This study addresses the identified gaps in professionalism and theoretical grounding within values education, aiming to explore how textbooks can help alleviate these shortcomings. To achieve its objective, the study undertakes an analysis of five religious education textbooks designed for students in grades 4-6. It investigates how these textbooks tackle the prescribed values outlined in the school's value system and the pedagogical methodologies advocated within the realm of ethics and existential inquiries. Drawing upon Kohlberg's stage theory of moral development and social domain theory, this study contributes to a comprehensive understanding of the symbiotic relationship between theoretical frameworks, pedagogical practices, and educational resources in values education. By shedding light on this interplay, the study seeks to inform the development of more effective strategies for values education within educational settings. The results suggest that an effective theoretical foundation can consist of a combination of Kohlberg's stage theory and domain theory. Stage theory can serve as a rough framework to understand students' intellectual maturity, while the nature of the questions—whether domain-specific or domain-complex—should be adapted to the students' moral maturity. The main conclusion is that these theories can be integrated into a cohesive model that helps teachers navigate value pedagogy by adapting the nature of the questions to the students' maturity.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:kau-100537 |
| Date | January 2024 |
| Creators | Dahlberg, Paulina |
| 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, application/pdf |
| Rights | info:eu-repo/semantics/openAccess, info:eu-repo/semantics/openAccess |
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