Feedback in school is a relevant and important aspect of students' learning and knowledge development. In the school system, the digital opportunities have increased and with this, the digital teaching materials have also taken on a larger and more significant role in the school's operations. Feedback can take place in different ways that contribute to different types of processes in the students in their knowledge acquisition. In this study, we have analyzed three digital teaching materials that all market themselves with relevant concepts that are linked to feedback. The analysis has been based on four feedback levels: task, process, self-regulation and the individual level. We have tried to identify how well these teaching materials provide feedback at these levels for students' individual learning. Results showed that there are large differences between the different levels and how well the teaching aid provides the student with feedback. But the feedback structure between the different teaching aids is relatively similar.

Jämställdhet är ett begrepp som på senare år har utvecklats och fått stor betydelse i samhället. I läroplanerna mellan 1980 och 2022 har begreppet jämställdhet förekommit men tillämpandet av begreppet har förändrats med tiden. Genom tidigare forskning framkommer det att kvinnor har varit underrepresenterade i historieläromedlen.  De har bortsett ifrån hur kvinnor upprätthöll samhället och främst riktat fokus på krigen och vad som hände på slagfälten. Forskningen påtalar också att vid användandet av könsneutrala begrepp i läromedel går det av sammanhanget urskilja att de syftar till män. Tidigare forskning belyser också att läromedlen väljer att placera in kvinnor i specialstycken för att uppmärksamma att de också har varit en del av historien. Föreliggande studie har haft som syfte att synliggöra förändringar och kontinuiteter i framställningen av kvinnor och män i historieläromedel för årskurs 4–6, genom att studera historieläromedel som är publicerade mellan 1980 – 2022. Denna studie har kombinerat en kvantitativ analys med en kvalitativ analys. Den kvantitativa analysen redogör antalet namngivna kvinnor och män i respektive läromedel. Genom en komparativ textanalys och en kritisk diskursanalys har sex läromedel analyserats genom Hirdmans genussystem och de två logikerna; att mannen är normen och att kvinnor och män ska hållas isär. Logikerna har legat till grund för analysen för att urskilja hur kvinnor och män framställs i förhållande till varandra. Genom att jämföra hur kvinnor och män framställs i läromedlen över tid i förhållande till läroplanerna har studien analyserat förändringar och kontinuiteter i framställningarna. Utifrån resultatet av den kvantitativa analysen framkommer det att kvinnor varit underrepresenterade i samtliga läromedel som analyserats. I det senaste läromedlet som analyserats är kvinnors representation däremot nästan jämställd med mäns. Av resultatet från den kvalitativa analysen framkommer det att det går att urskilja diskurser i framställningen av kvinnor och män. Det finns en kontinuitet utifrån de egenskaper, sysselsättningar och sammanhang som tillskrivs respektive kön och genom dessa kategorier går det att urskilja ett isärhållande mellan kvinnor och män. Genom framställningen av kvinnor och män går det också att urskilja en manlig norm i läromedlen. Baserat på läroplanernas syn på begreppet jämställdhet framkommer det också av resultatet en koppling mellan framställningen av begreppet i läroplanen och läromedlen från respektive läroplan. Det går att urskilja en förändring med tiden främst utifrån läromedlen kopplade till Lgr11 och den största förändringen sker i läromedlet från 2020.

The purpose of the study is to investigate how four professional music teachers’ reason about and use teaching materials for music teaching in practice. Four semi-structured interviews have been conducted to investigate the extent to which teaching materials in music are used and what potential for improvement there is in terms of the current range of teaching materials for music teaching. The study is based on a socio-cultural perspective, previous research on teaching aids and the use of teaching aids. The results show that digital teaching materials are used mainly in music teachers' teaching. Analog teaching materials are used less partly because the supply is perceived as deficient or because what is offered does not meet the music teachers' requirements for teaching materials. The use of self-produced teaching materials occurs in the music teachers' teaching. The potential for improvement for teaching materials is based on two aspects. One aspect concerns how the connection between theory and practice is significant. Teaching materials with a clear connection to the curriculum, syllabus and knowledge requirements can ensure that the teacher's assignment is fulfilled. The second aspect concerns how teaching materials are modern in relation to the present. This is to be experienced as more attractive to the students, which can lead to increased interest in the subject of music.

