This thesis deals with the comparison of didactical equipment of Chemistry Textbooks for Basic Schools in the Czech Republic. The first part of the thesis is dedicated to the theory of textbooks and their research within it. The next part, which includes comparison of the textbooks, is pursued by the author from the perspective of two methods: the first being The Degree of Didactical Equipment and the second one The Determination of Didactical Criterion. According to the results of this thesis, the Chemistry Textbooks for Basic Schools in the Czech Republic are alike in its didactical equipment. There are similar structural components in each analysed textbook. There were found only small differences between the best didactically equipped textbooks (the textbooks of the publishers Nová škola and Fraus) and those with the lowest outcome (the textbooks of the publisher Taktik), although the time period between publishing the newest and the oldest textbook is more than 25 years. Due to homogeneity of the results and therefore lower possibility of comparing textbooks the method of the Determination of Didactical Criterion was applied. The method does not offer the final account of the most suitable textbook for school education but it presents different view of analysed textbooks, for example the...

This study aims to explore how textbooks aiming at the course English 6 in the Swedish upper secondary school display male, female and transgendered characters in fictional texts. The study also seeks to investigate what genders are represented in the authors of the analysed fictional texts in the textbooks. The method of the study was a mix between critical discourse analysis and content analysis. Content analysis was used in a quantitative way as a starting point to get an overview of the results for the critical discourse analysis which was used qualitatively. The study showed that authors identifying as male were the most common and represented at a higher rate in the textbooks. Among the results it was also shown that transgendered characters and authors identifying as something else than male or female were not represented at all. The study’s conclusion is that teachers will need to provide a greater variety to their classrooms than what is provided by the textbooks in terms of gender related issues and questions, since students should be given a variety of texts and authors during their English education according to the syllabus (Natl. Ag. f. Ed. 2013).

The aim of this study is to examine how British culture and British cultural identity is discursively constructed and represented in two texts, including images accompanying the texts, found in two textbooks used in the foundation course for English as a second language in the Swedish upper-secondary school, the textbooks published in the 1970s and the 1980s respectively. The aim also includes to see if British cultural identity is represented in a stereotypical manner and to see which views on culture are present in the texts. The methods used in the study are discourse analysis based on Laclau and Mouffe’s discourse theory, and Hall’s visual analysis. Two theories are applied to the material, these are Laclau and Mouffe’s discourse theory and Hall’s theory of stereotyping. The result of the present study shows that there are several representations of British cultural identity in the 1970s text and that all are stereotypical. In one of the representations, British cultural identity is understood as someone who is an Englishman which entails amongst other things being brought up in England as a real Englishman. The other representations of British cultural identity included the identities English people, Englishmen and cockneys. The identity English people includes both of the identities Englishmen and cockneys. The representation of English people is that background, class and the way you speak are important and that English people check each other’s background and class by listening to one another’s speech. The representation of Englishmen includes that they are upper-class proper Englishmen who speak the Queens English whereas cockneys are represented as lower-class people who speak a vulgar sort of English. In the 1980s text there are two representations of British cultural identity. The first one of these, which was found to be represented in a stereotypical manner, is constituted by the group identity pupils with British cultural background within a culturally and nationally diverse class in Britain. This representation is culturally exclusive since only pupils with British cultural background are included in this representation. The second representations of British cultural identity found in the 1980s text is a British class made up by a group of pupils with culturally and nationally diverse backgrounds. This representation was deemed to be non-stereotypical and culturally inclusive since this representation of British cultural identity is culturally diverse.

