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21	Genus, familjekonstellation ochsexuell läggning i läromedel församhällskunskap årskurs 4–6 : En kvalitativ innehållsanalys där läromedels uppvisande avheteronormativitet undersöks / Gender, family constellation and sexual orientation in instructionalmaterials for social studies year 4–6 : A qualitative content analysis where the instructional materials display ofheteronormativity is examined Österberg, Emma January 2021 (has links) The purpose of this paper is to investigate the meaning of a heteronormative in schoolenvironments. The purpose is also to investigate whether the examined curriculum materialsin social studies for grades 4–6 display a heteronormative and how different types of gender,family constellations and sexual orientation are displayed in curriculum materials in socialstudies for that age group. The conclusion is based on a textual and visual analysis of fourdifferent curriculum materials in social studies. Methodological triangulation is used to makeit easier to discover whether they are heteronormative. The survey is based on a qualitativeanalysis with quantitative elements. As both the text and visuals have been examined, it wasnot enough to only use one measurement method. The quantitative method was used toanswer the frequency of the appearance of gender, family constellation and sexual orientationin the curriculum materials. To answer the issue on whether the teaching materials areheteronormative or not, the qualitative method was used. The main result shows that all examined instructional materials display men and women,nuclear families and heterosexuals the majority of times. Based on the result, it also appearsthat the instructional materials, in one way or another, are heteronormative. Social studies Study material analysis Gender Family constellation Sexual orientation Heteronormativity Queer Upper primary school Samhällskunskap Läromedelsanalys Genus Familjekonstellation Sexuell läggning Heteronormen Queer och Grundskolan. Gender Studies Genusstudier Pedagogy Pedagogik
22	Specifika výuky dějin 20. století na 2. stupni základní školy / Specifics of teaching history of the 20th century in upper primary schools KUBŮ, Eliška January 2013 (has links) This diploma thesis deals with the teaching specificity of the history of the 20th century in upper primary schools and with methodical drafts of selected thematic units of the same period. The thesis puts emphasis on problems related to teaching on the 20th century. The work summarizes theoretical knowledge of teaching on the history of the 20th century and follows up the classification of this historical period into the General educational program for basic education. Methods and strategies suitable for teaching the history of the 20th century and the approach how to give lessons about controversial and delicate topics in history are also included in the present thesis. The methodical drafts of selected thematic units from the history of the 20th century are one part of the thesis. These drafts were worked out in respect of using various teaching styles and educational strategies. The thesis also pays attention to the utilization of didactic media in the teaching of history.

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Specifika výuky dějin 20. století na 2. stupni základní školy / Specifics of teaching history of the 20th century in upper primary schools