The purpose of this project is to examine the development of the upper secondary school physics course and from this get a better understanding why the course is organized the way it is today. The timeless argument for studying science in school will begin this essay. After that the reader will be aware of when important discoveries in physics were made. Then school history is presented. In this part we are told when the first school started in Sweden, but the focus lies on the upper secondary school and the physics course.

This essay examines the role religion plays in kindergarten. Today, the Swedish kindergarten provides child care for a secular and multicultural society where religion is considered a private matter that should not influence government nor the policy documents of kindergarten and elementary school. According to a study by Jenny Berglund, there is a so-called Protestant bias present in the Swedish elementary school. Protestant bias is shaped by a ?marinade? of liberal Protestant Christianity and has an indirect influence on how other religions are described, how religion is defined and how concepts such as religion, tradition or culture are viwed.The study was also based on Ninian Smart?s dimensions of religion, whichcorrelates to Berglund?s theory on Protestant bias.

Although textbooks are scientifically proven that they are important and central to the school curriculum one should think critically about the content in textbooks - is it really compatible with the curriculum of following the textbook tradition? As a teacher there are different ways to reflect on which textbook to choose. It is important to compare several textbooks with each other and be aware that a textbook should follow the curriculum. A teacher examines many sections/topics in the textbooks, but in this paper only one section will be reviewed among four different textbooks. The section to be compared, in the paper, is the interwar period.

The aim of this study is to investigate the notion of pupil influence in English teaching at level 1 and 2 at High-School level. The study focuses on how the students and teachers experience the possibility of influence in their English classes. Empirical data has been collected through questionnaires from two classes at year 1 and two classes at year 2 in English. The study also includes interviews from four teachers and four students. The study is both qualitative and quantitative.

This thesis examines how role-playing games can be used as an educational tool in after-school programs and identifies the challenges and opportunities perceived by both students and teachers. The study is based on qualitative methods, with interviews with after-school teachers and children in after-school programs with their observations of role-playing activities in a municipality. The results show that role-playing games promote social development, creative thinking, problem-solving, and language development. Students reported increased motivation and engagement, while teachers observed improved relationships and an inclusive environment where students could explore different roles and perspectives. The research links these findings to previous studies that highlight the potential of role-playing games to develop empathy, collaboration skills, and critical thinking (Daniau, 2016; Trespalacios et al., 2011; Suryani et al., 2020). Furthermore, our findings support the curriculum goals of student influence and situational learning, emphasizing the importance of students' own initiatives and responsibility in educational activities (Lgr22, 2022). The study also identifies challenges, such as teachers' uncertainty about introducing and leading role-playing games due to a lack of expertise.

The purpose of this study is to analyze picture books from a gender perspective. The books are found in a book box that the libraries send out to preschools. This study is based on the following questions:How are boys and girls portrayed in picture books?Do the picture books encourage or discourage the principles of equality found in the Curriculum for the Pre-School and the equality work conducted in the preschools?I performed a qualitative text and picture analysis of 12 picture books. I used Maria Nikolajeva and Kajsa Wahlströms schedule of typical masculine and feminine qualities and activities when analysing the picture books.

The aim of this two years master's thesis is to examine public librarians? views of their pedagogical role towards school children, and to illustrate the relationship between public libraries and schools as a background for the role of the public librarians. The theoretical framework is Carol Cullier Kuhlthau?s theory of the roles of librarians as mediators in reference work (Levels of Mediation) and in education (Levels of Education). The main question of the study is: How do public librarians view their pedagogical role towards elementary school pupils and high school students? Related questions regarding the use of the public library for school purposes, the communication and cooperation between the public library and the schools, the difference between public libraries and school libraries and the librarians? view of pedagogical work are also made.The method used is qualitative interviews.

