Kunskap, förmåga och lärande : En innehållsanalys av gymnasieskolans samhällskunskapsläroböckers arbetsuppgifter

Sammanfattning

This study examines which forms of knowledge and skills are promoted through tasks in Swedish upper secondary social studies textbooks for level 1b under Gy25. A content analysis of 439 tasks from four textbooks was conducted using Bloom’s Revised Taxonomy, which also serves as the study’s theoretical framework. The results show that the most common learning objectives are understanding conceptual knowledge and remembering factual knowledge. Tasks involving analysis and evaluation also occur relatively frequently, while procedural and metacognitive knowledge are largely absent. The findings are discussed in relation to the social studies syllabus and, in line with previous research, suggest that many tasks do not fully align with the curriculum’s intention of fostering higher-order cognitive skills.