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Samma kunskapskrav, olika utformningar: En komparativ studie av läromedlen Svenska impulser 3 (2013) och Svenska 3 - Helt enkelt (2015)
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
2017 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Same knowledge requirements, different styles : A comparative study of the teaching aids Svenska impulser 3 and Svenska 3 - Helt enkelt (2015) (English)
Abstract [sv]

Uppsatsen består av en komparativ studie gjord genom kritisk närläsning av två separata läromedel, Svenska impulser 3 (2013) och Svenska 3 – Helt enkelt (2015). Jämförelsen utgår från hur läromedlen konkretiserar det centrala innehållet och kunskapskraven som berör litteraturundervisning i kursen Svenska 3, och om de samverkar med didaktisk forskning och om de har ett formativt förhållningssätt. Att konkretisera det centrala innehållets roll och kunskapskraven har, sedan den nya kursplanen Gy11 släpptes, varit ett fortsatt dilemma. Det förklaras genom undersökningar från Skolverket. Resultatet visar att Svenska 3:s litteratursegment har konkretiserats på olika vis, trots att de utgått från samma centrala innehåll och kunskapskrav. Förutom konkretiseringen synliggörs också att de aktuella läromedlen förhåller sig till utvalda delar av Skolverkets didaktiska forskning och att läromedlen har ett formativt förhållningssätt. Likheterna och skillnaderna är också många i analysexemplen, något uppsatsen belyser. 

Abstract [en]

The essay consists of a comparative study brought on by a critical close reading of two separate teaching aids, Svenska impulser 3 (2013) and Svenska 3 – Helt enkelt (2015). The comparison emanates from how the two teaching aids define the core content and knowledge requirements about literary studies in the upper secondary school course Swedish 3, and how they conspires with research in didactics and whether they have a formative approach or not. To define the core content’s role and to define the knowledge requirements has, since the new curriculum and syllabus Gy11 was released, been problematic. That is explained through enquiries made by Skolverket. The result shows that Svenska 3’s part about literary studies have been defined differently in the teaching aids, even though they transpire from the same core content and knowledge requirements. The teaching aids also relate to chosen parts of Skolverket’s research in didactics and they have a formative approach according to the analysis. The similarities and differences are plenty in the two examples, which the essay highlights.

Place, publisher, year, edition, pages
2017. , p. 37
Keywords [en]
Teaching aid comparative study critical close reading didactic formative core content
Keywords [sv]
Läromedel komparativ studie kritisk närläsning didaktik formativ centralt innehåll
National Category
Humanities and the Arts
Identifiers
URN: urn:nbn:se:kau:diva-55165OAI: oai:DiVA.org:kau-55165DiVA, id: diva2:1111695
Subject / course
Teacher Education - Language
Educational program
Secondary Education Programme: Upper-Secondary School: Swedish (330 ECTS credits)
Supervisors
Examiners
Available from: 2017-06-28 Created: 2017-06-19 Last updated: 2017-06-28Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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More styles
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More languages
Output format
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