Why Powerful Economic Content and Scientific Language in Social Studies Textbooks Matters

Autor/in	Modig, Niclas
Titel	Why Powerful Economic Content and Scientific Language in Social Studies Textbooks Matters
Quelle	In: Journal of Social Science Education, 21 (2022) 2, S.22-48 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Modig, Niclas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1611-9665
Schlagwörter	Foreign Countries; Textbooks; Secondary Education; Incidence; Economics; Vocabulary; Language Usage; College Preparation; Vocational Education; Textbook Content; Social Studies; Semantics; Higher Education; Economic Climate; Economic Development; Supply and Demand; Credit (Finance); Sweden + Suchen Sie Ihr Suchwort? Ausland; Textbook; Text book; Schulbuch; Lehrbuch; Sekundarbereich; Vorkommen; Volkswirtschaftslehre; Wortschatz; Sprachgebrauch; Ausbildung; Berufsbildung; Lehrbuchtext; Gemeinschaftskunde; Semantik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Wirtschaftslage; Wirtschaftsentwicklung; Bedarfsplanung; Credit; Kredit; Schweden
Abstract	Purpose: This article examines the prevalence of six economic terms in 17 Swedish upper-secondary school textbooks and how the language shifts between everyday and scientific language. Variations regarding content in the textbooks used in vocational programmes and preparatory programmes for higher education are also investigated. Design: Powerful knowledge (important knowledge within a subject) and semantic waves (variations between everyday and scientific language) are essential to cumulative knowledge building. These theories are used for quantitative and qualitative analyses of the textbooks. Findings: There are variations in the extent to which powerful economic terms appear and how the language shifts between everyday and scientific discourses in the textbooks analysed. Coverage and shifts are generally insufficient in textbooks used in vocational programmes. Practical implications: The importance of using powerful economic knowledge and shifting between everyday and scientific language in textbooks and teaching should be highlighted for policymakers, textbook authors and teacher educators. (As Provided).
Anmerkungen	Journal of Social Science Education. Bielefeld University Faculty of Sociology, Universitätsstraße 25, 33615 Bielefeld, Germany. Tel: +49-521-106-3985; Fax: +49-521-106-153986; e-mail: info@jsse.org; Web site: http://www.jsse.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01