Previous research has shown that teaching material reproduces ideology; and according to the professor in History of Ideas, Sven-Eric Lied man, ideology can be read out in all sorts of texts. This is in contrast with the Swedish curriculum, which claims that the teaching should be objective and comprehensive. The aim with this study is to investigate if there is any reproduction of ideology in social science textbooks. With this background I have examined four social science textbooks, by using qualitative research methodology and ideology analysis.  Results showed that all four textbooks are reproducing ideology. In the analysis I have been using the methodological framework, ideal types and for this purpose three ideologies; Liberalism, Revisionism and Conservatism were defined. The interpretation of the results was that the dominating reproductions in the textbooks exhibited liberalism and revisionism, but some conservative reproductions could be found in the schoolbooks as well. Many of the reproductions were read out latent in the books. The authors were also using evaluative written language and a lot of watchwords.  The results correspond with the majority of previous research. / <p>2017-01-20</p>

In this article, the reader will find methodological guidelines on how to write a college textbook. It offers procedures for setting up a work team responsible for the preparation of textbooks; explains how to define the topics to be addressed, as well as procedures for information management, and detection of appropriate literature. Additionally, it emphasizes theoretical research types, interpretation of theories, theoretical conclusions and the pedagogical function of the college textbook. Finally, it provides some editorial guidelines, such as textbook structure, notes, bibliographical references, images and charts, authors’ biographies, correction stage, and final review up to distribution. / En el presente trabajo, el lector encontrará pautas metodológicas para la realización de un libro de texto universitario; se sistematizan procedimientos para la conformación del equipo de trabajo encargado de la elaboración de los libros de texto; se explica cómo delimitar las temáticas que pueden ser abordadas; se exponen los procedimientos de gestión de la información, así como la detección de la literatura apropiada. Además, se enfatiza en las formas de indagación teórica, interpretación de teorías, conclusiones teóricas y las funciones didácticas del libro de texto. Por último, se exponen algunas pautas editoriales que van, desde la estructura del libro de texto, notas, referencias bibliográficas, tratamiento de imágenes o tablas, semblanza de los autores, etapa de corrección; hasta la revisión final y puesta en valor de la obra.

Ethics is overall an important subject in school education but distinguishes in religious education compared to other school subjects. I have chosen this subject in the light of the fact that there’s not been done much research about the didactics of ethics. The aim of this study is to analyze three textbooks on religious education to see what didactic choices are made within the subject of ethics. The purpose is to investigate the space ethics is given in the books, what topics are discussed and how the content is described. The purpose of this study will be answered by the following questions: How much space is given to the subject of ethics in the textbooks? What topics from the curriculum are concerned and which ones are excluded? In what context is the subject of ethics attended and how is the content described?  The study was approached through a quantitative and qualitative text analysis. The theoretical framework is based on the term selective tradition by Raymond Williams and Basil Bernstein’s concept of classification. Selective traditions refer to patterns within different subjects and thus helps me analyze the patterns I encounter in the textbooks. Classification refers to the relation between subjects which helps me analyze the relation between ethics and religion. Results show like previous research that ethics is not prioritized in none of the textbooks as it is given very little space. Furthermore it turns out that only one out of the three books concerns most of the topics from the curriculum. The results also show that two out of the three books describes ethics in a religious context thus emphasizing the importance people’s beliefs have on their morality.

The purpose of this essay is to investigate how the writers of two history textbooks describe females and males, and how they are presented in different discourses. The theories, which constitutes the foundation of the essay is that of gender studies, queer-theory and gender-socialization. The main methods of the essay are discourse analysis and text analysis. The main questions are: - What type of discourses are found in the text books and how would they be described? - How are women and men depicted in the found discourses? - How are the discourses holding up with school values? The results of the essay concluded that there are three different discourses present in the two text-books. These discourses are as follows: ”women as oppressed”, ”women mentioned in relation to the male sex” and ”males as the oppressors”. These discourses are analyzed with the mentioned theories above.

This thesis presents different points of view on vocabulary. Its aim is to define its role in language teaching. There are four main chapters in the theoretical part: history of methodologies, psychological and neurolinguistic aspects of teaching, fields of vocabulary knowledge and finally stages of vocabulary teaching. The work addresses both the historical development and current tendencies. In the practical part, we first made a didactic analysis of selected textbooks which deal with vocabulary. Furthermore, a selected range of vocabulary (family) was analysed according to the techniques of introducing, semantisation and practicing activities. Several shortcomings were revealed, such as lack of information about the pronunciation, word grammar, register, audio recordings and especially dearth of language skills nowadays often emphasised in Europe. The last part of this work was to create a separate file for teaching the topic of family, so that on the one hand it corresponds to the theoretical knowledge and on the other hand, is based on an analysis of textbooks. Therefore it was possible to demonstrate their applicability to the given range of vocabulary. The aim of the thesis was to define the role of vocabulary in teaching, which we did not do only in methodology, but also in linguistics and...

