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Lärobokens roll i geografiämnet: Läromedelsanalys av tre arbetsböcker i geografi
Södertörn University, Teacher Education.
2017 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

The aim of this study is to examine the relationship between three workbooks and the curriculum in geography subject aimed towards the years 4-6. This is made through answering three separate questions:

-          What knowledge and subject skills are portrayed in three workbooks?

-          What knowledge and subject skills are portrayed in the geography curriculums purpose?

-          How does the content of the books relate to the curriculum?

Using Bloom’s revised taxonomy, the task questions expressed in the workbooks are sorted into one of six different types of subject skills, and one of four types of knowledge.

Results show a slight variance of skills and types of knowledge in the workbooks. Most of the questions demand more simple cognitive processes’ and concrete types of knowledge. In relation to the results of the workbook analysis and the curriculums purpose, a rather low grade of alignment shows. However, comparing the workbooks to the curriculums target criteria’s, the grade of alignment is much higher.

Further, tendencies of validation threats are present, with a linguistic focus in some of the questions and tasks that are not present in the geography curriculum. Also, the content of the teacher guidance and the content of the workbooks are often parallel, expressing the same types of skills and knowledge.

Some, even if few, of the questions are similar to the types that Jönsson (2013) claim are vital in a valid assessment for learning practice. Those questions are describes as open questions, that does not have one correct answer, but rather requests the student to reflect and reason, and in that way shows in more detail her or his knowledge of the subject. These demand more complex cognitive processes and are also similar to the type of questions that Joel Breakstone argues for, in the context of a formative assessment culture.

Place, publisher, year, edition, pages
2017. , 31 p.
Keyword [sv]
Reviderad taxonomi, formativ bedömning, geografi, samstämmighet, validitet
National Category
Didactics
Identifiers
URN: urn:nbn:se:sh:diva-32835OAI: oai:DiVA.org:sh-32835DiVA: diva2:1110268
Subject / course
Geography
Uppsok
Social and Behavioural Science, Law
Supervisors
Examiners
Available from: 2017-06-16 Created: 2017-06-15 Last updated: 2017-06-16Bibliographically approved

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Lärobokens roll i geografiämnet(552 kB)1 downloads
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17819f689962d5d0f7500e45ab8dab08ec0c07d830cd0f487c4e83c397dbd0a357bfce241b998c1b1d08d0797afda1365871d75b361855a63b7b98e4e94546b8
Type fulltextMimetype application/pdf

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf