Using learning materials in Danish L1

Despite learning materials having great influence on the teaching in
classrooms, the research on learning materials is scarce and very often not
based on empirical studies (Gissel & Buch, 2020, Bundsgaard, Fougt og Buch,
2017). This study investigates the use of learning materials in 11 Danish
grade 7 classes in the subject L1 is based on 25 videotaped lessons and
analyses focusing on the teacher's framing and the intended and actual
design.In this study we found the use of both didactic, semantic and
functional learning materials. Didactic learning materials were both highly
didactizised materials such as teaching books as well as low level didactical
materials such as copied working sheets. The latter can be subdivided into at
least two different kinds of materials according to their use: filling-in
exercises and subject facilitating. Especially when it comes to the use of the
less didactizised learning materials the teacher’s framing is of importance
since there is no support in the materials themselves. Semantic learning
materials in this study were primarily novels and videos and the framing of
these also seems to be low. Often they are framed through photocopied
analysis sheets found on the internet.Functional learning materials seems to
be an important part of the lessons since they are used throughout the
lessons but never articulated og didactizised. Concluding we find that there
is a variety in the use of learning materials and that in general the teacher’s
framing of the materials used is low. Highly didactizised materials such as
teaching books do not dominate the use and learning materials do not seem
to dominate the lessons. Didactic learning materials seem to be an offset for
the lessons, but there is little reference to the actual learning materials once
the lessons begin in the cases included in this study