Hållbarhet i läromedel i Fysik 1 : En kvalitativ studie om hur läromedel i Fysik 1 behandlar hållbar utveckling och miljöfrågor

Sammanfattning

There are numerous challenges that humanity needs to adress when it comes to climate change and loss of biodiversity. Future research and guidelines that actually are followed are needed in order to facilitate the fight for a substainable development. Global warming is also progressing at full speed and therefore it is incredibly important that future decision makers are educated about the subject, there is also a purpose with including a scientific perspective in education about sustainable development. In the current work a qualitative content analysis has been used to research in which way relevant textbooks for the course Fysik 1 handle sustainable development and environmental issues. The analysis of the content of the textbooks is based on two separate perspectives, each connected to a specific key question. The first key question concerns the treatment of sustainable development and environmental issues in textbooks according to relevant governing documents. The second key question concerns the treatment of sustainable development and environmental issues in textbooks in relation to teaching traditions about the environment. The three teaching traditions about the environment are the fact-based, the normative, and the pluralistic teaching tradition. The first key question uses an inductive approach and the second key question uses a deductive approach. The purpose is, however, not to pick a winner amongst the anlyzed textbooks but rather give a general picture of the situation. The results show that the textbooks fulfill the content in the syllabus for Fysik 1 in a sufficient way and they shall therefore be considered to be in alignment with the syllabus. When it comes to the curriculum, there are a few shortages in the content; primarily when it comes to the inclusion of a democratic way of working in the textbooks. That is however hard to include in textbooks which means that the textbooks can be considered to be in alignment with the curriculum according to the the conditions. The results in relation to the second key question show that the fact-based teaching tradition is the dominating teaching tradition in the textbooks, both in general and when they are analyzed one by one. It shall be pointed out however that all three teaching traditions are existing in the textbooks, there is however a difference in the distribution depending on which textbook that is studied. In Impuls the norming teaching tradition is the second most common, and in Ergo the pluralistic teaching tradition is given second most space in the content. The conclusion from the work is that the textbooks fulfill the demands from the governing documents in a sufficient way according to the conditions. That means that no textbook needs to be eliminated in the selection process just because it does not handle sustainable development and environmental issues in a sufficient way according to the governing documents. The conclusion from the second key question focuses more on how the textbooks can be distinguished according to which teaching tradition the teaching shall be focused on. It should be noted that no textbook was considered to be better than any other after the textbook analysis.