This essay examines how textbooks in primary geography offer readers to make changes in perspective. As the title suggests, spatial/temporal awareness and understanding of social relations are seen as interconnected aspects of what changes in perspective is about. Two contemporary textbooks used in Swedish primary school are analyzed, as well as one written in 1893 by the Swedish reform educator Anna Whitlock. The analysis is made with tools from multimodal social semiotics and critical linguistics. Understanding didactics on a basis of curriculum theory, distinguishing varied offers of meaning is seen as an important basis for making decisions in didactic practice. The essay offers arguments to support that view. A historical perspective is used to illustrate constructions of school geography in our time. Attention is paid to how the text from the 1890s introduces spatiality by letting the reader relate to the physical world, while spatiality in the texts from the 2010s is framed by social relations. When differences between the contemporary textbooks are described, some specific design choices offering varied reader interactions are suggested being crucial for inclusions/exclusions of experiences and worldviews.

The diploma thesis deals with teaching students of the lower secondary school about the topics of the local region and the migration of the population. The diploma thesis characterizes four specific methods and forms for teaching the local region from the point of view of migration. The methods are based on cross-subject relations and key competences of the students. Afterwards, the thesis is evaluated the process and the fulfilment of the objectives of the application of two teaching topics in geography lessons at the lower secondary school Vodňany in March 2019. Activation methods such as work with the map, walking in the vicinity, field lessons, etc. are often used for teaching the local region. One of the goals was also student´s active approach to geography lessons in creating their own learning activities. Part of the thesis is also an analysis of the results of a questionnaire survey focused on teaching the local region and migration from the perspective of teachers of geography and the knowledge of students about these topics. The results are favourable for the purpose of the thesis. Teachers link the topics of the local region and migration, it demonstrates that the proposed learning activities can use in the practice. Students have shown relatively good knowledge of the local region and during learning activities were able to use knowledge. In the introduction of the thesis is elaborated the theoretical part of the thesis, which is related to the themes of geography didactics, interdisciplinary relations, FEP BE, key competences, forms and methods of teaching.

Using of modern technologies has been increasing in the sectors of economic and by people. If educational system shall prepare students for the future, it should learn them to work with that technologies, for example computers or tablets. Modern technologies have been entering to schools increasingly but very slowly. Effects of their usage in the educational process have not been examined sufficiently. This thesis applies to advantages and disadvantages of teaching population and settlement geography with a tablet, particularly using the Nearpod application. The influence of teaching with tablet on students' test results is analyzed on the basis of taught lessons and didactic tests. Then, advantages and disadvantages of tablet using at school are established for students and teachers according to interviews and observation during the lessons. This study shows that tablet using does not have to mean higher students' scores in the tests. Students are more motivated, lessons are more entertaining for them in comparison to traditional lessons. Tablets also provide priceless feedback to them. From the teacher's perspective, lessons with tablets are more time-consuming than traditional lessons, but they provide possibilities to observe all students' work during the lesson and more possibilities to...

This study aims to investigate how a number of students who are at the end of a teachers’ educations program in social studies, geography, religion and history interpret that the national curriculums states that every teacher is responsible for students language development and should be supportive of language backgrounds. In the light of the curriculums the study explores how the teacher education students feel that the education has prepared them for teaching children with Swedish as a second language. The study also examines how the teacher education students think that the teacher education could improve in matters like preparing future teachers to teach social studies, geography, religion and history to second language children. The study is based on interviews with seven university students and shows that they feel a responsibility to develop their future students’ language. It also shows that the teacher education students don’t experience that their education has addressed these challenges. The study also reveals that the participants understand the difficulties with teaching second language students. A lot of their thoughts on the subject are similar to what previous research stresses as central to teaching these students despite that the teacher education students don’t feel prepared. The question of possible improvement in the teacher education shows that the participants in the study believe that there is room for improvement in the teacher education regarding second language students.