The aim of this study has been to investigate teachers´ teaching of name geography and based on this contribute with discussion that can develop the didactics of geography. The subject of geography has been debated in the discourse of the school for a long time. To examine the aim of the study interviews have been conducted with six teachers from different schools who are competent in the subject of geography. The material from the interviews has been transcribed, analyzed and then a result has been written. The result provides that the teachers use different methods current to the students' learning. The teachers have a common denominator for the purpose of their teaching, namely, to provide a basis for the students for further development in the subject of geography. Our conclusion is that teachers express their didactic choices and dedicate name geography in different ways and there is a need for further research to develop teachers' awareness about their didactic choices of name geography.

Denna studie har undersökt elevers kunskaper angående namngeografi samt läge- och storleksrelationer kopplat till Sverige, Norden, Europa samt världen. Studiens syfte är att undersöka om elevernas kunskaper påverkas av deras resvana, ursprung, kön eller annan vistelse utomlands. Studien utgår ifrån Bronfenbrenners ekologiska systemteori och Piagets kognitiva konstruktivism. Undersökningen är genomförd med en kvantitativ metod och respondenterna har bestått av 52 elever i tre olika klasser i årskurs 6. Respondenterna har fyllt i en enkät där de har fått besvara frågor angående deras resvana, vart de är födda, hur många plaster de har bott på samt om de har släkt utomlands. Respondenterna har även besvarat tolv frågeställningar kopplat till namngeografi samt läge- och storleksrelationer där respondenterna uppmanades att ringa in rätt svar bland fyra svarsalternativ. Avslutningsvis ombads respondenterna att konstruera en världskarta på ett blankt papper och markera ut världsdelarna samt Sverige. Resultatet av studien visar att de elever som är beresta har presterat bättre än de elever som inte har rest utanför Sverige. Studien visar även att de elever som har släkt utomlands har presterat bättre än de elever som inte har släkt utomlands. I sin helhet har flickorna presterat bättre än pojkarna och de elever som tillhör en annan könstillhörighet. Resultatet av undersökningen visar att eleverna tar till sig namngeografi utanför skolan och att resande och släkt utomlands kan bidra till sådana kunskaper. / The aim of this study is to examine students' knowledge regarding name geography, location and size relationships linked to Sweden, the Nordic countries, Europe and the world. The purpose of the study is to investigate whether students' knowledge is affected by their travel habits, origin, gender or other residence abroad. This study is based on Bronfenbrenner's ecological systems theory and Piaget's cognitive constructivism. The survey was conducted using a quantitative method and the respondents consisted of 52 students in three different classes in 6th grade. The respondents filled in a questionnaire where they were asked questions about their travel habits, where they were born, how many places they have lived in and if they have relatives abroad. The respondents also answered twelve questions related to name geography, location, and size relationships where the respondents were asked to circle the correct answer among four alternatives. Finally, the respondents were asked to construct a map of the world and mark the continents and Sweden on a blank piece of paper. The results of the study show that the students who have traveled have performed better than the students who have not traveled outside Sweden. The study also shows that students who have relatives abroad have performed better than students who have not relatives abroad. Overall, the girls have performed better than the boys and the students who belong to another gender. The results of the survey show that students absorb name geography outside of school and while traveling. Relatives abroad can also contribute to such knowledge.