Diss. Linköping : Univ., 2004. / Härtill 3 uppsatser.

Diss. (sammanfattning) Stockholm : Stockholms universitet, 2005. / Härtill 3 uppsatser.

Abstract My study is about working memory and working memory abilities for children with concentration difficulties. I have looked at literature and current research. I have also done an interview study on three pedagogues who have experience of the problem area. The conclusion I can draw from my investigation is, when it comes to working memory and what children with concentration difficulties can have problem with, is often shown when instruction is given in several stages and when the child come to the last instruction they sometimes have forgotten what the first instruction was. Special questions, image, image schedules and written instruction can help the child to remember. I also found that the pedagogues not only looked at working memory, but they also examined how the child hear and see, therefore they look at the ability of how the child notice what they hear and see and how they use it in their every day living. Time perception also have whit memory to-do, if the child can’t remember what they did for example yesterday at home or which character they have learned. When it comes to specific areas in school where the child with bad working memory can have problems with, is it often shown in school subjects as mathematic (instruction in several stages) and in Swedish subjects (character learning, and in reading). My conclusion among others are, if the child have difficulties with its working memory it is shown mainly in mathematic and in the subject Swedish. Another conclusion I drew is, if you started to train the child already in preschool, you can make it easier for the child to continue its learning. The result also shown that the pedagogues think that it is important to work from without what the particular child hade difficulties with and how the environment effects on the child’s ability.

Diss. (sammanfattning) Umeå : Univ., 2003. / Härtill 4 uppsatser.

Diss. (sammanfattning) Umeå : Univ., 2004. / Härtill 4 uppsatser.

Diss. (sammanfattning) Umeå : Umeå universitet, 2007. / Härtill 3 uppsatser.

Diss. (sammanfattning) Umeå : Umeå universitet, 2006. / Härtill 3 uppsatser.

Diss. (sammanfattning) Stockholm : Stockholms universitet, 2007. / Härtill 3 uppsatser.

Diss. (sammanfattning) Stockholm : Stockholms universitet, 2006. / Härtill 3 uppsatser.

The purpose of this essay is to clarify the use of maps in a selection of religious textbooks and to compare this with the use of maps in historical textbooks which is done by applying a quantitative method. In the religious textbooks the maps that shows religions expanse will be analysed by applying a qualitative semiotic analysis. The positive and the negative aspects of the use of maps will also be made visible in the essay and be related to research about the human memory and memory training. The researched material is SO-serien ämnesbok, Utkik 7-9 grundbok and Prio stadiebok. From all three publishers both the historical and the religious textbooks are studied. After analysis of the researched material it can be established that the use of maps in religious textbooks for high school is limited. In comparison between books from the same publisher, there are big differences between the historical and religious textbook. The use of maps in historical textbooks is relatively widespread. In one of the publisher’s textbooks, they use maps five times more in historical textbook then in religious textbook. Analysis of the maps that portray the spread of different religions around the world shows that various methods are used in different textbooks. Colors are mainly used in the SO-serien Religion: ämnesbok and Prio Religion 7-9 grundbok. Utkik 7-9 Religon grundbok doesn't show any religious spread in the maps, they use pictures that are connected to the maps. This design has several difficulties like the lack of pluralism in religions, colors that are emotionally charged, maps of the world where part of the world is missing, small variations in scale and map projection. Despite this there is benefits in using maps as Lgr11 provides. That the student will work with different working methods and the language of the human mind consists of pictures. By religion, knowledge linked to a geographic context, students get a knowledge context which leads to maintaining knowledge instead of learning isolated facts that tend to be forgotten.