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.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:kau-96731 |
| Date | January 2023 |
| Creators | Oikari, Alexandra |
| Publisher | Karlstads universitet, Institutionen för samhälls- och kulturvetenskap (from 2013) |
| 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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