dc.contributor.author | Bratland, Erik | |
dc.contributor.author | El Ghami, Mohamed | |
dc.date.accessioned | 2022-12-16T09:06:21Z | |
dc.date.available | 2022-12-16T09:06:21Z | |
dc.date.created | 2022-09-20T12:03:11Z | |
dc.date.issued | 2022 | |
dc.identifier.citation | Bratland, E. & El Ghami, M. (2022). Epistemic and Nonepistemic Design in Textbooks in Social Studies for Lower Secondary School: Do the Textbooks Facilitate Knowledge Building and In-Depth Learning? Education Research International, 2022:1692452. doi: | en_US |
dc.identifier.issn | 2090-4010 | |
dc.identifier.uri | https://hdl.handle.net/11250/3038183 | |
dc.description.abstract | e subject renewal, the new Norwegian curriculum for the school, is part of an international trend with a shift towards more knowledge-based curricula, to bring knowledge and in-depth learning back to the school. Against this background, this study examines new Norwegian textbooks in social studies for schools. e analysis is based on a social realist framework, which combines semantics and content analysis and reveals major di erences in the design of the textbooks. A distinction is made between epistemic and nonepistemic design, and this study shows that the absence of an epistemic structure is a problem that haunts new textbooks in social studies. When textbooks lack a design that connects subject concepts, content, and competencies, students will not get access to epistemic knowledge, something which creates barriers to in-depth learning and cumulative knowledge building in the subject. | en_US |
dc.description.abstract | Epistemic and Nonepistemic Design in Textbooks in Social Studies for Lower Secondary School: Do the Textbooks Facilitate Knowledge Building and In-Depth Learning? | en_US |
dc.language.iso | eng | en_US |
dc.rights | Navngivelse 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/deed.no | * |
dc.title | Epistemic and Nonepistemic Design in Textbooks in Social Studies for Lower Secondary School : Do the Textbooks Facilitate Knowledge Building and In-Depth Learning? | en_US |
dc.title.alternative | Epistemic and Nonepistemic Design in Textbooks in Social Studies for Lower Secondary School: Do the Textbooks Facilitate Knowledge Building and In-Depth Learning? | en_US |
dc.type | Peer reviewed | en_US |
dc.type | Journal article | en_US |
dc.description.version | publishedVersion | en_US |
dc.rights.holder | © 2022 The Author(s) | en_US |
dc.source.pagenumber | 10 | en_US |
dc.source.volume | 2022 | en_US |
dc.source.journal | Education Research International | en_US |
dc.identifier.doi | 10.1155/2022/1692452 | |
dc.identifier.cristin | 2053452 | |
dc.source.articlenumber | 1692452 | en_US |