This diploma thesis deals with the graphic processing of the chapter Birds (Aves) in natural science textbooks for teaching at elementary school or lower grammar school with a focus on the model species (hereinafter referred to as MS) used for the chapter. The focus on MS stems from the fact that the authors choose different taxa representatives from the taxon, they are not uniformly displayed or described. The theoretical part of the DT deals with the definition of a textbook and the possibilities of its analysis. In particular, research is described here, which focuses on the importance of graphic information in textbooks and misconceptions in pupils for the taxon birds. In the second part of the chapter I deal with the characteristics of the bird taxon. In the practical part of DT, my first goal is to map and analyze graphic information and its processing for the taxon birds (Aves) in natural science textbooks for primary and lower grammar school. The analysis involves the comparison of specific textbooks, the ways in which they are displayed, the ways of describing them in the text and other characteristics that relate to all general pictures that show important features of the group. Another aim of this part of DT is to describe and evaluate the MS for the bird tax (Aves), which would be...

This study is investigating how English as an international language is represented in textbooks of institutionalised second language learning at upper secondary high schools in Germany and Sweden, as well as if and how these representations differ. The method to be used in this essay is a textbook analysis, in which the frequency of references to Inner, Outer and Expanding Circle countries (see Kachru’s (1992) concentric model of World Englishes) is measured. It is thus a comparative study between German and Swedish textbooks, with focus on upper secondary schools and on the representation of English as an international language. The aim of this study is to investigate whether textbooks in the EFL classroom in Swedish and German upper secondary schools present English as an international language.

The diploma thesis focuses on generalization tasks. Its aim is to gain insight into the solving strategies that pupils use and to determine whether the chosen approach depends on the acquired knowledge about the variable. The work is divided into theoretical and research part. The theoretical chapter contains three parts. The first is devoted to letters in mathematics and generalization problems as one of the ways of introducing a variable. The next part presents the results of Czech pupils in the international comparative research TIMSS in the problems on generalisation. The last part is devoted to curricular documents and the analysis of selected textbooks in terms of the occurrence of generalization problems. More attention was devoted to the only textbook series which includes generalization tasks. The research part is the core of the work. Its aim is to describe the solution strategies of selected pupils. Four tasks were the basis of the research. They were selected by the author from various research sources and graded according to their difficulty. Pupils who had already encountered the term variable were the target group as well as pupils for whom it was a new term. Eight pupils participated in the research. They were interviewed about their solutions of the assigned tasks. Next, the...

In this study, the content and depiction of security policy in Sweden was studied in educational social studies textbooks, derived from the 3rd course from two different curriculums: Lgy 70 and Lpf 94. The purpose of the study was to examine if there is a notable development and shift in the way that security policy is depicted and described in Swedish textbooks, and to do it in consideration of the drastic geopolitical changes that came with the fall of the Soviet Union and the end of the Cold war. For this study, a qualitive content analysis was used. The purpose of this study is structured around 3 questions: Are there differences in content and depictions between textbooks, and if so, what are they? How has content and depictions changed between the two curriculums? And how can these potential differences be explained?To answer the last question, a theoretical framework was used that emphasizes the importance of external factors such as geopolitical conditions in shaping perceptions and policy, which in turn may affect content and depiction in textbooks, as well as an approach where the textbook is understood as a reflection of the social climate. The results of this study show a significant difference regarding content and depictions in textbooks between the two curriculums, regarding the threat level, perceived security threats, security goals, the purpose and relevance of the policy of neutrality, to name a few. For example, Lgy 70 textbooks depicted possible aggressions as being as likely to occur from NATO as the Warsaw pact, whereas Lpf 94 textbooks took a more open stance, emphasizing Sweden’s cooperation with NATO and EU.

Sammanfattning/Abstract Olsson Nina ( 2005) Svensk-norska unionsupplösningen i läroböckerna. The Swedish - Norwegian union in textbooks. Gymnasielärarutbildningen, Historievetenskap och lärande. Lärarutbildningen, Malmö högskola. Syfte Syftet med detta arbete är att undersöka och jämföra hur den svensk- norska unionsupplösningen har behandlas i norska och svenska läroböcker i historia. Samt identifiera skillnader och likheter och försöka förklara dem. Metod Christer Karlegärds har ett antal punkter för att analysera läroböcker i historia. Det är utifrån dessa punkter jag har valt att analysera texterna om unionsupplösningen. Jag jämför läroböckerna med varandra för att se skillnader och likheter. I min analys redogör jag för rimliga hypoteser som syftar till att förklara de skillnader och likheter jag har identifierat. Resultat Undersökningen visar att det finns en hel del skillnader och likheter. Den största skillnaden är texternas omfattning. De orsaker som kan förklara skillnaderna är att unionsupplösningen har olika betydelser i de båda länderna och detta i sin tur har påverkat läroböckernas utformning. Likheterna i texterna kan förklaras med likartade kursplaner och läroboksförfattarnas vilja att framställa så neutral historia som möjligt. Nyckelord: Unionsupplösningen 1905, läroboksanalys, norska historieböcker, svenska historieböcker. / Purpose The purpose of this work is to examine and compare how the dissolution of The Swedish – Norwegian union, is handled in textbooks. The purpose is also to identify similarities and differences and attempt to explain them. Methods Christer Karlegärd has a number of points to analyze text books in history. I have based my study on these points. In my final analysis I describe reasonable hypothesis, in order to explain the similarities and differences I have found. Result In my work I found a number of similarities and differences. The biggest difference is the variation of length. The Norwegian texts are longer than the Swedish. I found that the reason to why the Norwegian texts are longer than the Swedish is because the view of the dissolution of the union is differently. And that is shown in the text books. The similarities can be explained by the writers will to describe history as neutral as possible. Keywords: The dissolution of The Swedish – Norwegian union. Textbook analysis Norwegian history books, Swedish history books.

