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Microplastics in General Secondary Chemistry Education
Marešová, Eva ; Bílek, Martin (advisor) ; Janoušková, Svatava (referee)
The bachelor thesis focuses on microplastics as a frequently discussed topic in the context of environmental hazards, which despite its topicality and popularity is not included in the teaching of Chemistry as a general educational subject. The theoretical part focuses on the size classification, origin, composition, appearance, sources, and the occurrence of microplastics, including their impact on the environment. The first practical part consists of an analysis of the Framework Educational Programme for Elementary education, the Framework Education Programme for Grammar Schools, and selected Schools Educational Programmes with a main focus on microplastics. The second practical part is devoted to the design of learning activities through which pupils are able to actively learn about the topic of microplastics in the context of teaching Chemistry as a general education subject. This active form of familiarisation with the topic should aim at increasing the pupils' interest in learning about this topic and contribute to the awareness of the possible risks involved at the same time. KEYWORDS Microplastics, general chemistry at lower secondary and grammar schools, environmental education
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Formative assessment in the chemistry education
Babinčáková, Mária ; Ganajová, Mária (advisor) ; Janoušková, Svatava (referee) ; Szarka, Katarína (referee)
In Slovakia, no systemic steps have yet been taken regarding the implementation of formative assessment in teaching. Promoting formative assessment in practice is not easy and its implementation requires a system support, such as educational materials, digital collections of formative assessment tools, methodological materials, onsite and online teacher education, etc. In the presented thesis, we dealt with many of these areas - we created and optimized a collection of formative assessment tools for students and teachers for thematic units Mixtures, Water and Air for K7. Similarly, we trained teachers to implement formative assessment tools into their lessons. The effectiveness of this teaching was observed in terms of developing conceptual understanding. Moreover, verifying students' and teachers' attitudes towards formative assessment was studied. The analysis of results showed that formative assessment provides feedback to all participants. Formative assessment helps to improve students' outcomes, even at higher- order cognitive skills area. At the same time, it provides the teacher with feedback for the adaptation of the next lesson, also considering the student's opinion. Through the implementation of formative assessment in teaching, teachers perceive the importance of students'...
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Alternative pedagogical trends in chemistry education in Czech Republic
Dalíková, Martina ; Čtrnáctová, Hana (advisor) ; Janoušková, Svatava (referee)
The bachelor's dissertation named Alternative pedagogical way in education of chemistry aims to give an overview on alternative schools widespread in the Czech Republic. The work deals with a description and characteristics of chosen types of alternative schools and their methods which are used in education. The aim of the thesis itself is to provide an overall survey of the existing alternative methods of education and show their use in education of chemistry.
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Indicators of LSD: Proposal for a Model and Set of Literacy Indicators for Adult Public Sustainable Development in the Czech Republic
Končinská, Alice ; Třebický, Viktor (advisor) ; Janoušková, Svatava (referee)
At present, a trend is emerging that shows the increasing application of Education for Sustainable Development in the Czech Republic. This type of education is arriving in various strategic documents and is featuring in pedagogic and andragogical practices. There is a range of indicators, mainly originating from abroad, for the assessment of this type of education and the task ahead for the Czech Republic is to adjust these indicators for the Czech environment, or create its own ones. This thesis deals with result indicators, that is to say indicators of the impact of Education for Sustainable Development on the literacy of the adult public on the local, microregional and regional levels. The thesis analyses selected national and international strategic documents as well as Czech and foreign specialised literature from the perspective of environmental education, bringing-up and further education concepts and Education for Sustainable Development. It then analyses these concepts from the perspective of educational qualities that Literacy for Sustainable Development consists of. Subsequently, it evaluates the identified qualities in an expert way in accordance with the definition of Literacy for Sustainable Development and it sets a coherent Adult Public Literacy Model for Sustainable Development....
