Lärobokens betydelse för elevers lärande i naturvetenskap

• Main Authors: Serbén, Laura, Sörensen, Gabriella
• Format: Others
• Language: Swedish
• Published: Malmö universitet, Malmö högskola, Institutionen för naturvetenskap, matematik och samhälle (NMS) 2021
• Subjects: learning; nature of science; primary school; science; science literacy; secondary school; textbook; Learning; Lärande; Pedagogy; Pedagogik; Natural Sciences; Naturvetenskap
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40638

The purpose of this study is to investigate the textbooks significance in the students' process of learning and how it is correlated with the ability to create scientific literacy. It thus followed naturally to further examine the different forms of content in the textbook such as pictures, questions, text, scientific methods and terminology. In the systematic search keywords were extracted from our research question and a Boolean search technique was used. The databases used are ERIC, ERC, Swepub and Google. We also used secondary sources taken from the search results' reference lists. The results show that the textbooks content has a varied impact on students learning both in and about science. This study concludes that the different forms of content in a textbook have a varied impact in the learning process and the students' ability to create scientific literacy. Teachers should therefore be critical of the content of textbooks before its use. Finally further suggestions of research are given to deepen the significance of textbooks in students' process of learning.