Detta är en diskursanalytisk studie med ett antaget genusteoretiskt perspektiv, som undersöker hur kvinnor inom de abrahamitiska religionerna framställs i tre utvalda läromedel för gymnasiekursen religion 1. Samtliga av läromedlen är anpassade för lgy11. Vidare undersöks vilka egenskaper kvinnan tillskrivs, samt var hon synliggörs och marginaliseras i läromedlen. Genom det genusteoretiska perspektivet, vilket nyttjats för analysen av det empiriska resultatet kan vi både visa vad synliggörandet och marginaliseringen beror på, samt se vad det bidrar till. Studiens resultat visar att läromedlen genom ett genusteoretiskt perspektiv framställer kvinnan och mannen utifrån dikotoma föreställningar om vad som är kvinnligt respektive manligt. Kvinnan framställs således som passiv medan mannen framställs som aktiv. Resultatet visar även att kvinnan marginaliseras när det skrivs om religionens historia, medan hon synliggörs i de textsammanhang som berör hennes villkor, samt hem-och familjeliv. Nyckelord: Kvinnan, abrahamitiska religionerna, diskurs, genusteori, genus, läroboksanalys, marginalisering / This is a discourse-analytic study with an adopted gender theoretical perspective regarding how women within the Abrahamic religions are described in three selected teaching materials for upper secondary school (Religion 1). All books are adapted to Lgy11. Furthermore, an analysis is made of what way women are characterized in the material, as well as where they are visible and marginalized. With help from the gender theoretical perspective, which has been utilized to analyze the results of the empirical study, it is possible to understand the reasons for the visibility as well as the marginalization, and see what is contributes to. The result of this study shows that the teaching materials, through a gender theoretical perspective, depict men and women based on the dichotomy of what is considered female or male. Hence, women are described as passive, whereas men are described as active. The result also shows that women are marginalized when the history of religions is being described while they are visible in the textual contexts of home and family life, as well as their conditions. Key words: Women, Abrahamic religions, discourse, gender theory, gender, textbook analysis, marginalization

According to research, problem solving is one of mathematics most important content, since teaching problem solving helps students to develop a deeper understanding of mathematics. At the same time, research shows that through history and even today, the majority of mathematics education consists of students working individually with information in the textbook that deals with methodology. This means that students are taught to develop their procedural skills, thus not being able to develop their problem solving skills and deeper understanding of mathematics. The purpose of this study was therefore to investigate the extent to which different textbooks for grade three deal with problem solving as well as the strategies and perspectives on problem solving that are identifiable in the textbooks. To find answers to my purpose, a study component analysis has been carried out on textbooks published in the following years: 1979, 1984, 2005, 2006 and 2012. The results show that textbooks handle problem solving in different ways but that similarities can also be identified. All books contain problem solving tasks that can be solved through different strategies, but the perspective of problem solving differs between the textbooks. The relationship between textbook and syllabus varies among the textbooks, which proves the importance of the teacher being able to influence the pupils' learning opportunities when selecting textbooks. / Enligt forskning är problemlösning ett av matematikens viktigaste innehåll, då undervisning av problemlösning utvecklar en djupare förståelse för matematik hos eleverna. Samtidigt visar forskning att genom historien och även idag består majoriteten av matematikundervisningen av att eleverna arbetar enskilt med uppgifter i läroboken som behandlar metodinlärning. Detta innebär att eleverna undervisas till att utveckla sin procedurförmåga och därmed inte får möjlighet att utveckla sin problemlösningsförmåga och djupare förståelse för matematik. Syftet med den här undersökningen var därför att undersöka i vilken utsträckning olika läroböcker för årskurs 3 behandlar problemlösning samt vilka strategier och perspektiv på problemlösning som är identifierbara i läroböckerna. För att söka svar på mitt syfte har en läroboksanalys genomförts på läroböcker som utgivits följande år: 1979, 1984, 2005, 2006 samt 2012. Resultatet visar att läroböckerna behandlar problemlösning på olika sätt men att likheter dessutom går att identifiera. Samtliga böcker innehåller problemlösningsuppgifter som kan lösas genom olika strategier, men perspektiven på problemlösning skiljer sig mellan läroböckerna. Relationen mellan lärobok och kursplan varierar bland läroböckerna, vilket bevisar vikten av att läraren kan påverka elevernas möjligheter till lärande vid val av lärobok.

