Lärande på hjärnans villkor: En fallstudie av ett antal klasslärares syn på begreppetarbetsminne och arbetsminnesträning
Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
The study's purpose was to get a picture of what a number of class teachers know about and their views on the concept of working memory and working memory training and whether this affects their working and teaching in the classroom. The study is based on qualitative interviews and classroom observations and the theoretical perspectives that the study is based on two: didactic perspective and the socio-cultural perspective. The results of my study show that the class teachers' views and use of the concept of working memory is limited, even if they unknowingly working on parts of it in their teaching. All classroom teachers in my study term difficulties that can arise for students as concentration difficulties, which according to previous research can count towards deficiencies in working memory. All of the respondents in this study believe that it is mostly special education teacher who trains working memory, and that they themselves do not have that knowledge. They also believe that the classroom environment is important for all learning. Common to all respondents consider that the topic is important and would like to have more knowledge of how they can help and support pupils with poor working memory. As a special education teacher and teacher you often meet students who have trouble concentrating, and because of this may be difficult to absorb knowledge as when reading. One hypothesis that most researchers discuss is that working memory is one of the key elements of this problem. Studies and research shows that these students can be helped if they receive support, strategies and the ability to train working memory. The study is relevant to the teaching profession because there are great demands on teachers / special education teachers to meet all students in the classroom, regardless of difficulty. It is therefore important to have knowledge about the different concentration difficulties that exist, how they can be heard and possible solutions.
Place, publisher, year, edition, pages
2013. , 39 p.
Neuro Education, Strategies, Learning Styles, Learning Environment, Kinesthetic
Languages and Literature
IdentifiersURN: urn:nbn:se:umu:diva-65957OAI: oai:DiVA.org:umu-65957DiVA: diva2:605322
Subject / course
Postgraduate Diploma in Special Needs Training