The diploma thesis Forms of internal differentiation and their application in the textbook set Berliner Platz Neu 1 deals with internal differentiation in the chosen textbook set for German as a foreign language. The thesis is devided into a theoretical and a practical part. In the theoretical part, attention is given to the importance of internal differentiation as one of the possible solution to the heterogeneity in the classroom. The thesis focuses on four main forms of internal differentiation - the methodological, social, methodical and work- organizational differentiation. Each form is further divided into subcategories which are described in details. The practical part is devoted to the actual research. Firstly, it presents theoretically the textbook set Berliner Platz Neu 1, its authors and its parts. The textbook set consist of a textbook combined with an exercise book, an additional exercise book, a teśt book and a teacher's book. The textbook set is analysed according to given criteria for didactic and social differentiation. The thesis highlights these activities in the textbook that are suitable for differentiation and comments on the possibility of further differentiation. The aim of the thesis was to find out whether and how the selected textbook set Berliner Platz Neu 1 work with...

During the last several decades, mathematics reform has emphasized the goal of ensuring that students develop both conceptual and procedural understanding in mathematics. The current mathematics reform, Common Core State Standards for Mathematics (National Governors Association and the Council of Chief State School Officers [NGA Center & CCSSO], 2010), promotes this goal, with procedural knowledge building upon a strong conceptual base. This study uses content analysis to investigate the extent and ways in which Houghton Mifflin Harcourts Go Math! K-8 (HMH, 2016) supports teachers in building procedural fluency from conceptual understanding when teaching equivalence of fractions.Krippendorfs (1980) framework for content analysis guided this study. I identified a priori codes, and allowed for emergent codes, that characterize quality mathematical instruction. Careful analysis of the teacher editions of the textbook series revealed that, if the teacher instructions are to be followed with fidelity, students are not given opportunities to create and share their own strategies for solving tasks designed to help them learn equivalence of fractions. Neither are they given opportunities to make connections among strategies. All connections are introduced by the teacher. Although the teacher editions promote transitions from visual models to algorithms, they provide inconsistent use of problem-solving practice tasks and equal-sharing problems, two methods that are strongly supported by the research literature for developing procedural fluency from conceptual understanding in equivalence of fractions. Finally, the teacher materials include multiple instances in which the same or similar language and terms are used for mathematical and pedagogical practices found in mainstream research and professional literature, yet the practices were to be implemented in ways contrary to mainstream interpretations.Overall, Go Math! K-8 (HMH, 2016) provided little support to teachers in helping students build procedural fluency from conceptual understanding. A teacher-driven, rather than student-driven, approach to instruction was emphasized, thus minimizing opportunities for students to engage in the kinds of tasks and discourse recommended in the literature. The ways in which mathematical language and terms were implemented contrary to mainstream research interpretations can easily cause confusion among educators. The dearth of authentic problem-solving practice was inconsistent with quality mathematics instruction that supports students conceptual and procedural understanding.

This essay aims to contribute to the field of religious education in Sweden by analyzing how three Swedish textbooks frame the topic of ‘religion and science’. By using content analysis as an analytic tool and framing theory, the essay examines how the relationship between religion and science is framed. Furthermore the essay analyze the didactic implications of the framing, using Johan Wickström’s ‘didactic text competence criteria’.   The contribution of the content analysis lies in its ability to reveal the framing of the relationship between religion and science within the material of the study and how the frames are constructed. The second part of analysis, through Wickström's 'didactic text competence criteria,' offers a critical examination that delves deeper into the complexities of the identified frameworks from a pedagogical perspective. The outcome of the critical analysis led to the conclusion that the identified frames could be perceived as problematic concerning the objectives and goals of education, as well as scientific principles and considerations for students. Furthermore, this study serves as a practical demonstration of how Wickström's criteria can serve as an analytical tool, while also underscoring its inherent limitations.