Many students currently entering college are able to solve mathematical problems but often do not understand the chemistry concepts underlying their calculations. High school chemistry teachers from Texas and the United States (US) were surveyed as to what topics they teach in their chemistry classes. A subset of Texas teachers was also interviewed about their instruction. The survey indicated that less-experienced Texas teachers are omitting a number of topics from their chemistry instruction, as compared to more experienced teachers. No differences were seen for those topics among US teachers. Chemistry textbooks from 1930 to the current 2002 Texas state adoptions were analyzed for inclusion of these topics. The only textbooks that were missing topics were from the 1930s. All others contained the topics. In general, textbooks have been increasing numbers of questions and problems for each topic, with the number of quantitative problems increasing at a greater rate than qualitative problems. Analysis of interview transcripts revealed that the main reason for omission of topics by less-experienced Texas chemistry teachers is that these topics are not assessed on the Texas Assessment of Knowledge and Skills science exam. Omitted topics were both qualitative and quantitative; the common factor is that they are not tested. School administrators reportedly reinforce this practice. Archival data regarding textbook usage by general chemistry students showed that students' course grades are not correlated to the amount of time they spend using their textbook. With topics included in textbooks, and no relationship between textbook usage and student grades, observed changes in chemistry courses must be due to changes in classroom instruction. With new course standards adopted by Texas for chemistry and the development of end-of-course exams, these changes should produce graduates who understand chemistry concepts as well as they solve mathematical chemistry problems. Repeating this study in 5 years may show that increasing the amount of chemistry tested will produce students entering college with a better conceptual background in chemistry.

Possibilities of demography implementation in the classes at higher secondary education level Abstract The main goals of the diploma thesis are to evaluate the degree of implementation and the potential of demography during lessons at the higher secondary school level and to suggest specific activities that can be implemented within the lessons. It is the first thesis aimed solely at the didactics of demography. The work uses publicly available online databases of the Czech Statistical Office, the United Nations and the Population Reference Bureau. An analysis of syllabi of subjects from the first years of selected universities, a content analysis of selected secondary school textbooks and a Framework Education Programme were performed. The analyses show a large scope for the implementation of demography not only in the teaching of geography. The work is complemented by specific proposals of activities that can be used in teaching at upper secondary schools. Keywords: Czechia, demography, teaching demography, implementation, upper secondary schools, textbook analysis, Framework Education Programme

Trots att lyrik kan bidra med mycket till elevers utveckling visar såväl elever som lärare ofta en negativ eller osäker inställning till genren. Läromedel kan därför få ett stort inflytande över lyrikundervisningen. Syftet med detta arbete är att granska de frågor och arbetsuppgifter som kopplas till lyrikexempel i läroböcker för gymnasiekursen svenska 1, för att synliggöra vad dessa uppgifter didaktiskt kan bidra med i undervisningen.  En etnografisk innehållsanalys av tolv läroböcker för svenska 1, publicerade under åren 2011– 2015, genomförs. Frågorna och arbetsuppgifterna delas in i tio olika kategorier och granskas utifrån teorier från Dysthe (1996), Rosenblatt (1938/2002) och Tengberg (2011).  Resultatet visar att vad läroböckernas lyrikrelaterade arbetsuppgifter kan bidra med i undervisningen varierar stort, även inom de funna kategorierna. Uppgifter finns som kan underlätta elevens transaktion med texten, medan andra kan hindra denna. Slutsatsen är att lärare själva kritiskt bör granska de uppgifter som ges till eleverna, för att säkerställa deras kvalitet. / Even though poetry has a lot to contribute to students’ development, students as well as teachers often show a negative or uncertain attitude to the genre. Therefore, textbooks can have a great influence on poetry instruction.  The purpose of this study is to examine questions and tasks related to poetry in textbooks for the upper secondary school course Swedish 1, to bring to light what these questions and tasks can contribute didactically.  An ethnographic content analysis of twelve textbooks for Swedish 1, published in the years 2011–2015, is carried out. The questions and tasks are divided into ten different categories and examined through theories brought forth by Dysthe (1996), Rosenblatt (1938/2002) and Tengberg (2011).  The result shows that what poetry-related questions and tasks in the textbooks can contribute to instruction varies greatly, even within the categories found. Some tasks can aid the student’s transaction with the text, while others can hinder it. The conclusion is that teachers need to critically examine the tasks given to students, to ascertain their quality.

