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Developmental origin of cartilage skull elements in axolotl
Kloučková, Lenka ; Černý, Robert (advisor) ; Roček, Zbyněk (referee)
Despite the fact that some aspects of single studies differ, there's a generally accepted view that the whole cartilaginous viscerocranium of vertebrates is neural crest derived. By the series of isotopic transplantation experiments of presumptive neural crest on the model organism Ambystoma mexicanum I partly specify this oppinion and prove that the most ventro-caudal cartilage, the second basibranchial, is of a different origin. Furher I mention the level of the presumptive neural crest where the single parts of cartilaginous viscerocranium arise from. Moreover there is one element, the first basibranchial, which has double origin. I discuss also some other neural crest derivatives such as head and outer gills mesenchyme, the trabeculae cranii, part of the cartilaginous otic capsule or the connective tissue in the head. I have performed 179 transplantations between transgenic and normal axolotl embryos. My final analysis is composed of 65 embryos of stage 40 - 42 and 7 larvae of lenght of 15 - 17 mm.
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Teaching zoology in high schools, and its bearing upon formation of evolutionary thought
Kuchová-Breburdová, Hana ; Roček, Zbyněk (advisor) ; Růžková, Ivana (referee)
My thesis deals with the study of conditions that should shape the evolution of thinking of future college students. It's aim is to determine whether zoological knowledge gained by studying at secondary schools (especially with regard to their choice of a teaching method) is a sufficient basis for adopting an evolutionary way of thinking. For this thesis is questionnaire (test) for students of two selected state schools. I had tried to formulate the questinons in such a way that the students were forced to express their own opinions and knowledge, not just learned facts of the subject matters. Questions were placed in a special order. Some were "hidden" focused on the causes and principles of evolution, others slightly diverted students' attention, especially from the didactic point of view, so that students would not understand the exact intent of this questionnaire. The aim was to determine to what extent the ideas of students approximate to a generally accepted definition of evolution. The results were compared with similar studies. Keywords: evolution, definition of evolution, generally accepted evolution, analysis of textbooks, questionnaire, U Libeňského zámku grammar school, Litoměřická grammar school l, 4th grade students
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