The purpose of this study was to determine if beauty was important to elementary age children when exploring and making aesthetic judgements about works of art and to determine the criteria elementary students used in judging beauty in works of art. This study also explored beauty as a concept that could be used as an organizing idea for designing a thematic unit with the purpose of introducing elementary students to postmodern art and issues. One hundred and sixty first grade and fourth grade students looked at 20 pairs of art reproductions and picked the artwork they considered the most beautiful. The criteria elementary students use for determining beauty in artworks was found to be color, realism, subject matter and physical appearance of the subject of the work of art.

Syftet med vår studie var att undersöka om elever med funktionshinder får motsvarande utbildning och om undervisningen är kopplad till skolan som styrdokument. Undersökningen består av intervjuer med fyra lärare som alla arbetar med studenter med nedsatt språk i sin verksamhet. Utbildarna förklarar hur de uppfattar vad en motsvarande utbildning är för elever med funktionshinder och hur de arbetar för att dessa studenter får motsvarande utbildning enligt gällande styrdokument. Resultatet är att lärarna är överens om att eleverna i sin verksamhet inte får motsvarande utbildning. Dessa pedagoger har varierande kunskap om språkstörningar medan de tycker att problemet är att all relevant personal i skolan inte har tillräckligt med kunskap om språkstörningar och inte fullt ut vet hur man anpassar sig till eleverna behöver i förhållande till nuvarande styrdokument. Sammanfattningsvis anser alla intervjuade lärare att de har varierande kunskap om språkstörningar, men den kunskapen om studenter med nedsatt språk är för liten i skolan, och med större kunskap skulle fler studenter med språkförmåga få rätt anpassning och motsvarande utbildning. Skriv in abstrakt

The gap between technologies produced by science and physics basic education is noticeable. The physical programming Arduino platform has great potential for educational, artistic and commercial applications to perform as good technological inclusion tool, technical expertise and methodological review in high school. The use of laboratory equipment in the science teaching is common goal among educators. This work guides teachers to assemble sophisticated equipment in order data acquisition some daily movements, such as free falls or vehicular movements. In comparision with other alternatives, this equipment is advantageous, with technical features such as high portability, low cost and good adaptability. The implementation of the proposal in an instrumentation class for physical education and two high school year 1 of the groups demonstrated a connection between physics and technology, foster interest in physics programming and improve the contextualization of kinematics with other branches of activity human increasing the chances of a meaningful learning. / É perceptível a distância existente entre tecnologias produzidas pela ciência e o ensino de física na educação básica. A plataforma Arduino de programação física tem grande potencial para aplicações didáticas, artísticas e comerciais, constituindo uma boa ferramenta de inclusão tecnológica, conhecimentos técnicos e revisão metodológica no ensino médio. O uso de equipamentos laboratoriais no ensino de ciência é meta frequente entre educadores. O presente trabalho ensina professores a montar um equipamento de aquisição de dados para alguns movimentos cotidianos ainda que rápidos, tais como quedas livre, ou movimentos veiculares ou pendulares. Em relação a outras alternativas, este equipamento é vantajoso em quesitos como portabilidade, custo e adaptabilidade a outros projetos didáticos. A aplicação da proposta em uma turma de instrumentação para o ensino de física e em duas turmas do 1º ano do ensino médio demonstrou aproximar Física e tecnologia, fomentar interesse em programação física e melhorar a contextualização da cinemática com outros ramos da atividade humana aumentando as chances de uma aprendizagem significativa.

The diploma thesis Topics of the cycle of the year in education at primary school deals with monitoring of the work of two primary school teachers who integrate the topic of annual cycle into their teaching methods. The theoretical part of the thesis provides a brief historical overview of how the theme of nature and society developed as a part of the primary school curriculum from the Middle Ages up to the present time. It introduces the term annual cycle in connection with the layers of the year and the passage of time, with its cyclicity and linearity. It conveys to the reader the characteristics of the developmental specifics of a student at primary school. It describes didactic procedures and methods suitable for mediating topics reflecting the annual cycle, such as the Step by step curriculum, integrated thematic teaching or project teaching. The empirical part presents qualitative research focusing on the usage of the topics related to the annual cycle in primary school teaching. The research was carried out at two Prague primary schools. The teachers selected for the research are first grade class teachers. The research is based on the observation of direct pedagogical work of the teachers, in-depth semi-structured interviews and uses document analysis as an additional method. The aim of...