Syftet med denna studie är att få kunskap om hur tryckta läromedel i ämnet svenska genom text framställer mångfald och hur läromedlen förhåller sig i relation till Läroplan för grundskolan, förskoleklassen och fritidshemmet, i fortsättningen förkortad Lgr22. Studien undersöker hur olika aspekter av mångfald (högtider, språk, länder) explicit synliggörs i texter i tre läromedel. Studien utgår från det konstruktionistiska perspektivet inom intersektionalitet. Intersektionalitet är ett begrepp som introducerades i Sverige mellan åren 2003 och 2004. Det konstruktionistiska perspektivet innebär att synliggöra och problematisera maktförhållanden samt skapa förståelse för nya kunskaper. För att få kunskap och svar på frågeställningarna utgår studien från en kvantitativ samt kvalitativ metod. Eftersom studien redogör för vilka högtider, länder samt språk som porträtteras i läromedlen, utgår studien även från en innehållsanalys. Resultatet visar att läromedlen, Läroplan för grundskolan, förskoleklassen och fritidshemmet(Skolverket 2019), i fortsättningen förkortad Lgr11, och Lgr22 till en viss utsträckning presenterar mångfald i texterna. Fyra mönster har urskilts i läromedlen: Eurocentrism, världen i ett vakuum, privilegierad närhet och det nationella företrädet. Genom det konstruktionistiska perspektivet synliggörs det i resultatet och genom mönstren de maktförhållanden som finns. Regeringen har den politiska makten över innehållet i läroplanerna, medan läromedelsförlagen och läromedelsförfattare kan påverka innehållet i läromedel. Rektorer har den yttersta makten över vilka läromedel som köps in till skolor medan enskilda lärare kan ha makt över hur läromedel används i undervisningen. / The purpose of this study is to gain knowledge about how printed teaching materials in the subject of Swedish in text portray diversity and how it relates in relation to the curriculum22. The study investigates how several aspects of diversity (holidays, languages, countries) are explicitly made visible in texts in three teaching materials in Swedish. The study works with a constructivism perspective within the concept intersectionality, which is a concept that was introduced in Sweden around 2003 and 2004. Constructivism perspective is about power relations and problematizing and creating an understanding of new knowledge. To gain knowledge and answers to the questions, both quantitative and qualitative methods are being used where content analysis has been used to see what a holiday, a country and a language is and to count which and how often holidays, countries and languages appear in the texts. The result shows that the teaching materials and both Lgr11 and Lgr22 to an extent present diversity in text. Through the result, four patterns have been distinguished: Eurocentric, the world in a vacuum, privileged proximity, and national primacy. Through the results and patterns, the power relations that exist are made visible, the state has power over the content of curricula, the power the textbook writers have is over the content of teaching materials, principals possess the power over which teaching materials may be purchased for schools, and teachers can have the power over which teaching material the students should work with in teaching.

Vocabulary plays a fundamental role in language learning acquisition. With a sufficientvocabulary, learners are able to express themselves in various ways, communicate and share their thoughts and opinions with others. In contrast, an inadequate vocabulary gives rise to misunderstanding and poor communication. For many years, one of the most common tools used to enhance and develop learners’ vocabulary in language classrooms have been textbooks. However, to what extent textbooks actually help facilitate and promote vocabulary acquisition has been questioned and debated. Therefore, the present study investigates how English textbooks promote vocabulary acquisition for learners at upper secondary schools in Sweden, and this was done by analysing two English textbooks, namely Blueprint and Solid Gold, used for English 5 in Swedish schools. Firstly, the study examined whether vocabulary in the texts is repeated in the tasks, and if it is, to what extent the vocabulary is repeated. Secondly, the study examined to what extent vocabulary in the textbooks corresponds to CEFR levels targeted in English 5. Lastly, the study examined what types of tasks there are in the textbooks, and whether the textbooks have a focus on explicit or incidental learning. The results showed that there is a lack of repetition in the textbooks. On the other hand, both textbooks corresponded well to CEFR levels targeted in English 5. With respect to different types of tasks, the closed exercise type is the most frequent exercise type in both textbooks. Moreover, there was also a large proportion of communicative tasks in the textbooks. The results also showed that both textbooks seem to have a focus on incidental learning.

