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Impact of the use of CLIL method in Biology lessons at lower-secondary level in relation to level of acquired knowledge and skills
HARTLOVÁ, Natálie
The presented diploma thesis is focused on the creation of worksheets that are consistent with the CLIL method (content and language integrated learning). The literary research deals with integrated learning and the approaches used in practise (e. g. CLIL, STEM). There are described the fundamental principles of CLIL teaching, the required competencies of the CLIL teachers, the techniques of planning CLIL lessons and their fundamental structure. There are also described distance education and modern technologies that can be used in education. The teaching methods are part of the literary research as well and these methods relate to the created didactic materials. The main aim of this diploma thesis was to create teaching materials that connect the teaching of the English language and the chosen topic of Biology. The created CLIL materials are designed for the pupils of the 9th grade of secondary schools, and they deal with the topic of the energy industry. All created materials respect the 4C system, which is one of the tools how to prepare lessons where the CLIL method is used. The chosen learning activities were verified in practise and the course of this verification is described in the methodical part of this thesis. The sub-goal of this thesis was to evaluate the impact of the teaching materials in relation to the level of acquired knowledge and skills. There are also described some of the methodical recommendations.
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Options and forms of on-line lessons for lower secondary school
HRUŠKOVÁ, Veronika
This diploma thesis deals with the options and types of online teaching in middle schools. In the theoretical part, the topic of online teaching is presented as an alternative form of education, which is currently preferred when schools are often closed, even though the alternative has not been sufficiently examined. Additionally, there is an overview of the tools and technologies available for this type of teaching. The diploma thesis also includes an analysis of online schooling with a description of its positives and negatives. Furthermore, application options for middle schools are presented using the author's tools, the Internet, and learning management systems. The practical part of the thesis focuses on the specific experiences of middle school teachers, obtained using a questionnaire survey with an emphasis on the concrete cases of using online teaching tools in practice. For example, it deals with which e-learning materials are the most effective in online teaching and lead to the active participation of students. Eventually, this thesis will be supported by the author's online activities for teaching mathematics at the middle school.
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Teaching methods used in the lessons of Civics at elementary school
ČERVENKOVÁ, Martina
This diploma thesis focuses on which teaching methods are used by teachers in civics classes at elementary school. The diploma thesis is divided into two parts - theoretical and practical. In the theoretical part of the thesis, information related to education, civic education, the process and factors of teaching is processed on the basis of professional literature. The core part of the theoretical part of the thesis deals with teaching methods, their classification and characteristics of teaching methods. The practical part of the thesis is based on a qualitative research, which was carried out in the form of semi-structured interviews with civic education teachers. Aim of this thesis is to describe which teaching methods are used during classes of civic education at elementary school.
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Teaching Biology via playing games
KOZLOVÁ, Marcela
Bachelor thesis deals with teaching methods in natural history and is specifically focused on teaching in the form of games. The theoretical part of the work contains a description of teaching methods that are still commonly used today and further focused on a specific form of teaching - didactic games. The practical part of the work is focused on the differences between frontal teaching and teaching in the form of games.
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Vybrané výukové metody vhodné pro práci v zájmovém čtenářském kroužku při MK v Měčíně
ŠILHAVÁ, Václava
The bachelor thesis deals with the selected teaching methods which are applied in a readers club in MK Měčín. The theoretical part of the thesis introduces the essence of the readers club as an unit and selected teaching methods of work with literary text suitable for leisure activities for pre-school children. The practical part contains a set of methodological materials created for this purpose and their verification in practice. The conclusion of the thesis includes a comparison of selected methods, which proved to be the most suitable for work in the readers club.
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Teacher's change of the approach to education in relation to inclusion
PELTANOVÁ, Nikol
This bachelor's thesis deals with the topic of inclusion and the didactic specifics of education in teaching, this being connected with the ordinance No. 27/2016 on the education of pupils with specific educational needs and talented pupils. The author focuses specifically on the teacher that is conceived as an important part of the inclusive teaching. This thesis tries to compare the inclusive model of education, particularly focused on the teacher, with the traditional model of education. The theoretical part introduces inclusion as such and compares teaching with and without inclusive tendencies. This comparison is focused towards the complex perception of the pedagogue in the education process. The practical part tracks the changes or tendencies of the teachers in education. Due to the need for deeper analysis of the problematics, the author uses qualitative design with data collected from interviews. For the research purposes it uses multi-case study with 4 participants.
