Lärobokens roll i geografiämnet : Läromedelsanalys av tre arbetsböcker i geografi

• Main Author: Jallow, Lammin
• Format: Others
• Language: Swedish
• Published: Södertörns högskola, Lärarutbildningen 2017
• Subjects: Reviderad taxonomi; formativ bedömning; geografi; samstämmighet; validitet; Didactics; Didaktik
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-32835

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.