This study focuses on an analysis of textbooks in religious studies for the upper secondary school in Sweden. In the Swedish curriculum Christianity has a special importance even though school should be non-confessional in Sweden. Since Sweden today does not have a central authority that reviews textbooks, it is instead up to the individual schools to analyze and review their teaching materials and the authors of textbooks need to base their textbooks on their own interpretation of the curriculum. The study aims to explain whether we can find a typical Swedish textbook discourse and if so how it relates to the curriculum's wording about Christianity’s special importance. Furthermore, what potential impact the author’s interpretation of this special importance could have on the equivalence in Swedish religious studies in upper secondary school and how it potentially could lead to a discourse of Christian exceptionalism. The analysis of the textbooks is based on Fairclough's critical discourse analysis both as a theory and as a method of analysis. The findings indicate that there is a Swedish textbook discourse that values western traditions over eastern traditions of Christianity and often equates Protestantism with the Church of Sweden.

Grammar is an essential part of language learning. Thus, it is important that teachers know how to efficiently teach grammar to students, and with what approach - explicitly orimplicitly as well as through Focus on Forms (FoFs), Focus on Form (FoF) or Focus onMeaning (FoM). Furthermore, the common use of textbooks in English education in Sweden makes it essential to explore how these present grammar. Therefore, to make teachers aware of what grammar teaching approach a textbook has, this degree project intends to examine how and to what degree English textbooks used in Swedish upper secondary schools can be seen to exhibit an overall explicit or implicit approach to grammar teaching. The aim is to analyze three English 5 textbooks that are currently used in classrooms in Sweden, through the use of relevant research regarding grammar teaching as well as the steering documents for English 5 in Swedish upper secondary school. The analysis was carried out with the help of a framework developed by means of research on explicit and implicit grammar teaching as well as the three grammar teaching approaches FoFs, FoF and FoM. Thus, through the textbook analysis, we set out to investigate whether the textbooks present grammar instruction explicitly or implicitly and through FoFs, FoF or FoM. After having collected research on the topic of how to teach grammar, it became apparent that researchers on grammar teaching agree that FoF is the most beneficial out of the three above mentioned approaches, and thus, we decided to take a stand for this approach throughout the project. The results of this study showed that two out of three textbooks used overall implicit grammar teaching through FoM. Moreover, one out of the three textbooks used overall explicit grammar teaching through an FoF approach.