The thesis focuses on mistakes and problems in manipulations with the algebraic expressions occurring to pupils at the second level of Elementary school. The thesis is divided into a theoretical and experimental part. The theoretical part contains description of manipulations with algebraic expressions, selected results of international comparative surveys, and an analysis of related foreign research. Analysis of three series of textbooks, according to which pupils involved in the experimental project are taught, is essential for understanding of possible origins of their mistakes. The classification of mistakes in manipulations with algebraic expressions is included. At the core of the work is the experimental part aiming to identify problems and mistakes of pupils when manipulating and working with algebraic expressions. The participants of the research consisted of six third-grade pupils of an eight-year Grammar school (13-14 years old) and eight ninth-grade pupils of an Elementary school (14-15 years old). Test used for my experiment came from the GA ČR project Critical parts of mathematics in primary school. The investigation was carried out individually with each pupil by the method of monitoring clinical interviews over the solution of the test tasks. The obtained data was qualitatively...

in English Aim of the thesis: The aim of this diploma thesis is to define the term drill and depict its current use within the English lesson and also assess its role within the language school, where drill is used as a primary teaching technique. Drill is a technique which went through its greatest development when the Audiolingual method became widespread but gradually, throughout the time of the Communicative approach, it began to lose popularity. Despite this, the drill has not been completely forgotten. Not only can we see drill exercises in modern textbooks, but we also encounter drill in the classroom. Drill has been defined in the theoretical section, where its forms have also been described. In addition, the use of drill in various different methods has been further elaborated on and the reasons that led to its downfall. Theoretical part: The aim here is to answer a number of questions: Why do teachers use drill? What are the drawbacks? What do learners prefer as an alternative? Why do some learners deliberately sign up for classes in language schools where drill is mainly used and what results and experience the language school has with drill? Practical part: The author describes her own research, which is based on a questionnaire survey done in a language school where drill is used as...

The present thesis is concerned with the current trends in teaching listening as they have been presented through a number of articles in various journals and mainly in the book by John Field: Listening in the Language Classroom who urges for a process approach, and ascertaining if these new methodological recommendations are finding their way into the classroom practice nowadays through an analysis of a number of frequently used language textbooks. The approach to teaching listening has been developing as a part of many methods used for teaching foreign languages over the years and it has gone from a completely omitted skill through a position of a rather neglected one up to its today status of causing major problems to students who complain that the speakers on the recordings speak too fast or that they cannot understand every single word. It is often the case that students manage to master listening in the confines of the language classroom, learn to cope with typical textbook listening exercises and understand their teachers and classmates, but when confronted with real-life listening outside the classroom, they frequently run into a kind of glasswall and are simply not able to deal with it. The analytical part is based on the analysis of the listening exercises in the very first and newest...

Title: Pupils' problems when solving problems requiring substitution Abstract: The work focuses on 8th and 9th graders' difficulties and mistakes when solving problems using substitution. The theoretical part defines the used concepts and discusses selected results from international comparative studies and studies focusing on substitution. The main goal of the work is to identify pupils' difficulties and mistakes they make when solving problems using substitution and to discover their origin or cause. To achieve this goal the empirical part begins with an analysis of three sets of textbooks used by pupils involved in this research study. This is followed by a description of conducting and subsequent analysis of fifteen clinical interviews on problems with substitution with 14 to 15 year old pupils (9th graders from elementary schools and 3rd graders from lower secondary grammar schools). In the final part the most common mistakes are summarised and relations to their possible origin in the set of textbooks used looked for. The conclusion is that pupils do not have problems with substitution as such when substituting natural numbers into first power variables. However, this does not hold for substitution of variable in the second power. Pupils have problems when substituting for a variable with a negative...

Teorie a praxe tvorby učebnic chemie pro střední školy Mgr. Milan Klečka Abstrakt: Disertační práce je zaměřena na problematiku teorie a praxe tvorby učebnic chemie pro střední školy. Východiskem práce je rozsáhlá rešerše naší a zahraniční literatury zaměřená na analýzu významu, pojetí, charakteristiky a hodnocení učebnic. Dále je uvedena příprava, realizace a výsledky rozsáhlého šetření v rámci České republiky, týkajícího se reálného používání učebnic chemie na středních školách. Formou dotazníkového šetření bylo zjištěno, jaké učebnice chemie jsou v současnosti v praxi nejpoužívanější. Nejvíce používané učebnice obecné a anorganické chemie byly pak vybrány k dalšímu hodnocení metodikou Nestlerová-Průcha-Pluskal. Byl proveden komplexní rozbor osmi nejpoužívanějších učebnic a učebnicových řad obecné a anorganické chemie a porovnány jejich parametry. V závěru disertační práce je uveden přehled jednotlivých parametrů pro každou učebnici a návrh kritérií pro tvorbu optimální učebnice chemie pro střední školy.