The aim of the study is to increase the knowledge of how the concept of sub-stance is represented in teaching materials for grades 1-3 and 4-6. To be able to answer the question a qualitive analysis of the material contents was used. The analysis process is represented by preparation, organizing and report-ing. By performing a deductive analysis existing information was retested. We constructed a tool-based analysis on concept of substance didactive research, teaching the concepts of chemistry and concepts that are central to teaching. The results of the study show immense differences between the material avail-able to grades 1-3 and 4-6. In the textbooks for grades 1-3, the concept of sub-stance is not presented as a central aspect and there are often no clear connec-tions to other related chemical concepts, while it is more central, and several connections are made to related concepts in the textbooks for grades 4-6. One conclusion is that there is a risk that the content of the textbooks is not suffi-cient and therefore does not cover the entire knowledge required to be able to teach all the necessary elements of the concept of substance. Another conclu-sion is that teachers cannot rely on textbooks alone in teaching the concept of substance. Extra materials are needed to supplement what is missing from the textbooks, supporting the students understanding of chemical concepts and phenomena.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:kau-84488 |
| Date | January 2021 |
| Creators | Larsson, Jenny, Palm, Felicia |
| Publisher | Karlstads universitet |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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