The Textbook Task as a Genre

Autor/inn/en	Bakken, Jonas; Andersson-Bakken, Emilia
Titel	The Textbook Task as a Genre
Quelle	In: Journal of Curriculum Studies, 53 (2021) 6, S.729-748 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bakken, Jonas) ORCID (Andersson-Bakken, Emilia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2021.1929499
Schlagwörter	Textbook Content; Content Analysis; Foreign Countries; Task Analysis; Science Education; Language Arts; Secondary Education; Secondary School Students; Educational Change; Curriculum Development; National Curriculum; Curriculum Implementation; Norms; Competency Based Education; Norway + Suchen Sie Ihr Suchwort? Lehrbuchtext; Inhaltsanalyse; Ausland; Aufgabenanalyse; Naturwissenschaftliche Bildung; Sprachkultur; Sekundarbereich; Sekundarschüler; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Normwert; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Norwegen
Abstract	Schools today face the challenge of preparing students to live, work, and prosper in a rapidly changing world. As a response to this global challenge, Norway has adopted a national curriculum focusing on the development of 21st-century skills. In this study, we investigate if and how the tasks in science and language arts textbooks in upper-secondary school have changed after the curriculum reform. We conduct a content analysis of 5,067 tasks in science and language arts textbooks and compare them to tasks in textbooks published before the reform, which we analysed in two previous studies. The results show only a marginal change in tasks in each subject, indicating that the tasks do not present the students with sufficient opportunities to practice the competences highlighted in the new curriculum. As a possible explanation regarding why textbook tasks in Norway--as well as a number of other countries--appear to change so little over time, we advance the hypothesis that the formulation of tasks in textbooks is influenced and constrained by culturally specific genre norms. These norms may represent a challenge to curriculum implementation and school change, and it is therefore important to raise awareness of textbook tasks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01