Tematisk undervisning beskrivs som ett verktyg där eleverna ges utrymme till att skapa och använda sina egna idéer, där undervisningen bildar en helhet och olika ämnesområden flätas samman. I denna studie kommer vi att undersöka utifrån barndomssociologin och ett relationellt perspektiv hur inkludering, elevers delaktighet och inflytande beskrivs av fritidshemslärare, vilka hinder och möjligheter fritidshemslärare ställs inför när det handlar om att ta vara på barns perspektiv, samt vilka kunskaper och förutsättningar fritidshemslärare behöver för att planera och genomföra tematisk undervisning på fritidshemmet. Vår datainsamling består av intervjuer med fritidshemslärare samt en enkät riktad mot all personal som arbetar eller har arbetat tematiskt på fritidshemmet. Resultatet pekar på vikten av elevers inflytande och delaktighet, men också att lärares tolkning av Läroplanens syfte och centrala innehåll ofta inte ger utrymme för elevers intressen, delaktighet och inflytande. Ramfaktorer togs även upp som en viktig del i planering och genomförandet av den tematiska undervisningen. / Thematic teaching is described as a tool where students are given space to create and use their own ideas, where the education forms a broad summary and different subject areas are intertwined. In this study, we will investigate from the sociology of childhood and a relational perspective how inclusion, students' participation and influence are described by the after-school teachers, what obstacles and opportunities after-school teachers face when it comes to taking advantage of children's perspectives and what knowledge and conditions after-school teachers need to plan and implement thematic teaching at the after-school recreation centre. Our data collection consists of interviews with after-school teachers and a survey aimed at all staff who work or have worked thematically at the after-school recreation centre. The results point to the importance of students' influence and participation, but also that teachers' interpretation of the curriculum's purpose and central content often does not leave room for students' interests, participation and influence. Framework factors were also mentioned as an important part of the planning and implementation of thematic teaching.

The focus of this research project was to determine whether thematic unit instruction or traditional, single-subject instruction was perceived to be the more effective and engaging way of teaching as decided by pre-service teachers. Research has shown that incorporating multiple subjects into one unit or topic of study helps to create more engagement and connections to which students can relate. In creating these connections, students can relate the content to their real life and in turn, better comprehend and retain the material. The pre-service teachers attend the University of Central Florida's College of Education and Human Performance. They voluntarily participated in completing a survey about their perceptions of single subject instruction versus thematic unit instruction. In the survey, the pre-service teachers seemed to be varied on what they believed was a better method of instruction for their future students. The pre-service teachers were split 50/50 as to whether they will teach traditionally, single-subject, or thematically. The pre-service teachers were unanimous in the idea that if they had the support of other teachers and administration as well as resources and research to guide them, that thematic instruction is a method of teaching that they would consider using. Nearly all of the teachers surveyed referred back to doing what is in the best interest of their students.

This thesis deals with the definition of the project and thematic teaching as a tool for improvement of class environment and relationships between students. The thesis defines the concept of class environment and identifies some causes of changes in class environment, together with methods of its measurement. It identifies some desirable relationships between students that are influenced by the class environment and on the other hand those relationships that influence the environment. The motivation is briefly described, it is divided in two groups: inner and outer motivation and it is observed in terms of behaviour and learning. The thesis also mentions several ways of working with the collective in terms of key competences set out in The Framework Educational Programme for Basic Education from June 2017. Specifically, it describes the project, thematic teaching, classroom appearance and drama education as one of the possible methods and techniques for working with a collective. The theoretical part is concluded with a detailed description and reflection of the Harry Potter project which took place in both of the studied classes. The practical part consists of two types of questionnaires. The first questionnaire Our class examines environmental changes in classes examined during the Harry Potter...

The thesis deals with possibilities of educating pupils with moderate and severe mental disabilities, multiple disabilities and autism. The theoretical part describes an educational system of these pupils and presents an integrated thematic teaching model in weekly units. The practical part presents a proposal of teaching project in the specific educational needs of these pupils. The aim of this thesis is to introduce proposed teaching project in the duration of one month, into the conditions of particular special elementary school and find out its learning results by action research. The outputs of this thesis are proposals for integrated thematic teaching in special elementary school. KEYWORDS Pupils with mental disability, integrated thematic teaching, special schools, multiple disability, framework educational program

There is a constant struggle for teachers to find new methods that generate learning. Every student learns differently and not everyone benefits from the traditional learning methods that teachers have used for centuries. Therefore, teachers must now variate their teaching methods so that every student gets the same opportunity to learn. This study aims to explore the possibility to use song lyrics as a didactic tool to bring in a practical element in the subject of social studies. Furthermore, the purpose of this study is to see how the students experience this kind of practical element in a theoretical school subject. At last, this study is interested in finding out if this kind of didactic tool and teaching method is an effective way to generate learning. To answer these questions the study uses three qualitative methods - a lesson study, group interviews and a survey. Earlier research has found that is it positive to connect the teaching materials to something that the students can relate to since this can create interest and motivation. The use of song lyrics in this study hopes to use something familiar to the students and connect this to social studies. By analysing collected data using two scientific theories, we can conclude three things. First of all, song lyrics can be used to provide a clear and realistic connection to society. Secondly, the participating students overall seemed to enjoy using song lyrics as a didactic tool. Finally, the study can conclude that song lyrics can generate learning since it creates interest among the students.

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...