Why powerful economic content and scientific language in social studies textbooks matters

• The use of scientific economic terms is insufficient in Swedish social studies textbooks. • Analysed textbooks do not offer optimal preconditions to develop in-depth economic knowledge. • Insufficient use of economic terms may have negative impact on cumulative knowledge building. • The insuff...

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Autor principal:	Niclas Modig
Formato:	article
Lenguaje:	DE EN FR
Publicado:	Bielefeld University 2021
Materias:	Economics Textbooks powerful knowledge semantic profiles social studies Special aspects of education LC8-6691 Social sciences (General) H1-99
Acceso en línea:	https://doaj.org/article/1db5a9f4f1d44aacad9760df2d4cd4ef
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spelling	oai:doaj.org-article:1db5a9f4f1d44aacad9760df2d4cd4ef2021-12-05T05:09:35ZWhy powerful economic content and scientific language in social studies textbooks matters 10.11576/jsse-39691618-5293https://doaj.org/article/1db5a9f4f1d44aacad9760df2d4cd4ef2021-12-01T00:00:00Zhttps://www.jsse.org/index.php/jsse/article/view/3969https://doaj.org/toc/1618-5293 • The use of scientific economic terms is insufficient in Swedish social studies textbooks. • Analysed textbooks do not offer optimal preconditions to develop in-depth economic knowledge. • Insufficient use of economic terms may have negative impact on cumulative knowledge building. • The insufficient use of economic terms may also lead to unequal economic education. 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. Niclas ModigBielefeld UniversityarticleEconomicsTextbookspowerful knowledgesemantic profilessocial studiesSpecial aspects of educationLC8-6691Social sciences (General)H1-99DEENFRJournal of Social Science Education, Vol 20, Iss 5 (2021)
institution	DOAJ
collection	DOAJ
language	DE EN FR
topic	Economics Textbooks powerful knowledge semantic profiles social studies Special aspects of education LC8-6691 Social sciences (General) H1-99
spellingShingle	Economics Textbooks powerful knowledge semantic profiles social studies Special aspects of education LC8-6691 Social sciences (General) H1-99 Niclas Modig Why powerful economic content and scientific language in social studies textbooks matters
description	• The use of scientific economic terms is insufficient in Swedish social studies textbooks. • Analysed textbooks do not offer optimal preconditions to develop in-depth economic knowledge. • Insufficient use of economic terms may have negative impact on cumulative knowledge building. • The insufficient use of economic terms may also lead to unequal economic education. 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.
format	article
author	Niclas Modig
author_facet	Niclas Modig
author_sort	Niclas Modig
title	Why powerful economic content and scientific language in social studies textbooks matters
title_short	Why powerful economic content and scientific language in social studies textbooks matters
title_full	Why powerful economic content and scientific language in social studies textbooks matters
title_fullStr	Why powerful economic content and scientific language in social studies textbooks matters
title_full_unstemmed	Why powerful economic content and scientific language in social studies textbooks matters
title_sort	why powerful economic content and scientific language in social studies textbooks matters
publisher	Bielefeld University
publishDate	2021
url	https://doaj.org/article/1db5a9f4f1d44aacad9760df2d4cd4ef
work_keys_str_mv	AT niclasmodig whypowerfuleconomiccontentandscientificlanguageinsocialstudiestextbooksmatters
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Why powerful economic content and scientific language in social studies textbooks matters

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