I denna studie undersöks tre gymnasieläroböcker i fysik ur ett genusperspektiv. Syftet är attgranska hur mycket utrymme kvinnorna får i förhållande till männen och på vilket sätt manväljer att presentera rollfördelningen mellan dessa. I studien undersöks också vilkaidentitetsskapande faktorer som finns med (eller som fattas) som kan ha en inverkan påflickors intresse för fysiken. Inom flera naturvetenskapliga områden har det på senare tiduppnåtts högre jämställdhet och en allt jämnare balans mellan könen, både i skola och iyrkeslivet. Statistik visar dock att flickorna fortsätter att ta avstånd från fysiken. Tidigaregenusforskning inom naturvetenskap visar att fysiken ofta förmedlas som ett manligt arbetemed fysikläromedel som generellt saknar genusmedvetenhet och där en manlig normdominerar och genomsyrar ämnet. Detta kan leda till att flickorna alieneras och skräms bortfrån fysiken. Studierna visar också att flickornas perspektiv och intresseområden inomnaturvetenskapen skiljer sig från pojkarnas och det sociokulturella perspektivet har fått enallt större betydelse. I denna studie användes läroboksanalys för att analysera 3 läroböckermed genusperspektivet i fokalpunkten. Studien utfördes med en kvantitativ text- ochbildanalys och kompletterades med en kvalitativ analys av innehållet. Genom att mätakvantitativt det synliga och representativa erhålls mätbara data för analysen och med denkvalitativa analysen erhålls antydningar och signaler om vad som fattas, vad som inte synsmen borde ha varit med. I alla tre innehållstyper som avser bilder, texter och övningargranskades kvinnors representation och rollfördelning, förekomsten av kvinnliga forskareoch andra kända personligheter (icke forskare) och om genusmedvetenheten finns med föratt förklara den historiska obalansen mellan könen i fysikområdet. Utifrån givnaidentitetsskapande faktorer granskades böckerna med syftet att undersöka hur mycketinkluderande nutida läroböcker är ur ett genusperspektiv och om innehållet i läroböckernapå något sätt krockar eller strider mot flickors/kvinnors perspektiv och identitet. Resultatetvisar att rollfördelningen i bilder och i övningar är relativ jämn mellan könen och i de fallnär flickor/kvinnor förekommer så visas de som starka och aktiva, dock så representeras deflesta människor i bilder och i övningar till största del av fiktiva individer, dvs påhittadenamn och tecknade figurer. I textdelen där de verkliga människorna och personligheternanämns förkommer det nästan bara män. Konsensus blir att kvinnor representeras avpåhittade (fiktiva) personer medan männen dominerar mycket stort vad gäller kändanämnda personligheter och forskare. När de få fall kända kvinnliga forskare nämns erkännsde som fullvärdiga vetenskapsmän dock är mansdominansen bland kända forskare så stortatt kvinnliga forskare hamnar i bakgrunden. Böckernas innehåll signalerar också att det ärmanliga normer som gäller då många exempel kommer från typiska manliga aktiviteter ochtraditionellt manliga ideal. När de flesta nämnda kända personerna, både vetenskapsmänoch icke forskare som beskrivs är män blir det svårt att förstå hur läroböckerna ska varainkluderande och rikta sig jämlikt mellan könen, speciellt när ingen förklaring ges till varfördenna skeva jämvikt finns. Mänskliga relationer i läroböckerna är väldigt lågtförekommande, detta ger bilden av fysiken som ett individuellt och enskilt arbete, enskildaforskare som utför viktiga och avgörande experiment där samarbeten mellan många olikaforskare i en social kontext saknas. Detta kan förmedla stereotypen att fysikern är enavvikande högpresterande person, troligtvis en man, lite ”nördig” som helst jobbarindividuellt. Svar på frågor om varför vi ska läsa fysik och för vem fysiken är till för är inteuppenbara. Senare forskning visar att en undervisning mer anpassad till vår vardag medframtidsfrågor och karriärmöjligheter i ett sammanhang kopplat med mänskliga relationerskulle kunna belysa frågan varför vi behöver lära oss fysik och samtidigt erhålla enundervisning som fungerar bättre ihop med flickors identitet. / In this study, three high school textbooks in physics are examined from a gender perspective.The purpose is to examine how much space women get in relation to men and the roledistribution between them. The study also examines what identity formation factors arepresent (or are missing) that may have an impact on girls' interest in physics. In several areasof science, higher gender equality has in recent years been achieved both in school and inprofessional life. However, statistics show that girls continue to distance themselves fromphysics. Previous gender research in the natural sciences shows that physics often is conveyedas a male work with physics study materials that generally lacks gender awareness and wherea male norm dominates and permeates the subject. This can cause the girls to be alienatedand scared away from physics. Studies also show that girls 'perspectives and areas of interestin science differ from boys' and socio-cultural perspectives have become increasinglyimportant. In this study, textbook analysis was used to analyze three textbooks with thegender perspective in the focal point. The study was conducted with a quantitative text andimage analysis and was supplemented with a qualitative analysis of the content. Byquantitatively measuring the visible and representative, measurable data is obtained for theanalysis and with the qualitative analysis we get indications and signals about what is missing,what is not visible but should have been included. In all three content types relating to images,texts and exercises, women's representation and role distribution were examined, thepresence of female scientists and other well-known personalities (non-researchers), andwhether gender awareness is included to explain the historical imbalance between the sexesin the physics field. Based on given identity-forming factors, the books were examined withthe aim of studying how much inclusive contemporary textbooks are from a genderperspective and whether the content of the textbooks in any way controversies or conflictswith girls / women's perspectives and identities. The results show that the distribution of rolesin pictures and exercises is relatively even between the sexes and in cases when girls / womenappear they are also shown as strong and active, however most people are represented inpictures and in exercises largely by fictitious individuals, i.e. invented names and cartooncharacters. In the text section where the real people and personalities are mentioned, it isalmost only men. The consensus is that women are represented by inventive (fictitious)people, while men dominate very much in terms of well-known mentioned personalities andresearchers. When the few cases of well-known female researchers are mentioned, they arerecognized as accomplished scientists, however, the male dominance of well-knownresearchers is so great that female researchers end up in the background. The content of thebooks also signals that male norms are applied, since many examples come from typical maleactivities and traditionally male ideals. When most of the well-known people, both scientistsand non-scientists described are men, it becomes difficult to understand how the textbooksshould be inclusive and align gender equality, especially when no explanation is given as towhy this skewed equilibrium exists. Human relations in the textbooks are very low, this givesthe image of physics as a personal and individual work, individual researchers who performimportant and crucial experiments where collaboration between many different researchersin a social context is lacking. This may convey the stereotype that the physicist is an atypicalhigh-performing person, probably a man, a little "geeky" who prefers to work individually.Answers to questions about why we should learn physics and for whom physics is for are notobvious. Recent research shows that a teaching more suited to our everyday lives with futureissues and career opportunities in a context of human relationships could shed light on whywe need to learn physics and at the same time receive a teaching that works better with girls'identities.

