Syftet med detta arbete är att utifrån olika tryckta läromedel för elever i årskurs 7 skapa kunskap om vilka frågor, frågetyper, i läromedlen som beaktas. Läromedlen var från två olika bokförlag. Kategorisering av frågorna gjordes utifrån kunskapstyperna i Blooms reviderade taxonomi: faktakunskap, begreppskunskap, procedurkunskap och metakognitiv kunskap. Då taxonomin är tvådimensionell, betraktas också kognitiva processer. Utöver kunskapsdimensionen är taxonomin indelad i sex olika kognitiva process kategorier. Dessa gör det enklare att kategorisera kunskapstyper, eftersom ett visst samband finns mellan kunskapstyp och kognitiv process kategori. Faktakunskap och begreppskunskap kunde urskiljas samt process kategorierna minnas och förstå utifrån frågornas karaktär från gällande studie. Övriga kunskapstyper och process kategorier är mer svåröverskådliga och frågor knutna till dessa är inte av samma omfattning. Process kategorin skapa har jag inte funnit. Metakognitiv kunskap är svår att behandla i en lärobok. Metakognitiv kunskap utvecklas under en längre tid. Utifrån kategoriseringen av frågor verkar faktakunskap och begreppskunskap i båda läroböcker dominera. Detsamma gäller de kognitiva process kategorierna minnas och förstå. Faktakunskap utgör en stor andel av läroböckerna. I de böcker jag analyserade bestod faktakunskap för 79 % respektive 55 % av samtliga frågor. Analyserar man istället process kategorierna minnas och förstå utifrån frågor i böckerna utgör dessa kategorier sammantaget över 85 % i läroböckerna. Andelen frågor som kan kategoriseras i respektive kategori minnas och förstå är ungefär lika stora i läroböckerna.

<p>Background: Amongst contemporary companies, knowledge is considered as an ever more important factor of production and hence a competitive device. Demands on well-developed processes of knowledge management are particularly high in project based companies. </p><p>Purpose: The purpose of this thesis is to investigate whether there is need to improve knowledge transfer between projects within the project based business of the case company, ABB Power Systems AB. If the investigation shows that such needs exist, the aim of the thesis is also to investigate the nature of these needs as well as to provide the company with suggestions on areas of improvement. </p><p>Delimitations: The thesis does not consider possible impacts of knowledge transfer within a group, or any one individual’s particular function within the organisation, on processes of knowledge transfer between projects. </p><p>Realisation: The investigation was carried out during a period of four weeks spent at the company’s main establishment in Ludvika, Sweden. It is based on 16 interviews with employees in two projects of different types, as well as observations on site. </p><p>Results: It is important for the company to identify existing types of knowledge within its business as well as to decide which one / ones to focus in its efforts to enhance the processes of knowledge transfer. Furthermore, the company is encouraged to decide upon one particular strategy on how to manage these matters. To identify a firmly established division of responsibility and to promote continuity in transfer processes is also important to the company. We believe that the presented reasoning can be useful not only to the case company but to other project based companies.</p>

Background: Amongst contemporary companies, knowledge is considered as an ever more important factor of production and hence a competitive device. Demands on well-developed processes of knowledge management are particularly high in project based companies. Purpose: The purpose of this thesis is to investigate whether there is need to improve knowledge transfer between projects within the project based business of the case company, ABB Power Systems AB. If the investigation shows that such needs exist, the aim of the thesis is also to investigate the nature of these needs as well as to provide the company with suggestions on areas of improvement. Delimitations: The thesis does not consider possible impacts of knowledge transfer within a group, or any one individual’s particular function within the organisation, on processes of knowledge transfer between projects. Realisation: The investigation was carried out during a period of four weeks spent at the company’s main establishment in Ludvika, Sweden. It is based on 16 interviews with employees in two projects of different types, as well as observations on site. Results: It is important for the company to identify existing types of knowledge within its business as well as to decide which one / ones to focus in its efforts to enhance the processes of knowledge transfer. Furthermore, the company is encouraged to decide upon one particular strategy on how to manage these matters. To identify a firmly established division of responsibility and to promote continuity in transfer processes is also important to the company. We believe that the presented reasoning can be useful not only to the case company but to other project based companies.

