Der Beitrag formuliert Gemeinsamkeiten und Unterschiede zwischen einem musikdidaktischen Konzept „Aufbauender Musikunterricht“ und einem als „Musikpraxen erfahren“ konkretisierten Konzept ästhetischer und kultureller Bildung. In vier Abschnitten werden (1) Gemeinsamkeiten, (2) Populäre Musik in „Aufbauendem Musikunterricht“ und „Musikpraxen erfahren“, (3) Musikbegriffe sowie (4) Einwände und Erwiderungen dargestellt. Im vierten Teil werden in dialogischer Form das Verhältnis von schulischen Lernsituationen und musikalischer Erfahrung, die jeweilige Normativität des musikpädagogischen Musikbegriffs, die jeweilige Sach- und Schülerorientierung, das Verhältnis von instruktiven und offenen Lehr-Lernsituationen und Konzepte für einen roten Faden im Musikunterricht reflektiert. Das jeweilige Verständnis von dem, was unter Musik verstanden wird, erweist sich als folgenreich für das musikdidaktische Konzept. / The article deals with similarities and differences between a music teaching concept "Music teaching step by step" and an alternative one which is specified as a concept of aesthetic and cultural education known as "Experiencing musical practices". Topics are exposed in four sections: (1) common positions, (2) the role of popular music within "Music teaching step by step" as well as within "Experiencing musical practices", (3) what does "music" mean? and (4) objections and replies. The fourth section is presenting a dialogue, dealing with the relation between learning situations in the classroom and musical experience, as well as with the specific normativity of the music teaching concepts. Moreover, this chapter is asking, if the concepts are appropriate to the subject''s and to the pupil''s needs and if these concepts take into account the ratio of instructive teaching versus open teaching-learning situations as tools to increase the learning outcomes. The particular understanding of what we mean by "music" is seen to be crucial for music teaching concepts.

In 2018 the government of Sweden decided to include programming in elementary school. Therefore, the purpose of this report was to investigate whether or not the current Swedish third-grade programming curriculum was appropriate or not, and also to evaluate the viability of including a few additional programming concepts in the teaching material for grade three. To achieve this goal, a game incorporating Gamification was developed in order to assist in the teaching of these concepts, as well as the current curriculum, to a group of third-graders from a swedish school. There were 87 participants introduced to the different programming concepts by playing the game during theoretical lectures. The results suggests that the current curriculum can be expanded upon, and also that the additional concepts all seemed to be viable extensions. However, we believe that more research needs to be conducted in order to draw any definite conclusions. / År 2018 beslutade Sveriges regering att inkludera programmering i grundskolan. Syftet med denna rapport var därför att undersöka huruvida den nuvarande svenska programmeringskriterierna för årskurs tre är lämplig eller inte, samt att utvärdera möjligheten att inkludera några ytterligare programmeringskoncept i undervisningen för årskurs tre. För att uppnå detta mål utvecklades ett spel som innefattade Spelifiering (engelska: Gamification) för att underlätta undervisningen av dessa begrepp, såväl som den aktuella läroplanen, till en grupp av tredjeklassare från en svensk skola. Det var 87 deltagare som introducerades till de olika programmeringskoncepten genom att spela spelet under teoretiska föreläsningar. Resultaten tyder på att den nuvarande läroplanen kan utökas med koncepten som undersöks i denna studie. Vi tror emellertid att mer forskning måste genomföras för att dra några konkreta slutsatser.

This Diploma thesis is a continuation of bachelor thesis, which discusses the formal cooperation between family and school in pre-school age of a child. Diploma thesis is extended and brings new information about cooperation of family and school. There are important information from Bachelor thesis included in the theoretical part. They play important role in practical part of Diploma thesis and objectives and goals for the research come out of them. Theoretical part is therefore focusing on terms family, teacher and nursery school. It also derives information from curricular documents, such as Framing educational program of pre-school education. It discusses its main principles and objectives and focuses on conditions of pre-school education, where parents play an important role. I tis one of the main principles of Step by Step program. Also White book is mentioned, which also talks about cooperation with parents. Theoretical part then discusses the opportunities and options of working together, how to realize it and what its applications. It also talks about other programs and initiatives emphasizing the importance of cooperation with family. One chapter talks in detail about Begin together program, about its objectives and teacher's methods of work in this program. In this chapter, thesis...

My theses called "Intergrated thematic instruction" in the "Step by Step programme" describes, analyses and evaluates the usage of Integrated Thematic Instruction (ITI) on the 1st level of the primary school. ITI is considered like one of the possibilities of the realisation of the educational content which is delimited by General Educational Programme which broad interpretation offers to this realisation. My theses is devided into two parts - theoretical and practical. The theoretical part deals with the analysis of the educational content in regard with the schoolwork integration. Besides the integration itself, my theses also deals with thematic teaching and integrated thematic teaching in curriculated documents. My theses also refers to integrated thematic teaching in modification of the "Step by Step programme" and tries to limit ITI in the project teaching background. The integral component of the theoretical part is also a part devoted to the key competences and their acquisition. I focus on the components monitoring of the brain compatible environment during the real practical teaching in the "Step by Step programme". I analyse the above mentioned components within three ITI projects which happen during my classes. The analysis runs based on the Korthagen's cycle where the last phase of the...