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Analysis of indicators of the social environment in the municipalities on the basis of various criteria for use at the local level
Galgonek, Dina ; Janoušková, Svatava (advisor) ; Novák, Josef (referee)
This diploma thesis deals with analysis of indicators of the social environment in small municipalities with up to 2 000 inhabitants based on various criteria for local use. The aim of the thesis is to propose an indicator set, which will best meet the requirements of such set in terms of applied criteria. The research question is: What indicators should be included in an indicator set for assessing the social environment of municipalities with up to 2 000 inhabitants to suit the differences and needs of these communities? The research problem addressed in the thesis concerns the possibility of measuring social sustainability at the local level, focusing on small municipalities with up to 2 000 inhabitants in the Czech Republic. The thesis also focuses on the possibility of projecting SDGs into this set. It is a qualitative research that involves the use of methods of document analysis, comparison, description, non-participant observation and semi-structured interviews. Based on the first four methods and theoretical knowledge, a preliminary design of the indicator set was created. Within the framework of semi-structured interviews, this design was discussed with representatives of selected small municipalities and other stakeholders. The edited set represents the final indicator set of the social...
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Development of a Competency Model for the Assessment of Scientific Thinking of Science Graduates
Pyskatá Rathouská, Lubomíra ; Janoušková, Svatava (advisor) ; Bílek, Martin (referee) ; Kričfaluši, Dana (referee)
Our society is currently facing significant changes in the labor market. The changes are brought by the trends from Industry 4.0. The assumption is that higher-skilled positions will gradually come to the forefront of interest: employees who hold specialized positions requiring deeper knowledge and skills, staff with the ability to solve complex problems. The system including knowledge, skills and also to some context values and attitudes is called 21st Century Skills. These skills must be also incorporated and reflected in education, including science education. Science education needs to take into account the above-mentioned as this has direct impact and implications not only on scientific knowledge but also on skills such as critical and analytical thinking, the ability to do research, problem solving or decision-making processes. The system of such key knowledge, abilities and skills is included in the concept of scientific thinking and reasoning. For this reason, the curriculum of schools, including universities, requires development of thinking and reasoning, which would enable them to find a good job on the labor market. Furthermore, relationships between universities and employers are gradually being built, which catalyzes the adoption of universities' curriculum according to the needs of...
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The Development of a Housing Sustainability Assessment Tool
Adamec, Jakub ; Janoušková, Svatava (advisor) ; Veselý, Martin (referee) ; Moldan, Bedřich (referee)
Sustainable development is a principal concept for housing, urban infrastructure, energetics, transportation, or business. Fragmentation of concept definition is a result of abusive term overuse by the entire society. In 2015 UNECE established a clear sustainable housing definition through The Geneva UN Charter on Sustainable Housing and its 34 Rationales. The UN encourages its member states to measure progress in sustainable development through existing or newly developed indicators. Existing commercial housing evaluation tools are insufficient for the Geneva UN Charter concept. Initially, the tools measured the so-called greenness of buildings overlooking anthropocentric and social qualities of housing underlined in the UN Geneva Charter. Commercial certification tools heavily reliant on profits often utilize incorrect concepts of sustainability. That results in false sustainability. This work aspires to introduce a transparent housing sustainability assessment tool for the Czech Republic. Firstly, were identified unique phenomena outlining the concept of housing sustainability. To identified phenomena were consequently nominated and assigned appropriate indicators. While in a different situation is housing interpreted as a human environment, building, home, investment, or fundamental human...
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Comparison of selected disciplines of educational area Man and Nature of the Czech curriculum with the integrated subject Natural Sciences in European curricula
Blaško, Michal ; Stratilová Urválková, Eva (advisor) ; Janoušková, Svatava (referee)
Education policy is one of the important goals of any country, as it affects the lives and employment of its people. Compulsory education in the Czech Republic is defined by the Framework Educational Programme for Basic Education (FEP BE), with science education set out in educational area called Man and Nature. Although this is divided into individual educational fields, its framework concept allows the content of the fields to be integrated according to school programme. However, science has been taught separately in most basic schools for several decades, and any integration efforts are burdened by a lack of examples of good practice. The aim of this paper is therefore to perform comparative analysis of the educational area Man and Nature of the Czech FEP BE and integrated science curricula of selected European countries at the level of lower secondary education (ISCED 2). The analysis identifies topics that are included in foreign curricula but not in Czech curriculum and can thus be an inspiration (in the sense of policy learning), what integrative topics to include in the science education at basic schools. The theoretical part of the thesis describes the integration of natural sciences, both from a historical and curriculum development perspective. Theoretical models describing different...
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