This thesis aims to examine students and teachers’ attitudes towards the use of fiction film in religious studies in upper secondary schools in the province of Scania in Sweden. The thesis has a particular focus on the use of film in order to facilitate understanding of different religions and views of life and what students report gaining from viewing film in the classroom. For this purpose, two research questions were formulated: “How do teachers of religious studies in upper secondary school view the use of fiction film as a teaching resource for the purpose of facilitating understanding of different views of life and religions?” and “How do students view the use of fiction film as a learning resource in religious studies and what do they gain from watching fiction film during religious education?” In order to answer these research questions, ethnographic empirical material was collected from surveys of students as well as a survey of religious education teachers in upper secondary schools in Scania. These surveys were combined with three interviews with upper secondary religious education teachers from two different schools in Scania. This material was later analysed from a hermeneutical perspective with a grounding in previous research in the use of film as a teaching resource. The research found that teachers in upper secondary schools who responded to the survey and were interviewed had a generally positive view on the use of fiction film in religious studies and were positive towards the use of film to facilitate understanding of different views of life and religions. However, teachers showed a bit more trepidation towards the use of fiction films to show how people live their religions. Teachers also expressed that lack of time was a main factor in avoiding the use of fiction film in their teaching. Students were mostly favourable towards the use of film as an educational tool in religious education, however not as big of a majority as the teachers. They also showed a propensity towards wanting to watch fiction films in combination with discussions and group work.

My thesis's topic is life in the soil. This thesis discusses soil itself and organisms that live in it. At the same time it describes an implementation of the topic Soil in schooling into an educational program in a specific primary school. The theoretical part contains eight basic areas - soil formation, its characteristics, soil types, functions, soil degradation and protection, soil nutrients, methods of studying soil fauna and, last but not least, topic of soil in general education schedule for primary schooling and school edaucation schedule of a specific primary school. Empirical part of the work contains an analysis of the natural history textbooks on the topic of soil and a description of teaching material which was used during lessons at the Primary School Bystřice. The aim of the work was to verify the functionality of the resulting teaching materials which were evaluated in post and pre-tests. Both tests were first evaluated separately and then compared together. The resulsts were very similar. In th both of class was the same number of students were get better or get worse. The class 9.B had better point evaluation. KEYWORDS soil, soil fauna, soil practicals, analysis of textbooks, teaching materials

As society becomes increasingly digital, it becomes clear that this is also reflected in school. The school's students become more familiar and have greater knowledge when it comes to digital tools, which leads to the school also being digitized more and more. In order for the school to be a learning organization, it is good if the digital teaching materials are included in the teaching (Håkansson & Sundberg, 2016). The digital tools change the conditions in different ways for learning in school. The changing conditions affect and affect teachers 'and students' views and perceptions of knowledge in general, but also their attitudes and ways of using digital tools in both formal and informal environments. To be able to handle a digital world, competence is needed. It is not enough to not only be technically knowledgeable but also understand what opportunities, challenges and ethical issues this gives rise to. Formal learning changes with how we communicate, acquire knowledge and maintain contacts in different contexts (Skolverket, 2018).Therefore, it is now even more important that teachers have the knowledge required to be able to teach digital teaching materials. Both for streamlining the teacher's ability for assessment and the student's knowledge development. In this work, a digital survey has been conducted in the field of mathematics and digital teaching materials. The purpose of the questionnaire was to see any differences between the traditional teaching aids and digital teaching aids, as well as how feedback is given in the digital teaching aids in mathematics for grades 1 - 3. All questionnaire questions have been analyzed and processed based on a theoretical framework. The theoretical framework contains different levels of feedback based on Hattie and Timperley's (2007) theory. The results have then been compared and set against the different levels to then come to the conclusion that the digital teaching materials have a great opportunity to be able to provide feedback on a personal level. In the end, it could be stated that all the digital teaching aids mentioned in the survey have some form of shortcoming when it comes to feedback.

