|
|
Analysis of experimental activities in chemistry textbooks for primary schools
Špísová, Klára
The aim of the thesis is to analyze experimental activities in chemistry textbooks for primary schools in the Czech Republic. The types of activities and their placement in the phases of teaching, cognitive demand are examined. The analysis includes the most used textbooks of chemistry - textbooks by Fortuna: Základy chemie 1, 2 and Základy praktické chemie 1, 2. Textbooks by Nová škola, Fraus and Taktik for 8th and 9th grade. All textbooks contain suggestions for practical activities, most of them are in the ZCH, FR and NŠ textbooks. Different types of activities are identified in the chemistry textbooks, such as independent student activity, observation of teacher demonstration, laboratory work, watching videos, pictures and solving problems. Independent student activity and observation of teacher demonstration are the most common. FR and T textbooks also offer interactivity through videos. Practical topics focus mainly on the exposure phase of the lesson. In terms of the development of cognitive operations, the tasks in the chemistry textbooks focus on lower-level operations such as memorization, comprehension, and application. Higher operations, especially the development of making, was mainly in the textbooks for grade 8. The textbooks published by NŠ had a balanced representation for both grades.
|
|
|
Analysis of Visual Components in Biology Textbooks with Focus on Geology Chapters
Jakoubková, Sára ; Vojíř, Karel (advisor) ; Říhová, Dagmar (referee)
This bachelor thesis focuses on the visual components in lower-secondary natural science textbooks, with a focus on chapters about geology. The aim of the thesis is to evaluate individual visual components within the analyzed sample of textbooks through specific categories, assessing their relevance and contribution to the educational process. In the practical part, the methodology from the Greek study (Dimopoulos, Koulaidis a Sklaveniti, 2003) is described, according to which the quantitative content analysis of visual components in the selected sample of textbooks was implemented. This sample includes natural science textbooks with the approval of the Ministry of Education. For each visual component, the type, function, form, vertical and horizontal scope, distance, and placement in the textbook were evaluated. The obtained results were further compared with research on the same topic. The analysis results indicate that textbooks contain a significant proportion of identical visual components. These results can be further utilized to improve natural science textbooks. KEYWORDS natural science textbooks, visual component, visuals, analysis of textbooks, lower secondary education
|
|
|
Analysis of experimental activities in chemistry textbooks for primary schools
Špísová, Klára ; Rusek, Martin (advisor) ; Beneš, Pavel (referee)
The aim of the thesis is to analyze experimental activities in chemistry textbooks for primary schools in the Czech Republic. The types of activities and their placement in the phases of teaching, cognitive demand are examined. The analysis includes the most used textbooks of chemistry - textbooks by Fortuna: Základy chemie 1, 2 and Základy praktické chemie 1, 2. Textbooks by Nová škola, Fraus and Taktik for 8th and 9th grade. All textbooks contain suggestions for practical activities, most of them are in the ZCH, FR and NŠ textbooks. Different types of activities are identified in the chemistry textbooks, such as independent student activity, observation of teacher demonstration, laboratory work, watching videos, pictures and solving problems. Independent student activity and observation of teacher demonstration are the most common. FR and T textbooks also offer interactivity through videos. Practical topics focus mainly on the exposure phase of the lesson. In terms of the development of cognitive operations, the tasks in the chemistry textbooks focus on lower-level operations such as memorization, comprehension, and application. Higher operations, especially the development of making, was mainly in the textbooks for grade 8. The textbooks published by NŠ had a balanced representation for both grades.
|
|
|
Nutritional behaviors of adolescents and their knowledge as a result of lower secondary education
Šotková, Veronika ; Marádová, Eva (advisor) ; Kovaříková, Miroslava (referee)
The thesis focuses on eating habits of adolescents and their knowledge of nutrition. In the theoretical part, the bio-psycho-social development of growing up individuals is characterized. From the nutritional behaviour's point of view, factors are mentioned that may influence eating habits of individuals along with nutritional recommendations for adolescent individuals. Data from research focused on nutritional behaviour of adolescents conducted in Czech republic and the consequences of insufficient and excessive nutrition is included into the theoretical part. The last part clarifies the implementation of nutritional themes into the Framework Education Programme for Elementary Education and education programmes and projects focusing on supporting healthy eating habits intended for schools. Goal of the practical part is to map the eating habits and knowledge of eight and ninth grade second stage students of three primary schools in Prague and third and fourth grade students of two grammar schools. To test this goal, the quantitative approach of questionnaire survey and qualitative methods of analysis of school curricula were used. The research result says that the knowledge of the selected research sample of students does not have a significant impact on their eating habits. KEYWORDS: adolescence,...
