The aim of this paper is to compare the subject-specific concepts and their use in two chapters dealing with the subject force in two different physics textbooks for grades 4-6. To achieve the aim, the following questions have been formulated: What subject-specific concepts are used and how often? What representations are used to clarify the subject-specific concepts? To achieve the purpose and the issues raised in the paper, the chapter will be analysed with two different content analysis. The material will then be analysed based on Vygotsky's theory of the development of scientific concepts. The results show that both chapters have about as many subject-specific concepts in comparison to the rest of the words in the chapters. One of the chapters show greater variety of representations with different contexts than the second chapter. Both chapters have used everyday contexts when the subject-specific concepts were explained, but one of the chapters show that different contexts were used depending on the subject-specific concepts.

The aim with this essay is to analyze subject-specific concepts in three textbooks for chemistry for the chapter air. The study will examine how these subject-specific concepts are distributed and how they are represented. The representations used are analogy and metaphor, example, relation and nothing used. The following questions were studied and answered. - Which subject specific concepts are used? - In which frequency does the subject specific content appear? - How are these subject specific concepts used and presented in the text (with analogies, metaphors, examples or relation)? In order to answer the questions for the thesis and to fulfil the aim for this study, a quantitative analysis was done and used as a method. The gathered material was analyzed with Vygotskijs theory of development of concepts. Analysis was made in depth for the subject specific contents that were found in the chapter of air in all three textbooks; which were atmosphere, helium, nitrogen, air pressure, and oxygen. The frequencies of subject specific concepts align with Lindbergs theory (the margin of the amount of unknown words in textbooks has to be 5%) but does not align with Hipkiss theory (2%). Textbook “Utkik” has highest frequency of 4,5%, “PULS” 3,8% and “Boken om Fysik och Kemi” 3,1%. In textbook “Utkik” the most used representation of the common subject specific contents was “relation” with 35%. In textbooks “PULS” and “Boken om Fysik och Kemi”, the most occurring representation was “analogy and metaphor” with 100 % respectively 67%. The results show that the subject specific concepts used in each book were mostly different. The textbooks differ in information and the students will miss out on some knowledge depending upon which book that is studied in the classroom. The essay shows that there is a correlation between earlier studies such as Lindberg (et al. 2007), that in order to improve knowledge of the subject specific concepts, it is crucial to use representations such as “analogy and metaphor”. It is also evident that the teacher has a responsibility to evaluate the textbooks and, in some cases, complement the subject specific concepts in order to increase the students’ knowledge ability in natural science such as chemistry.

Syftet med den här studien är att undersöka vad förskollärare på I Ur ochSkur förskolor har för synpunkter på och erfarenheter av planerade aktiviteter, som inkluderar ämnesspecifika begrepp inom ekologi. Kvalitativa intervjuer av sex förskollärare verksamma inom två I Ur och Skur verksamheter iMellansverige har genomförts. Intervjusvaren har sammanfattats genom enfenomenologisk metod som använts som analysverktyg. Intervjufrågorna ärskapade utifrån studiens frågeställningar. Resultatet visar att samtliga förskollärare beskrev ekologi som ett brett begrepp, det handlade om att fokuserapå delar av begreppet och anpassa lärmiljöer därefter. Olika kretslopp var detinnehåll som dominerade förskollärarnas svar. Både bra och mindre braaspekter på planerade aktiviteter lyftes av förskollärarna. Utifrån de braaspekterna belyser förskollärarna bland annat trygghet för samtliga i verksamheten, genom vetskapen om vad aktiviteten innehåller samt fokuseradekunskaper om ett visst ämne. De mindre bra aspekterna som samtliga förskollärare lyfter är vikten av barnens intressen samt svårigheten att utveckla aktiviteten mot något annat håll om den är för uppstyrd. De ämnesspecifika begreppen lyftes av samtliga förskollärare som viktiga och ibland komplicerade. Förskollärarens medforskande roll var en aspekt som samtliga förskollärare lyfte som viktig, för att bemöta barnen i deras utveckling av kunskap.Förskoleverksamheter erbjuds via den här studien inspiration till kunskapsutveckling genom utomhuspedagogik, inom ämnesområdet ekologi och inkluderandet av ämnesspecifika begrepp. / The purpose of this study is to investigate what preschool teachers withinoutdoor preschools views and experiences of planned activities are, which include subject-specific concepts in ecology. Qualitative interviews with sixpreschool teachers active in two outdoor preschools in Central Sweden hasbeen conducted. The interview results has been summarized using aphenomenological method. The interview questions are created based on thestudy's questions. The results show that all preschool teachers highlightedecology as a broad concept, it was about focusing on parts of the concept andto adapt learning environments. Different cycles were the content that dominated the preschool teachers answers. Both good and not so good aspects ofplanned activities were highlighted by the preschool teachers. Based on thegood aspects that the preschool teachers highlighted, was security foreveryone in the workplace, through the knowledge of what the activity contains and focused knowledge of a certain subject. The not so good aspectsthat all preschool teachers highlighted was the importance of the children'sinterests and the difficulty of developing the activity in another direction if itis too steered up. The subject-specific concepts were highlighted by all preschool teachers as important and sometimes complicated. The preschool teacher's coresearching role, was an aspect that all preschool teachers highlighted as important when it´s about meeting the children in their development of knowledge. Through this study, teachers in preschools are offered aninspiration for knowledge development through outdoor pedagogy. In thesubject area ecology and the inclusion of subject-specific concepts.

Researchers argue that students need to understand the language and the key concepts of each discipline to understand the academic content. The purpose of this study is to develop, analyze and evaluate a development project in civics. Therefore, the study answer following questions:  How do subject-specific concepts take place during the lessons according to the students? In what way can concept definition maps encourage students to talk about subject -specific concepts? How do students experience the work with concept definition maps? Two qualitative methods are used to answer the questions, both interviews and classroom observations. The interviews focus on how the students describe their experience with subject-specific concepts during civics lessons but also how they experience the work with concept definition maps which was implemented during the intervention. The observations onthe other hand show in what way the concept definition maps encourage students to talk about subject-specific concepts. The theoretical framework of the study is based on the sociocultural perspective and other theories that stress the importance of encouraging students to generate their own meaning of terms but also how the language develops in interaction with others.The result shows that the students often rely on the definition they get from their teacher orthe textbook but there is no room for students to explore the concepts themselves. All the students felt that the concept definition maps had good impact on their understanding of the subject-specific concepts. The results also showed that the there was a positive interdependence during the intervention where the students learned from each other’s prior knowledge and paths of thinking.