In the curriculum for the compulsory school it is stated that teachers should provide gender equal environments free from gender bias. Furthermore, some researchers suggests that the EFL (English as a foreign language) classroom in particular is an important place for the regulation and production of gender. As a result, I decided to explore some EFL teacher’s attitudes towards gender bias and how they work with gender equality in their classrooms. To do this, I conducted semi-structured interviews with two 4-6 EFL teachers. Prior research on the subject suggests that EFL teaching materials often contain gender biased depictions. Despite this, some researchers do not consider this a problem since teachers should be able to work around these types of issues. Instead, looking at research on how much attention boys and girls receive in the classroom, boys often come out on top. However, this is likely due to the teacher more frequently telling the boys to not disturb their classmates. When it comes to students own attitudes, some research claims that boys undermine girls in the classroom and consider femininity as something negative. Shifting focus to the consequences of gender bias, research proposes that it may result in passivity and lack of self-esteem for the victim. Lastly, according to research, some strategies for counteracting gender bias includes teachers having students reflect on the problems with gender bias, changing the gender of characters in texts and alternating between boys and girls when asking questions to ensure a gender equal distribution of talking time. Through the two interviews I conducted, I learned that both teachers have seen consequences of gender bias similar to those described in the research. They also agree that there are norms affecting student’s behaviors that may restrict their participation and learning. The male norm is brought up as something particularly bad. To discourage these norms, and gender bias in general, the two teachers suggests several strategies. This includes complementing traditional teaching materials with more nuanced sources, encouraging a critical stance in terms of discourse, making sure that every students is active and placing their desks strategically.

Den 9 mars 2017 beslutade regeringen att skolans styrdokument ska förtydligas i syfte att stärka elevernas digitala kompetens. Detta innebär bland annat att programmering från och med den 1 juli 2018 ska införas i matematikundervisningen på högstadiet och gymnasiet. En utmaning med detta är att lärare inte har kompetens eller verktyg för att implementera programmering i matematikundervisningen på ett bra sätt. Zifro är ett digitalt läromedel som försöker lösa detta problem genom att ge lärare ett material som ska vara lätt att ta till sig oavsett erfarenhet av programmering och även en pedagogisk kodmiljö för eleverna. En kvalitativ studie har genomförts med observationer och intervjuer som metod. Tre lärare och en VFU-student på olika skolor deltog i studien genom att använda två av Zifros aktiviteter i sin undervisning. Syftet med studien är att undersöka vad lärare tycker om materialet och hur det förhåller sig till läroplanen för att utveckla underlag för förbättringsmöjligheter. En slutsats från studien är att Zifro enligt lärare är ett bra läromedel och inga större förändringar behöver göras på materialet som redan finns. Det är ett av få läromedel inom programmering som existerar idag med en klar koppling till läroplanen och matematiken. Däremot behöver det finnas fler aktiviteter för att skolor eller arbetslag ska vilja köpa in det. Förutom fler aktiviteter likt de som redan finns fast inom andra matematiska områden skulle det även kunna finnas webbaserade test samt mer öppna uppgifter där eleven får vara mer kreativ. Ytterligare konkreta förslag på mindre förbättringar, som ett facit läraren kan skriva ut i pappersform, samt att Zifro kan ta fram en kurs för lärare presenteras under diskussion och slutsatser. / On March 9, 2017, the Swedish government decided that the school's governing documents should be clarified in order to strengthen students' digital skills. This means, among other things, that programming from 1 July 2018 will be included in the mathematics in lower and upper secondary school. A challenge with this is that teachers neither possess the skills or tools to properly implement programming in mathematics education. Zifro is a digital teaching aid that tries to solve this problem by giving teachers a user-friendly material regardless of programming experience and also an educational code environment for students. A qualitative study has been conducted with observations and interviews as a method. Three teachers and a VFU student at different schools in Stockholm, Sweden, participated in the study using two of ZIFRO's activities in their teaching. The purpose of the study is to investigate teachers’ opinions about the material and how it relates to the curriculum in order to develop improvement suggestions. A conclusion from the study is that, according to teachers, Zifro is a good teaching aid and no major changes are needed to the already existing material. It is one of few existing teaching materials in programming with a clear connection to the curriculum and mathematics. However, Zifro must provide more activities so that schools will want to buy it. Apart from more activities like the already existing ones, but within other mathematical fields, these activities can be web-based tests and more open tasks where the student can be more creative. Further concrete suggestions for minor improvements, as well as how Zifro could develop a course for teachers, are presented below the headings discussion and conclusions.