The purpose of this study was to analyze how textbooks for the Swedish upper secondary school have depicted the rise of the Nazis and the Nazi takeover of power from the 1960s to the 2010s.With the focus on both the content and the use of pictures in the depictions. The purpose also was to analyze the structure of the depictions. Following questions were formulated to answer the purpose: How has the textbooks depicted the events leading up to the rise of Nazis and thetakeover of power? , How does the textbooks present the history and which images are used in the depictions? , What similarities and differences can be found in the textbooks depictions overtime? The results showed that the textbooks depictions of the rise of Nazis and the takeover of power have increased in size during the entire research period. The results showed that the textbooks depictions of the rise of the Nazis was relatively homogenous throughout the research period, except for the first textbook from the 1950s. The textbooks depicted the following events: the turbulence in the young Weimar republic, the inflation crisis, Hitlers coup attemptand the big depression. All the textbooks linked these events to the Nazis rise to power. The depictions of the Nazi takeover of power are not as homogenous. The results showed both differences between the length and the content of the depictions. These differences did not occurin a pattern that could indicate a change in the climate of the society. The results showed disagreement between the authors about which events that should be included in the depictions.The authors also interpreted events in different ways, for example which groups that helped Hitler to power. The result also showed that the textbooks use of pictures has increased during the entire researchperiod. The use of pictures in the textbooks consists exclusively of graphs, charts, andphotographs. Graphs and charts in the textbooks all relate to the same phenomena: Nazis popularity grew in times of crisis. A common use of photographs in the textbooks was to show Hitler during speeches and military parades. From the 1980s and onward the textbooks started including photographs that visualize and concretize the inflation. The results also clearly shows that the textbooks started to invite the students to reflections in the text by asking questions from the 1990s and onward. Not a single book before the 1990s invites the students to reflection through questions in the texts, while it is a well-used feature in all textbooks after the 1990s.

I detta examensarbete undersöker jag hur de två första skapelseberättelserna i Bibeln samt skapelseberättelserna i den babyloniska och kanaáneiska mytologin skildras i läromedel på 1960-, 1990- och 2000-talet. Syftet med studien var att undersöka hur skapelseskildringarna i första Mosebok skildras i läromedlen samt om de jämförs med tidigare skapelseberättelser i Främre Orienten. Studien syftade även till att se huruvida det skett förändringar i skildringen under årtiondena. I min bakgrund kommer jag först att presentera en överblick över den samhälleliga och religiösa kontexten som de människor i den dåtida främre orienten verkade i. Då detta är tillkomstområde för skapelseberättelserna i Enuma Elish, den kanaáneiska mytologin och Genesis syftar min presentation till att lättare kunna förstå hur de kan ha påverkat varandra. Metoden jag valde att använda är en komparativ kvalitativ analys av tre läromedel från 1960-talet, tre från 1990-talet och tre från 2000-talet. Resultatet har därefter presenterats i enlighet med den systematiserande undersökningsmetod jag har använt mig av. Syftet med den systematiserande undersökningen var att få en tydlig översikt över möjliga förändringar men även för att på ett enkelt sätt kunna behandla resultatet. Studiens resultat visade att läromedel på 1960-talet hade tydligare skildring och mer historiskt innehåll, medan på 1990-talet skildras den bibliska skapelsen mer som en saga med få texter om den historiska bakgrunden. Fokus i läromedel på 2000-talet låg på att skildra syftet med skapelseberättelserna mer än dess innehåll. / In this essay, I examine how the first two creation stories in the Bible and creation stories of the Babylonian and Canaanean mythology are portrayed in the teaching materials in the 1960s, 1990s and 2000s. The purpose of the study was to investigate if the creation stories in Genesis are mentioned in the school textbooks and if they are compared with earlier creation stories in the Near East. The study also aimed to see whether there have been changes in the portrayal over the decades. In my background, I will first present an overview of the social and religious context in which the people of the contemporary Near East lived in. As this is the geographical area of origin for the creation stories in the Enuma Elish, the Canaanean mythology and Genesis, the purpose of my background presentation is to make it easier to understand how they may have influenced each other. The method I chose is a comparative qualitative analysis of three teaching materials from the 1960s, three from the 1990s and three from the 2000s. The result is then presented in accordance with the systematizing research method I have used. The purpose of systematizing the survey was to get a clear overview of possible changes, but also as an easy way to process the results. The study results showed that the study materials in the 1960s had clearer depiction and more historical content, while in the 1990s the biblical creation are more described like a fairy tale, with few texts about the historical content. The focus of the study materials in the 2000s was on portraying the purpose of the creation stories over the content.

