Efterfrågade kognitiva krav i samhällskunskapläromedel : En analys och jämförande av uppgifter i läromedel anpassat för Gy11 och Gy25 utifrån Blooms reviderade taxonomi

This study examines the cognitive demands as expressed in questions in upper secondary social studies textbooks and compares editions published in connection with the Swedish curriculum reforms Gy11 and Gy25. The questions are coded using Bloom’s revised taxonomy (Anderson & Krathwohl, 2001), followed by a contextual analysis of selected questions based on Stanny’s critique of verb-based Bloom taxonomy classifications (Stanny, 2016). The results show that the cognitive level understand (level 2) dominates across all analyzed textbooks, accounting for a clear majority of the questions. The comparison further indicates that Arena 123 shows minimal change between the Gy11 and Gy25 editions, whereas Reflex Plus (Gy25) displays a higher proportion of questions at the levels analyze (level 4) and evaluate (level 5) compared to its earlier edition. The contextual analysis suggests that classifications based solely on operational wording risk misrepresenting the cognitive level that is signaled or requested, rather than the actual cognitive activation required by the student. In line with previous research, the findings suggest that curriculum reforms do not lead to immediate or uniform changes in learning materials, although Reflex Plus (Gy25) represents a partial exception. The results also underscore that textbooks alone are insufficient for developing higher-order cognitive abilities, while remaining an important didactic resource when complemented by teaching practices.