This study examines how four history textbooks from two different textbook series presents the use of historical sources. Primarily the chapters, sections and exercises in the textbooks that explicitly deals with sources or source criticism as the main content i studied. The didactic design, the represented knowledge types and view on sources and source criticism of the identified parts are analysed to illustrate the overall knowledge perspective in relation to historical sources. The applied knowledge types is retrieved from a knowledge typology for the purpose of identifying the overall perspectives on historical knowledge connected to sources and source criticism. The findings show that the represented perspective primarily contains of establishing and explanatory knowledge types and the focus is source evaluation and credibility analysis. Knowledge types of analyzing and reflective kind mainly appears in recesses and outside of the main chapters. Source interpretation and historical reasoning is found outside of the parts and sections where sources are the main theme. The results indicate that textbooks needs to incorporate these aspects of source analysis in a more distinct way to avoid the perception that sources only are relevant for evaluating already established narratives and to contribute in a greater degree to the development of a historical reasoning. / Denna studie undersöker hur fyra läroböcker i historia från två olika läroboksserier presenterar arbetet med historiska källmaterial. Det primära fokuset för studien är de kapitel, avsnitt och övningar som explicit nämner källor eller källkritik som huvudsakligt innehåll i läroböckerna. De identifierade delarnas didaktiska design, representerade kunskapstyper och syn på källor och källkritik analyseras för att kunna belysa läroböckernas övergripande kunskapsperspektiv i förhållande till historiska källor. Kunskapstyperna som används hämtas från en kunskapstypologi med syfte att kunna urskilja övergripande perspektiv på historisk kunskap kopplad till källor och källkritik. Resultatet visar att perspektivet som representeras i första hand är av konstaterande och förklarande typ och har ett fokus på källvärdering och trovärdighetsanalyser. Den analyserande och reflekterande typen framträder främst i fördjupningar och utanför huvudkapitlen vilket gör att tolkandet och det historiska resonerandet utifrån källor lämnas utanför de delar där källor utgör huvudtemat. Resultatet pekar mot att läroböcker skulle behöva föra samman dessa aspekter av arbetet med källmaterial tydligare för att undvika en uppfattning att källor endast är relevanta för värderingen av redan etablerade narrativ och för att i högre grad kunna bidra till en utveckling av ett historiskt resonerande.

The project is a very common form of work in regional growth. Because the business is so oriented project is increased knowledge and a well-functioning project very anxious. Regardless of the role of the region in the external and internal projects, it is in the interest of the organization to benefit from the lessons and experiences in order to develop the internal work and regional roles in the project. The study aims to describe the types of knowledge generated, as well as the knowledge transfer that takes place in the regional projects. The descriptions can be used to disseminate knowledge about the processes used and which are used to a lesser extent, and what affects it. Overall questions for this study are: • What kinds of knowledge generate projects of regional growth? • How is the knowledge of projects in regional growth? The study is based on 12 interviews in three regions, Örebro, Östergötland och Värmland. Four development managers, a department manager, five strategists and two project managers were interviewed. There are factors that affect the types of knowledge that are created and how the knowledge is transferred.  It is the knowledge and skills of the project manager, tacit knowledge and unclear requirements and expectations, organizations' role and function of learning and achievements and challenges related to line operations. The knowledge transfer is the lack of documentation on the results of the project, focusing on target figures more than how to lead and manage projects, structure and processes in organizations. The project manager's role, responsibilities, mandates and powers in relation to other roles and working methods in line organization is perceived as difficult, hierarchical and unclear, and it affects the transfer of knowledge. A major challenge is that the regions must often respond to external financiers' needs and requirements to receive funding. It could involve requiring reporting, financing, models and plans. The conclusion is that the personal knowledge more prominent than others, but all knowledge types involved in different contexts depending on the region's role and function of internal and external projects. Knowledge transfer consists primarily of informal meetings to converse, tell and inform about the project lessons and experiences. Structured transmission occurs primarily through regional reports and plans of various kinds to make it available.

To achieve the climate and environmental goals the Swedish government took actions to increase timber construction. One material that have been getting more and more popularity the past years is Cross-laminated timber. This is a study that investigates the implementation phase of the CLT framework. The study is also demarcated to knowledge types and competence. The method of obtaining information consists of 9 interviews that investigates 4 different projects that have used CLT framework. The result of the interviews have been put together into the result and then analyzed. The results have been compared with past studies from the Theoretical frame of reference, which is focused on knowledge and competence. The study is focused around 3 knowledge types which is domain specific knowledge, procedural knowledge and general knowledge. One of the problems that was recurring was the lack of piercings in the CLT elements. The entrepreneurs that had experience with CLT made their own piercings while the other entrepreneurs had bigger issues. To achieve the best implementation phase it is needed procedural and domain specific knowledge, if you don’t have that it is beneficial to hire a consultant who does.