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

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Title: Why Powerful Economic Content and Scientific Language in Social Studies Textbooks Matters
Language: English
Authors: Modig, Niclas (ORCID 0000-0002-5497-720X)
Source: Journal of Social Science Education. 2022 21(2):22-48.
Availability: 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/
Peer Reviewed: Y
Page Count: 27
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Higher Education
Postsecondary Education
Descriptors: 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)
Geographic Terms: Sweden
ISSN: 1611-9665
1618-5293
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.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1360384
Database: ERIC
FullText Text:
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  Data: Why Powerful Economic Content and Scientific Language in Social Studies Textbooks Matters
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  Data: <searchLink fieldCode="AR" term="%22Modig%2C+Niclas%22">Modig, Niclas</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5497-720X">0000-0002-5497-720X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Social+Science+Education%22"><i>Journal of Social Science Education</i></searchLink>. 2022 21(2):22-48.
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  Data: 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/
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  Data: 27
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  Data: 2022
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Textbooks%22">Textbooks</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Incidence%22">Incidence</searchLink><br /><searchLink fieldCode="DE" term="%22Economics%22">Economics</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22College+Preparation%22">College Preparation</searchLink><br /><searchLink fieldCode="DE" term="%22Vocational+Education%22">Vocational Education</searchLink><br /><searchLink fieldCode="DE" term="%22Textbook+Content%22">Textbook Content</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Studies%22">Social Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Semantics%22">Semantics</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Economic+Climate%22">Economic Climate</searchLink><br /><searchLink fieldCode="DE" term="%22Economic+Development%22">Economic Development</searchLink><br /><searchLink fieldCode="DE" term="%22Supply+and+Demand%22">Supply and Demand</searchLink><br /><searchLink fieldCode="DE" term="%22Credit+%28Finance%29%22">Credit (Finance)</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Sweden%22">Sweden</searchLink>
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  Data: 1611-9665<br />1618-5293
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: EJ1360384
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      – Text: English
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        PageCount: 27
        StartPage: 22
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Textbooks
        Type: general
      – SubjectFull: Secondary Education
        Type: general
      – SubjectFull: Incidence
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      – SubjectFull: Economics
        Type: general
      – SubjectFull: Vocabulary
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      – SubjectFull: Language Usage
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      – SubjectFull: College Preparation
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      – SubjectFull: Vocational Education
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      – SubjectFull: Textbook Content
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      – SubjectFull: Social Studies
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      – SubjectFull: Semantics
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      – SubjectFull: Economic Climate
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      – SubjectFull: Economic Development
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      – SubjectFull: Supply and Demand
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      – SubjectFull: Credit (Finance)
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      – SubjectFull: Sweden
        Type: general
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      – TitleFull: Why Powerful Economic Content and Scientific Language in Social Studies Textbooks Matters
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