Sökning: "Textbooks in Social Science"

Visar resultat 1 - 5 av 35 avhandlingar innehållade orden Textbooks in Social Science.

1. 1. Science versus School-science : Multiple models in genetics - The depiction of gene function in upper secondary textbooks and its influence on students' understanding

   Författare :Niklas Gericke; Mariana Hagberg; Doris Jorde; Michael Reiss; Karlstads universitet; []
   Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; conceptual change; genetics; history of science; models; nature of science; students’ understanding; textbooks; upper secondary school; Subject didactics; Ämnesdidaktik; Biology; Biologi;

   Sammanfattning : In this thesis I describe a study of how the science of genetics is transformed into school science in upper secondary level textbooks and the impact that this transformation has on students’ understanding. The didactic challenge that we face is to decide which science from the academic disciplines we should bring into schools. LÄS MER

3. 2. Ages of liberty : social upheaval, history writing, and the new public sphere in Sweden, 1740-1792

   Författare :Peter Hallberg; Peter Burke; Stockholms universitet; []
   Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; historiography; civil society; public sphere; public opinion; diffusion; collective; Political science; Statsvetenskap; Political Science; statsvetenskap;

   Sammanfattning : This dissertation investigates how different social groups used history as a political instrument in Sweden during the second half of the eighteenth century (1740-1792). More specifically, it analyzes how representations of the past were used to influence behavior, legitimize claims to power, mould opinion and forge collective identities. LÄS MER

4. 3. Barnlitteraturens tekniklandskap : En didaktisk vandring från Nils Holgersson till Pettson och Findus

   Författare :Cecilia Axell; Jonas Hallström; Jan-Erik Hagberg; Lena Kåreland; Linköpings universitet; []
   Nyckelord :HUMANIORA; HUMANITIES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Technology education; children’s literature; views of technology; views of nature; views of future; Teknikdidaktik; barnlitteratur; tekniksyn; natursyn; framtidssyn;

   Sammanfattning : Syftet med denna studie är att utifrån ett didaktiskt perspektiv undersöka budskap om teknik i ett urval svenska skönlitterära barnböcker samt undersöka hur berättelsernas tekniksyner förhåller sig till deras natur- respektive framtidssyn. Analyserna grundar sig på sex svenska författares skönlitterära barnböcker: Selma Lagerlöf, Otto Witt, Elsa Beskow, Karl-Aage Schwartzkopf, Sven Wernström och Sven Nordqvist. LÄS MER

5. 4. Conceptual metaphors in learning and teaching entropy : adopting a cognitive semantic approach in science education research

   Författare :Fredrik Jeppsson; Helge Strömdahl; Tamer Amin; Roland Kjellander; David Hammer; Linköpings universitet; []
   Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Science education; thermodynamics; semantics; conceptual metaphors; Naturvetenskapernas didaktik; termodynamik; entropi; semantik; begreppsliga metaforer;

   Sammanfattning : Over the last 20 years there has been an extensive amount of research on science learning conducted from a “knowledge-in-pieces” or “resources” perspective. One of the main goals of that research has been to identify and characterize available cognitive knowledge resources that can be productive components of scientific understanding. LÄS MER

7. 5. Demokratins ansikte : en jämförande studie av demokratibilder i tyska och svenska samhällskunskapsböcker för gymnasiet

   Författare :Agneta Bronäs; Staffan Selander; Svein Lorentzen; Stockholms universitet; []
   Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Images of democracy; Textbooks in Social Science; Dialogue and Monologue; Subject didactics; Ämnesdidaktik; pedagogik; Education;

   Sammanfattning : The aim of this dissertation is to compare German and Swedish textbooks in socialscience focused on how democracy takes form in the text. What kind ofrepresentations appears through texts and illustrations? What is said and how is itsaid? What is emphasized? What is excluded? How does the text present differentconcepts and relate them to democracy? The study also focuses on how knowledgeand learning is described and to whom the text is addressed. LÄS MER