Syftet med detta arbete är att se hur det multikulturella samhället speglas i de läromedel som används på skolorna idag. Undersökningen tittar på vilka individer som väljs ut som representanter för en hel religion och tar avstamp i ett genus och etnicitetsperspektiv. Läromedlen är alla utgivna under Lpo 94. Resultaten har kommit fram via en innehållsanalytisk och komparativ studie där individerna i läromedlen undersökts; saker som kön, etnicitet och innehåll i utsagorna har lyfts fram. De har därutöver komparerats mot varandra för att ge ett övergripande resultat och sammanställning. Sammanfattningsvis ges en bild av ett gott genus och etnicitetsperspektiv hos individerna i de läromedel som undersökts. / The aim of this study was to examine how the multi cultural society is reflected in the Religion textbooks used in schools today. The study looks at which individuals are chosen as representatives of a whole religion and it takes off in a gender- and ethnicity perspective. The textbooks have all been published under the curriculum of Lpo 94.The results were found with the use of a content analysis and a comparative analysis. These analyses have been used to look at the individuals in the textbooks and things like gender, ethnicity and content in their statements have been emphasized. In addition to that these things have been compared to one another in order to form a general compilation of the results. In conclusion, the image of the individuals examined in the textbooks proves to be of a fair gender- and ethnicity perspective.

The purpose of the study is to se how coherent certain parts of four textbooks is with the curriculums Lpo 94 and Lgr 80. The study will examine Christianity and Islam in four textbooks. The aforementioned books are high school textbooks. To help us conduct the study we will use Hellspongs qualitative analysis method that’s allows us to conduct a profound analysis. The results are then compared to the curriculums to give us our answers. The comparisons are based on three different parts. The first part is the analyzed material. The second part is the earlier research that we present in the paper and it is the studies scientifical platform. The third part is the curriculums. The result of the study is that the textbooks show flaws in the comparisons to the curriculum. We find parts that are influenced by the authors in form of generalizations, a patriarchal view of women and the textbooks tend to use Christianity as the norm for other religions. A positive thing is that the newer books that are based on Lpo 94 show a clear approach against prejudice. They contextualize certain hot spot topics and problematize others and by doing this the books create a platform for better understanding.

This essay aims to contribute to the field of criticism of religion and citizenship education by analyzing how two Swedish textbooks portray different forms of criticism of religion. Based on Stenmark´s definition of criticism of religion that contains internal, external, negative and constructive criticism of religion and content analysis, the occurrence of the various forms of criticism of religion is categorized and counted. Furthermore, the portrayal of criticism of religion is analyzed based on agent and existence in order to examine the type of citizen that the textbooks' portrayal can give rise to. The use of content analysis contributed to being able to identify and categorize different forms of criticism of religion. The second part of the analysis, which was based on agent and existence, contributed to creating a deeper understanding of what the depiction of criticism of religion can mean from a citizenship education perspective. The results showed that all forms of criticism of religion appeared in both textbooks, but to different extents. Furthermore, the results showed that the portrayal of criticism of religion in the textbooks probably affects citizenship education.

This study conducted to examine the distribution of problem-solving tasks in mathematics textbook related to mathematical literacy. The aim of the study was to analyze the extent to which mathematical literacy is addressed through problem-solving tasks in two grade 4 mathematics textbooks. To analyze the types and distribution of problem-solving tasks within the textbooks the study employed a quantitative approach where the analysis tool was based on four main components that contribute to development of mathematical literacy. The findings revealed that the distribution of problem-solving tasks over had overall was similar with a few differences in percentage in both textbooks. The textbook Matte Direkt 4A provided a greater emphasis on mathematical literacy through problem-solving tasks compared to Koll på matematik 4A. The results also indicated that problem-solving tasks who had a context within the real-world were more prevalent than others in the materials analyzed. These findings implicate the need for a more balanced and comprehensive approach to incorporating problem-solving tasks that promote mathematical literacy in educational materials.

The aim with this research is to investigate how Primary school textbooks present and describe the Holocaust. The purpose of looking at how the Holocaust is portrayed in Swedish school textbooks gives us a perspective and knowledge that can be useful in our own profession as teachers. The method we have used is a text analysis created by Niklas Ammerts, called the four representations models. These are ascertaining, explainable, analytic/reflective, and normative. We analyzed six textbooks from three different publishers, spanning from the year 2003 to 2021, to see if any changes had happened in the portrayal of the Holocaust in Swedish schoolbooks.   The textbooks we analyzed were mainly based on just explaining basic facts with little to no explanation to why things happened. The newer books have more explanation in them than the older ones, however just barely.