|
|
|
Lower-secondary School Chemistry Textbooks: The Use and Selected Structural components' Analysis
Vojíř, Karel ; Rusek, Martin (advisor) ; Klečková, Marta (referee) ; Kmeťová, Jarmila (referee)
Textbooks are a tool which serves several purposes in education. Except for students, textbooks are also being used by teachers who, thanks to a complex selection and transformation of the subject-matter, represent the most concrete shape of intended curriculum. For this reason, textbooks can influence education significantly. However, this field has not been addressed yet within lower-secondary school chemistry education research. The goal of this thesis was therefore to map the field of Czech lower-secondary school chemistry textbooks. In order to put the topic into a context, first, a systematic literature review on science education textbook research was performed. Also, textbooks' publishing after 1989 in the context of national lower-secondary school curricular changes was mapped. Textbooks' potential influence is conditioned by their elaboration as well as their use. For this reason, a questionnaire survey was performed on a random sample of 378 chemistry teachers from 370 lower-secondary schools. This sample enables generalization for the entire lower-secondary schools and chemistry teachers' population in Czechia. The research showed: which textbooks are being used, the way they were selected at schools, teachers' evaluation, and purpose of their use with a special attention to particular...
|
|
|
Education system in the Czech republic and in Kingdom of Spain
Vondrouš, Jan ; Prokop, Jiří (advisor) ; Syřiště, Ivo (referee)
The aim of the thesis is to compare the educational systems of two European states with different state institutions, history and current political-historical situation. The work will be of comparative character and will be based mainly on the work with the studied literature. The work will use both Czech and Spanish literature. The main benchmarking tool will be the International Standard Classification of Education at ISCED 2011. In the practical part, this classification will be applied to both education systems, and at the end of each level of education there will be comparisons. The result will be a simultaneous evaluation and comparison of the education system of the Kingdom of Spain and the Czech Republic. KEYWORDS: ISCED (International Standard Classification of Education by UNESCO), education system, early childhood education, primary, lower secondary, upper secondary, post-secondary non-tertiary education, short cycle of tertiary education, bachelor or other equivalent, master or other equivalent).
|
|
|
Nutritional behaviors of adolescents and their knowledge as a result of lower secondary education
Šotková, Veronika ; Marádová, Eva (advisor) ; Kovaříková, Miroslava (referee)
The thesis focuses on eating habits of adolescents and their knowledge of nutrition. In the theoretical part, the bio-psycho-social development of growing up individuals is characterized. From the nutritional behaviour's point of view, factors are mentioned that may influence eating habits of individuals along with nutritional recommendations for adolescent individuals. Data from research focused on nutritional behaviour of adolescents conducted in Czech republic and the consequences of insufficient and excessive nutrition is included into the theoretical part. The last part clarifies the implementation of nutritional themes into the Framework Education Programme for Elementary Education and education programmes and projects focusing on supporting healthy eating habits intended for schools. Goal of the practical part is to map the eating habits and knowledge of eight and ninth grade second stage students of three primary schools in Prague and third and fourth grade students of two grammar schools. To test this goal, the quantitative approach of questionnaire survey and qualitative methods of analysis of school curricula were used. The research result says that the knowledge of the selected research sample of students does not have a significant impact on their eating habits. KEYWORDS: adolescence,...
|
|
|
Reflecting the Needs of the Students with Specific Learning Disabilities in TEFL
Stehlíková, Hana ; Žďárek, Karel (advisor) ; Uličná, Klára (referee)
The specific learning disabilities with the primary focus on dyslexia as one of the special educational need are characterised in the thesis. The theoretical part provides thorough clarification of the individual disabilities as well as the enumeration and explanation of the re- educational approaches towards the specific learning difficulties aimed at the process of teaching English as a foreign language. The qualitative research conducted on the second stage of the basic school constitutes the empirical part of the thesis. The major aim of tracing the needs of the learners with dyslexia was achieved by combining the results of the analysis of the textbooks and the self-created worksheets, observations from the lessons and the interviews with the participants. The main research question, discussing the degree of appropriateness and suitability of the created material in opposition to the regularly used textbooks, was answered in favour of the designed worksheets. Moreover, the thesis provides well-structured and comprehensive summary of the recommendations to enhance the learning process of the learners with dyslexia. Key words Dyslexia, foreign language teaching, lower secondary level, re-education, special educational needs, specific learning disabilities
|
guest ::
