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Sweden: Past Didactic Influence and Present Efforts to Create Learning Progressions
Uppsala University.
Uppsala University.
2016 (Engelska)Ingår i: Learning Progressions in Geography Education: International Perspectives / [ed] Osvaldo Muñiz Solari, Michael Solem, Richard Boehm, Springer, 2016, s. 55-74Kapitel i bok, del av antologi (Refereegranskat)
Abstract [en]

The Swedish school system comprises three school types: preschool, compulsory school (9 years) and secondary school (3 years). The latest curriculum reform was completed in 2011, updating policy documents and restructuring syllabuses, clarifying subject specific abilities and knowledge requirements. In 2012, national tests in geography were instituted for years 6 and 9, yielding support for equal and fair assessment, and concretizing curriculum and syllabus. National tests have proved to be the single most important factor for accomplishing a change of teachers’ teaching. The purpose of this article is to discuss teaching, progression and assessing pupils’ knowledge in the geography subject. Three didactic issues in teaching and knowledge assessment, purpose, content, and method, are furthermore highlighted.

Ort, förlag, år, upplaga, sidor
Springer, 2016. s. 55-74
Serie
International Perspectives on Geographical Education, ISSN 2367-2773
Nyckelord [en]
Geography, Education, National test, Assessment
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Pedagogik och Utbildningsvetenskap
Identifikatorer
URN: urn:nbn:se:lnu:diva-56546DOI: 10.1007/978-3-319-44717-9_4Libris ID: 19668773ISBN: 978-3-319-44716-2 (tryckt)ISBN: 978-3-319-44717-9 (tryckt)OAI: oai:DiVA.org:lnu-56546DiVA, id: diva2:971523
Tillgänglig från: 2016-09-16 Skapad: 2016-09-16 Senast uppdaterad: 2016-10-06Bibliografiskt granskad

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