Vad som inspirerade mig till att skriva denna studie var påve Franciskus besök i Lund och Malmö den 31 oktober 2016 i samband med det gemensamma luthersk-katolska uppmärksammandet av 500 års minnet av reformationen. Syftet med min studie är att undersöka hur reformationen och den katolska kyrkan skildras i sex stycken läroböcker i religionskunskap för gymnasiet och hur skildringarna förhåller sig objektivt i enlighet med skolans läroplan. För analysen av läroböckerna har jag använt mig av en kvalitativ textanalys. Mitt förväntade resultat var att skildringen av reformationen skulle ha en lutherskt präglad syn på konflikten och dess konsekvenser och att jag skulle finna objektivitetsbrister i skildringen av reformationen. Studiens resultat styrker min hypotes då Martin Luther och den lutherska reformationen utgjorde det övervägande utrymmet i alla läroböcker förutom en samt att den katolska reformationen endast skildras i en av de sex läroböckerna. Av de undersökta läroböckerna bedöms endast en som objektiv i förhållande till läroplanen. / What inspired me to write this study was the visit of Pope Franciscus in Lund and Malmö on October 31 2016 in connection with the common Lutheran Catholic attention of the 500th anniversary of the Reformation. The purpose of my study is to investigate how the Reformation and the Catholic Church are depicted in six textbooks in religious studies for upper secondary school and how the descriptions relate objectively according to the school curriculum. For the analysis of textbooks, I have used a qualitative text analysis. My expected result was that the depiction of the Reformation would have a Lutheran distinctive view of the conflict and its consequences and that I would find objectivity deficiencies in the depiction of the Reformation. The results of the study reinforce my expectation when Martin Luther and the Lutheran Reformation constituted the predominant space in all textbooks except one, and that the Catholic Reformation is only depicted in one of the six textbooks. Of the studied textbooks, only one is assessed as objective in relation to the school curriculum.

Det här produktionsarbetet undersöker hur enligt tidigare forskning erkända differentierade strategier återfinns i  läroböcker som används i kursen Matematik 2b, en kurs där en stor andel elever får underkänt betyg. Många lärare  utgår från lärobokens uppbyggnad när de utformar sin matematikundervisning vilket lägger stor vikt vid hur läroboken  är utformad. Syftet med arbetet är därför att undersöka om läroböcker som används i kursen Matematik 2b är  utformade på ett sätt som hjälper läraren att lyckas med sitt differentierande uppdrag i det inkluderande klassrummet. Resultatet införskaffades genom en kvalitativ innehållsanalys och visade att strategierna struktur, mängdträning,  explicita instruktioner, metastrategier, vardagsmatematik och visuella representationer återfinns på flera olika sätt,  både i lärobokens förklarande text och övningsuppgifter. Slutsatsen är att läroböckerna har potential att ge läraren förutsättningar för att lyckas med differentieringsuppdraget. Dock krävs det att läraren är förtrogen både med  läroboken och elevernas olika behov för att kunna använda läroboken på ett sätt, som möter dessa behov. / This production paper examines how differentiating instructional strategies that are acknowledged by earlier research  are found in textbooks that are used in one of the upper secondary courses in math, a course that a great proportion of students fail. Many teachers base their instruction in mathematics on the textbook, which imposes great significance on how the textbook is designed. The purpose of the paper is therefore to examine if textbooks that are used in the course are designed in a way that helps the teacher to achieve with their differentiating task in the inclusive classroom. The  result was obtained through a qualitative content analysis and showed that the strategies structure, extended repetition, explicit instruction, meta strategies, everyday math and visual representations were found in a variety of ways, both in the  explanatory text and the exercises of the textbooks. The conclusion is that the textbooks have potential to provide the  teacher with prerequisites to succeed with their differentiating task. However, this requires that the teacher is  conversant with the textbook in order to be able to use it in a conscious way which addresses different student needs.