In today?s history teaching in Sweden, role-play and historical re-enactment receive littleattention. Even though many students find history as a subject boring and irrelevant, verylittle is done to improve the mode of teaching. My theses is that this could be done bypresenting new ways of teaching and at the same time find a way to make more studentsinterested in history. The main aim is to investigate if there are ways to offer students anexperience of history by carrying out different interactive exercises with a touch of roleplayand historical recreation.

The aim of this study is to examine how two Kenyan school's approaches gender roles, by what the curriculum says and by how the teachers way of teaching are effecting the creation of gender roles. The aim is further to find out what the Kenyan school settings are, according to gender and equality, and how these are implemented in practice. This was examined through interviews at two local schools in Kenya, with five practicing teachers from grade one through grade six. This work compares the respondents' answers to the research that is related to the topic. Because of lack in the research about Kenya, the research has been based on mostly Swedish investigations.

AbstractThe purpose with this essay is to get an insight on how the school has changed over the past years in terms of reading- and writing difficulties/dyslexia. In the literature studies I mention reading- and writing difficulties and the reasons why some people get these problems. Further on in the literature study it is written about what the education act and the curriculum say about the school?s duties towards pupils in need of special support.The result contains interviews with one language pedagogue and one special pedagogue who work in two different municipalities. In addition I interviewed two former pupils who went to school 15-20 years ago.I came to the conclusion that today?s schools have changed to the better for the pupils with difficulties.

The aim of the study was to improve understanding of how upper secondary school acknowledge and adjust support and guidance for gifted students regarding their future academic and professional career. The study examined school pricipals and career counselors approach to guidance work with gifted students and how the above mentioned professionals received information about gifted students. It was further examined what measures were applied to adjust the upper secondary school to the needs of gifted students. Qualitative interviews were conducted and the results showed that in cases where the informants were told it took place in conjunctions with seminars about the class, through grades or through a teacher or the students themselves who contacted the career counselor or principal at the upper secondary school.The giftedness was connected to the school curriculum and various course topics in the secondary programs. School principals viewed the career counselor as an important resource to provide motivational support, individualize and survey future plans.

The purpose of this project is to examine the development of the upper secondary school physics course and from this get a better understanding why the course is organized the way it is today. The timeless argument for studying science in school will begin this essay. After that the reader will be aware of when important discoveries in physics were made. Then school history is presented. In this part we are told when the first school started in Sweden, but the focus lies on the upper secondary school and the physics course.

The purpose of this study is to examine discursive change regarding mathematics and language in the Swedish primary school curriculums. The study analyzes pedagogical discourses represented within the curriculums and how they represent different pedagogical theories in relation to discursive and social practice. The analysis shows a change towards a more language oriented curriculum discourse in mathematics which still carries an intertextual and discursive heritage from the prior curriculums. In relation to the early curriculums of the Swedish primary schools the former explicit differentiation of students becomes implicit as the language skills become of increasingly importance..

The school is under constant change and school reform on the conveyor belt. In 2009 the Swedish government introduced new directives for the elementaryschool, including multi-national sample, written testimonials from grade one and grade with several grades rose from grade six. The purpose of this study is to examine currently active primary teacher perceptions of the pupils' learning and development might be affected by those earlier and clearer knowledge assessments, and how teachers perceive this reform on the basis of the Swedish school's motto "a school for all". The study was carried out with a phenomenological approach where the method has been depth interviews with five active primary teachers from grades one to six in a school. The results show that teachers perceive that the earlier and clearer assessments will affect students differently according to student performance and knowledge.

The purpose of this degree project is to study if there is a intentional work with technology in the elementary school, preschool to fifth grade, in a municipality. The work will also study what conditions there are in the schools in order to work with technology. 95 questionnaires were distributed to the responsible teachers in all primary schools in the municipality, from preschool to fifth grade. The results of the survey show that more than half of the respondents do not consider themselves to work with technology in the school. The conditions, in order to work with the school subject technology in the municipality, are primarily external such as: material, facilities and the ability to divide students into smaller groups.