The diploma thesis Problematics of Spelling Soft and Hard Consents in Teaching deals with the given topic within the curriculum of the second year of primary school. The main aim of the thesis was to teach pupils the orthographic rules related to the topic and their application. Theoretical part describes the position of consonants in Czech language, the position of given topic in teaching and problematics of terminology. It also describes the psychomotor development of child. Further, in theoretical part is an analysis of interpretation and practice in Czech language textbooks for the second year of primary school. The subject of the practical part was to create and apply an alternative teaching method and to teach pupils to use soft and hard i/y after spellingly soft and hard consonants. The survey was conducted with pupils of the second year of primary school in the form of application of an alternative teaching method created on the basis of a synthesis of knowledge from the theoretical part. It was attended by 21 pupils for 22 teaching hours. Main testing was performed at the beginning and at the end, continuous testing took place in sections of the subject matter. The survey also included testing of fifth and seventh grade pupils in order to map the current state of knowledge of the topic....

This study analyses four texts for Swedish as a Second Language in an Adult Education textbook published in 2018. The target group has passed the first level of beginners’ studies. The study concerns how the texts represent different life conditions in general and more specifically how otherness is shown in the Swedish majority society. It also concerns how the texts adjust to the learners’ language progression in the course syllabuses. Both quantitative and qualitative methods have been used. The results of this study show that the textbook has a serious approach in that the analysed texts represent important and interesting perspectives in the curriculum. The fictional texts show a varied language and content – not too difficult to understand. The two factual texts though are far above the intended language level of the course, which has an excluding effect. These two texts could also – from a critical discourse perspective – be said to cause a feeling of other-ness and exclusion among the L2-readers and are therefore not consistent with the common values in the curriculum.