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Learning styles of future Biology teachers and scientists
MALEČKOVÁ, Michaela
The diploma thesis deals with the topic of learning styles. The literature review describes the teaching and its conceptions, it works with the term of the teaching methods. The literature review characterizes teaching methods mostly used in biology education. Furthermore, the literature review explains the learning process, the approaches to learning, strategies, and tactics of learning. In the next part, the literature review deals with the learning styles and their classification according to the well-known authors. The last section of the literature review describes the diagnostics of the learning styles and methods that are used for detecting the learning styles. The results summarize the findings of a research study focused on the learning styles of university students. The research dataset consists of 187 cases that reflect the differences in the preferences of learning styles of future scientists and biology teachers and the relationship between a particular learning style and the favourite teaching method that students encountered at primary or secondary school. Furthermore, there were founded out the differences in the preferences of teaching methods and identified the reasons that had led the respondents to study science (biological) disciplines.
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Inquiry-based Science Education in Human Biology
DEDEK, Michal
The aim of this work was to create three authorial activating practical exercises on the topic of the human circulatory and respiratory system. Teaching with elements of research-oriented teaching (BOV) in the experimental group and exposure-type teaching (common teaching) of the same topics in the control group was statistically evaluated on the basis of the results of the pretest and two posttests. The toss of the coin determined that class 8.A (19 pupils) would be the experimental group, class 8.B (18 pupils) the control group. The verification of the created documents took place at Loir secondary school level in April 2019, in the South Bohemian Region (the city with a population ranging from 20,000 to 40,000). According to pretests, the achieved results show worse average results in the class, which was randomly selected for teaching with BOV elements, the differences of average pretest results were evaluated by the student's t-test as statistically significant (t = 4.05, sv = 35, p = 0.00 ). Differences in the average results of the first posttest (entered one week after class) were evaluated as statistically insignificant by t-test (t = 1.28, sv = 35, p = 0.21), as well as in the evaluation of differences in averages in the second posttest (entered one month after teaching; t = 0.29; sv = 35; p = 0.77). The results suggest that the teaching of BOV motivated the class selected for teaching with elements of BOV in teaching and helped it to better learning the theme. The summary of the questionnaire, which was aimed at the pupils' comments on the actual teaching of topics, showed that the pupils of the experimental group had a better learning the theme, as they could also deal with the issue in practice. Statistically significant in both posttests for the topic respiratory system (p = 0.01; respectively 0.03), not for the topic vascular system (p = 0.10; resp. 0.19). This diploma thesis is created within the project GAJU 123/2019 / S.
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Methods of critical thinking in literary education at elementary schoool
RÝDLOVÁ, Tereza
The thesis deals with methods of critical thinking in the teaching of literary education at the 1st level of elementary school. The work is divided into three parts - theoretical, practical and research. The theoretical section defines the concept of literary education and characterizes it in the current RVP ZV. It also explains and classifies concepts such as teaching methods and organisational forms. It defines the concepts of critical thinking and the three-phase model of learning E-U-R. The practical part deals with preparations for individual hours using selected methods of critical thinking. The research section maps, based on a questionnaire to teachers, the use of critical thinking methods in teaching reading and literary education in 2. - 5th year of high school.
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Spelling skills of 5th grade elementary school pupils
MICHÁLKOVÁ, Veronika
The diploma thesis deals with the pupils' level of knowledge of orthography in fifth grade at primary school. The thesis is divided into two parts - theoretical one and research one. The theoretical part contains characteristics of a fifth-grade primary school pupil, categorization of orthography into RVP ZV, it discusses primary school orthography and describes its types. This part also includes teaching methods, inspirational sources for teaching orthography, evaluation and marking. In the research part, the aim was to map the issues of orthography and its teaching in the fifth grade until the end of the first term. The aim was also to find out the attitude of pupils toward orthography and their motivation. The level of pupils' knowledge of orthography was assessed on the basis of evaluated questionnaires and on the same basis was presented an overview of the most often occurring mistakes.
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