so that the pupil will be able to acquire an improved knowledge in the subject of Swedish. The potential for individual adaptation is a factor that guides the teachers in their choice of teaching material, but they also consider the look of the material and the faith they place in the textbook publisher.

Este trabalho tem como foco analisar o material didático de matemática, mais precisamente os livros de matemática do Ensino Fundamental de 6º e 9º ano, no sentido de explorar as situações colocadas pelos autores e validar as experiências nelas contidas, através de um estudo aprofundado, estabelecendo critérios para análise de resultados matemáticos que norteiam a vivência de nossos alunos em geometria. Foi realizada uma pesquisa, envolvendo materiais didáticos, professores de Matemática e estudantes do 6º e 9º anos, utilizando-se do espaço da Sala de Leitura com o interesse de promover discussões sobre a real aplicabilidade dos conceitos de Geometria, analisando soluções de problemas propostos e validando resultados como fonte de pesquisa para o conteúdo estudado. Foram observadas situações de ensino aprendizagem significativas no material da rede SESI e na rede pública, porém os alunos não tem conhecimento prévio para utilização de recursos que determinam a estratégia de resolução, ou seja, os professores ainda utilizam a teoria pra chegar à solução enquanto que o material, nas dimensões observadas, tem como ponto de partida a situação problema para elencar hipóteses e elaborar a teoria construindo o conhecimento através de conceitos vivenciados e validação dos resultados. Experiências com alunos do 6º ano constataram muita dificuldade em resolver os problemas propostos pelo material, pois não conseguem caminhar sozinhos, isto é, necessitam de algum exemplo para iniciar as estratégias de resolução. Em questionários responderam que não sabiam muito de geometria, pois o conteúdo era deixado para o fim do semestre e que precisavam de um modelo para que conseguissem resolver os problemas propostos. No sentido de subsidiar o trabalho do professor foram propostas resoluções de problemas do material adotado sem o modelo, tirando assim o aluno de sua zona de conforto, ou seja, fazendo com que ele consiga construir estratégias de desenvolvimento para solucionar o problema com o mínimo possível de ajuda do professor. Também os alunos do 9º ano apresentaram muita dificuldade em construir estratégias de resolução, porque essa cultura de seguir o modelo perpetua há muitos anos nas aulas de geometria, que são deixadas para o segundo semestre. Com as análises e procedimentos realizados, é possível afirmar que a metodologia de Resolução de Problemas pode representar uma estratégia eficaz no processo ensino-aprendizagem de geometria e que os materiais didáticos adotados oferecem recursos para isso acontecer, garantindo que o aprendizado ocorra de modo significativo e contextualizado. / This work aims to analyze the didactic material of mathematics of the 6th and 9th grade of Primary Education, in order to explore the situations offered by the authors and validate the experiences in them, through an in-depth study, establishing criteria for analyzing mathematical results that guide our students\' experience in geometry. A research was carried out, involving didactic materials, Mathematics teachers and students of the 6th and 9th grades, using the Reading Room as workplace, with the purpose of promoting discussions about the real applicability of the concepts of Geometry, analyzing solutions of proposed problems and validating results as a research source for the studied content. Significant teaching situations were observed in the material of the SESI Education network and in the public Education network, but the students do not have prior knowledge to use resources that determine the strategy of resolution, in other words, some teachers still use the theory to reach the solution, while the material, in the observed dimensions, has as its starting point the problem situation to list hypotheses and to elaborate the theory constructing the knowledge through known concepts and validation of the results. Experiences with 6th grade students have found a deep difficulty to solve the problems proposed by the material because they cannot solve the exercises alone, thus, they need some example to start the strategies of resolution. In questionnaires, they answered that they did not know much of geometry, because the content was left to the end of the semester and that they needed a model, so that they could solve the proposed problems. In order to subsidize the teacher\'s work, students were asked to solve problems of the adopted material without the \"model\", thus taking the students out of their comfort zone, enabling them to build development strategies to solve the problem with the least help possible from the teacher. Students of the 9th grade had a great difficulty in constructing resolution strategies because this \"culture\" of following the model perpetuated for many years in geometry classes, once they are left for the second semester. With the analysis and procedures performed, it is possible to affirm that the Problem Solving methodology can represent an effective strategy in the teaching-learning process of geometry and that the adopted didactic materials offer the resources for this to happen, ensuring that the learning occurs in a significant and contextualized manner.

