Syftet med arbetet är att bidra till ökad kunskap om hur kontrabaspedagoger utformar gruppundervisning i sitt arbete med kontrabaselever. Det tycks finnas en stor brist på studier som behandlar gruppundervisning på kontrabas. I bakgrundskapitlet belyses därför gruppundervisning med dess för- och nackdelar, olika gruppundervisningsmetoder för stråkpedagoger samt forskning som visar positiva effekter av gruppundervisning. Föreliggande studie grundar sig på det designteoretiska och multimodala perspektivet. Datamaterialet består av två videodokumentationer från två olika kontrabaslärare. I resultatet redovisas hur lärarna använder tal, sång, specifika kontrabasord, gester och instrumentet kontrabas som resurser i undervisningen. Resultatet visar även att lärarna designar sina lektioner på olika sätt samt att de använder sig av olika tekniker vid spel. I det avslutande diskussionskapitlet lyfts de olika resurser lärarna använder sig av och hur de designar sina lektioner i relation till det designteoretiska och multimodala perspektivet. En av slutsatserna i diskussionen är att lärarens position gentemot eleven har betydelse för elevernas förmåga att imitera och transformera lärarens gester. / The purpose of this study is to contribute to further knowledge of how double bass teachers design their group lessons for double bass students. There seems to be a lack of studies that treat group tuition for double bass. The background chapter therefore provides pros and cons about group tuition, different methods for group tuition used by string teachers and previous research in the field that shows the positive effects of group tuition. The theoretical starting point of this study is based upon the design theoretical and multimodal perspective. The collected data material consists of two video documentations from two different double bass teachers. The result chapter describes how the teachers use speech, song, double bass words, gestures and the double bass as resources in teaching. The result also shows that the teachers design their lessons differently and use different kinds of techniques when playing. In the concluding discussion chapter the teachers’ different resources and how they design their lessons is lifted as the main topics according to the design theoretical and multimodal perspective. One of the conclusions in the discussion is that the teachers’ position towards the students is significant for the students’ ability to imitate and transform gestures from the teacher.

Hovedproblemstillinga i denne undersøkelsen er ” Hvordan oppfatter musikk- og kulturskolelærerne den stille eleven og hvordan legger de opp gruppeundervisningen for å nå denne typen elever i gruppesituasjoner?” For å finne svar på dette brukte jeg kvalitativt forskningsintervju som metode. Fem strykelærere med minimum ti års fartstid og med erfaring fra både individuell- og gruppeundervisning har deltatt. Disse ble håndplukket fra mitt kontaktnett. Resultatet av undersøkelsen viser at lærerne ser på den stille eleven som en som ikke sier så mye og er veldig forsiktig. Utover dette kan det se veldig ulikt ut. For å nå den stille eleven kom det fram at det er viktig å arbeide med hele gruppa for å skape en fellesskapsfølelse, og at de som lærere ser og bekrefter elevene. I diskusjonen har jeg med utgangspunkt i teorier om gruppeprosesser og lederskap, diskutert hvilken betydning musikkundervisning i gruppe og hvilken rolle læreren har i forhold til den stille elevens atferd. / The main question in this survey is "What are experienced music and art teachers’ opinions on the quiet learner, and how do they reach this group of students in group teaching?" To answer this, I used qualitative interviews. Five string teachers with a minimum of ten years of experience and with experience in both individual and group teaching participated. The teachers were handpicked from my contacts. The results of the survey show that teachers see the quiet student as a person who does not say much, and is very careful. Beyond this, every quiet student can look very different. To reach the quiet student, it became apparent that it is important to create a group atmosphere, and that the teachers see and acknowledge the students. During the discussion, I have raised the importance of group teaching in music and the vital part the teacher plays, in relation to the development of quiet students, based on theories about group processes and leadership.

On-line experiments by physics education at basic school The aim of this diploma thesis is to prove the usefulness of on-line experiments during physics teaching. The work is divided into two parts: theoretical one and practical one. The theoretical part deals with the teaching in primary schools, the possibility of the usage of informational and communication technologies, the increase of student´s motivation through new teaching methods and the student´s life in a school surrounding. The practical part consists of the experiment complex created by the set PASCO. The working sheets, which are given to some of the experiments, enable to attest the effectiveness of the chosen experiments in practice. The results of the didactic samplers to the particular classes are enclosed and described.

Teaching in groups is the organizational form of teaching. Students are divided into several groups and they cooperate to solve certain task. Mutual help and involvement of passive and diffident student is a big advantage. This form of teaching has disadvantages and several problems too. Teacher should arrange and prepare everything carefully. Teacher's role is different in this type of teaching. When teacher is planning, he should realize what he wants to achieve, how large groups will be appropriate, how to divide students into groups etc. Classical arrangement of class for frontal teaching is inappropriate for teaching in groups. In this form of teaching students should see each other. All groups can do the same work or each group can do a different work. Student assessment is a problem in this way of teaching too. Some teachers can not cope with this. Teaching in groups may not be always cooperative. Key words: activating form of teaching, teaching in groups, cooperative teaching, teaching in pair, heterogeneous group, homogeneous group, role in the group, cooperative skills