As climate changes are progressing so is the need for further knowledge surrounding them and their consequences. This includes the ocean’s role in the climate system. Previous studies indicate a general lack of research in students’ understanding of the ocean, which this thesis aims to fill a part of. This thesis has investigated upper secondary school students’ basic knowledges of the ocean’s natural processes and chemistry, as well as the students’ understanding of the consequences of the ongoing ocean warming. The methods used have been a combination of participant observation and a quiz, considering students in an upper secondary school in Stockholm. The results of the quiz show that two thirds of the students have a basic understanding of the ocean’s processes and chemistry. The participant observation supports this conclusion. It additionally showed that most students displayed superficial knowledge of oceanic processes, while having a poorer understanding of more complex processes and the concurrence between processes. Some misunderstandings and alternative understandings surfaced amongst the students’ answers. These, along with systematic geography and its preconditions, are discussed in the discussion section. While the present study was too limited to draw definite conclusions, this study indicated preliminary that students with focus on natural science display a deeper knowledge in the ocean’s chemistry and natural processes than students with focus on social sciences, which would be interesting to investigate further in future research.

Detta arbete ämnar diskutera och analysera mediamaterial i form av video och film från Sveriges Utbildningsradios mediaplattform UrPlay. Materialet analyseras via hur det förhåller sig till Skolverkets kursplan i geografi. Syftet med detta är att se hur väl materialet förhåller sig till de riktlinjer som finns för undervisning. Det syftar även till att undersöka vilken variation av material det finns i geografi och vad det säger om geografin som skolämne. Då både Sveriges Utbildningsradio och Skolverket är statliga organisationer bör det finnas samband mellan innehåll och läroplan. Hur mediaplattformar och användandet av film i skolundervisning redovisas med tidigare forskning om generellt filmanvändande som ej är specifikt för geografi. Forskningen är därför bredare än specifikt för geografiämnet och tar in en allmän synvinkel på film i undervisning. Senare redovisas även forskning och bakgrund om själva läroplanen samt dess kursplan för geografi. Metoden som använts i arbetet är en kvalitativ datainsamling och består av analys samt genomgång av fem videor som finnes under geografikategorin på UrPlays hemsida. Resultatet redovisar de kopplingar som finns mellan mediamaterialets innehåll och det centrala innehållet i kursplanen för geografi. Resultatet består av genomgångar av det utvalda materialet samt vilka delar av det centrala innehållet som de uppfyller. Analysen i arbetet ämnar för att kritiskt materialet i förhållande till läroplanen. Variationen samt utbudet jämförs även med andra tillgängliga ämnen på hemsidan. Här blir det tydligt att majoriteten av videor är ämnesöverskridande och till viss del fyller större delar av centrala innehåll i andra kursplaner än geografi. I arbetets slutsats redovisas att det tillgängliga materialet förhåller sig till kursplanen dock endast till en viss mån. Sedan presenteras en generell diskussion samt vilka brister detta arbete har. / This text aims to discuss and analyse media material in video form produced by The Swedish educational radio. The material is available to find on their website UrPlay and can be viewed by whomever. The material is analysed in relation to the Swedish curriculum and its course specific syllabus in geography. The aim is to get an understanding of how well the material produced meets the expectations of said curriculum. It also aims to see what variation there is to the material found under the geography category on UrPlay and what its variation says about geography as a school subject. Both The Swedish educational radio and The Swedish School board are organisations owned by the Swedish government hence there should be a connection between material and curriculum. The usage of media platforms and film in educational purposes have been researched and a broader perspective than just geography have been taken into consideration. Choice of methodology for collection data is a qualitative analysis and consists of analysis and general review of five videos found under the geography category on UrPlay. In the result part of this project, the connections between material and geography syllabus are demonstrated. The result is demonstrated by thorough briefings of chosen videos. It is then viewed in relation to the syllabus and what parts of the syllabus that are covered in said videos. In the analyse section of this text that aims to critically analyse the material in relation to the syllabus it becomes evident that the majority of videos are not subject specific to geography. It rather shares the content with other subjects and to some part fill more criteria of other syllabuses. However, it does fulfil some parts of the geography syllabus. In the conclusion the results are discussed and shows that the material fills the criteria of the syllabus to some extent. Thereafter a general discussion and flaws within the project are presented.

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