<p>The intention of this essay is to critically analyze which perspective on gender that is conveyed in schoolbooks on religion in contemporary Sweden. The main question is: what gender perspective is conveyed in schoolbooks on religion? The sub questions are: what does the writer emphasize and what has the writer excluded from the text? Are the historical and discursive aspects of gender presented in the schoolbooks? What remains to be developed regarding the gender perspective in the schoolbooks?Earlier research has shown that men are overrepresented in the schoolbooks and that women and men are shown in stereotypical ways. This study highlights whether two books, written for the A-course in the upper secondary school and printed in 2007 and 2008, have been influenced by the recent requirements on equality in teaching material.The method used is a text analysis built on critical theory and Yvonne Hirdman’s theory of the gender system. The analysis is based on gender theory.The result shows that gender issues mainly are not regarded as important for religion in schoolbooks, when women are visible it is mostly their social role within religions that is represented and explained. The gender system of the religions is excluded from the text. The main conclusion from this study is that the schoolbooks need a more profound gender perspective, where masculinity and femininity are dealt with as human-created concepts.</p>

¡@¡@The purpose of this study was to devise the innovative science teaching material and to investigate the instruction effect of innovative science teaching material. Thus, there were two major parts in this study, including the development process of teaching material and the instruction experiment. Firstly, seven award-winning science teachers with average 24 years seniority were gathered and organized as ¡§an innovative science teaching material development team.¡¨ Through regular team discussion and sharing, the team devised three teaching units¡X ¡§the weather variety,¡¨ ¡§simple machine,¡¨ and ¡¨burning¡¨ based on Creative Thinking Instruction Model¡]CTIM¡^. Besides, we used case study as the method and through in-depth interviews, we realized the factors that contribute to an award-winning science teacher' creative teaching material based on Amabile's¡]1997¡^componential model of creativity. ¡@¡@Secondly, the purpose of the instruction experiment was to investigate how the teaching material executed. The experienment group teacher received a 3-day instruction demonstration and reflection from the workshop by the team, while the contrasted group teacher didn¡¦t. We selected 110 sixth graders in one Kaoshiung primary school and proceeded 8-week different instructions. We took a quasi-experiment design and used ¡¨Technology Creativity Test¡¨, ¡§Creative Problem Solving Test¡¨, and self-developed science achievement tests as assessment tools. The applied analysis methods were descriptive statistics, One-Way ANCOVA, One-Way MACOVA, and Rasch-analysis. ¡@¡@The main findings were as follows: (a) the creative product of the award-winning science teacher conformed to Amabile's theory; (b) it seemed that the creative instruction workshop facilitated teachers to learn from award-winning science teacher; (c) the innovative science teaching material had significant effects on enhancing sixth graders¡¦ technological creativity; (d) students in different groups did not perform differently on problem solving abilities; (e) the innovative science teaching material had partial significant effects on enhancing sixth graders¡¦ science academic performance. Finally, some suggestions were proposed for educational instruction and future studies.

In this case study, I gathered information with regards to their attitudes to digitalization and digital teaching materials from a small group of language teachers at a school in the south of Sweden. As a teacher to be, my aim was to explore how digitalization and digital teaching materials have changed the opportunities for education and learning for language teachers and students. I intentionally kept my questions wide to learn about the kind of environment I am about to enter and need to be prepared for. As a result, by having undertaken this survey the findings should help me pre-empt different situations, problems and opportunities I am about to encounter. In general, when talking about digital teaching materials, the boundaries between hardware, software, digital teaching materials, the internet and IT-platforms appear vague. Therefore, as they also complement each other, I have chosen to use the term “digitalization” to unify these five components mentioned above. The results summarize reflections and attitudes of how and in what way digitization has changed the conditions in the classroom for teaching and learning, as well as views on its advantages and disadvantages. The analysis of the results focus on three areas; hardware, software and digitalization including digital teaching materials. The theme of digitalization has been analyzed with the influence of a SWOT analysis which then generates the conclusions, in which the SWOT analysis is commented upon and supplemented with my own reflections and possible developmental scenarios for future improved study results.

In this thesis, I explain to pupils principle accessible form of computer networks, the method of their protection and monitoring. I created an interactive teaching material for primary school pupils, who is familiar with this issue so that your concept of what a computer network works, how it can be secured against intruders, and how we can monitor the operation of the network.

The topic of the thesis is The Geomorphology Teaching at Primary Schools. To be specific, the thesis occupies with the creation of the alternative teaching material for teaching Geomorphology at primary schools with its utilisation in Geography lessons, Geography seminars, hobby groups and as some inspiration and source of information for teachers as well. The thesis results from the Framework Education Programme for Primary Education, respectively from the educational field ,,Human and Nature``, from topical areas ,,Natural picture of the Earth", ,,Environment`` and ,,The Cross-Country Geographical Education, Praxis and Application``. The teaching material is divided into a text part, worksheets and worksheets key. Another part of the thesis is also the analysis and evaluation of Geography textbooks designed for Primary Schools according to defined conditions. The evaluated condition is the quality of elaboration of Geomorphology contents and the structure of the textbooks.