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Sweden : Past Didactic Influence and Present Efforts to Create Learning Progressions

Författare:
  • David Örbring
  • Lena Molin
Redaktör:
  • Osvaldo Muñiz Solari
  • Michael Solem
  • Richard Boehm
Publiceringsår: 2016
Språk: Engelska
Sidor: 55-74
Publikation/Tidskrift/Serie: International Perspectives on Geographical Education
Dokumenttyp: Del av eller Kapitel i bok
Förlag: Springer International Publishing

Abstract english

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.

Keywords

  • Educational Sciences
  • Geography
  • Assesment
  • National test
  • Education
  • Geography
  • Education
  • National test
  • Assessment

Other

Published
  • ISSN: 2367-2773
  • ISBN: 978-3-319-44716-2
David Örbring
E-post: david [dot] orbring [at] uvet [dot] lu [dot] se

Doktorand

Utbildningsvetenskap

LUX:A231

11

Institutionen för kulturgeografi och ekonomisk geografi
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223 62 Lund
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