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Prejudice of Majority against Foreigners
Boštíková, Marie ; Bittnerová, Dana (advisor) ; Rendl, Miroslav (referee)
This thesis deals with the prejudices of the Czech society against foreigners, namely against Ukrainians. The observed problem is viewed in terms of both the majority opinion and foreigners' experience. Prejudices of Czech society are reflected by Czech and Ukrainian university students or college students or postgraduate students studying in Prague. The work is divided into two parts. The theoretical part presents Ukrainians living in the Czech Republic. Although the history is mentioned, this part deals mainly with the current situation of migrants who have come to the Czech Republic after 1989. The area of law that affects foreigners is also briefly outlined here. However, the central theme is the issue of attitudes and prejudices. The empirical part describes the objective of the work, methods of data collection and analysis and the research sample, but the main task is to present qualitative research data that familiarize us with the view of Czechs and Ukrainians on the prejudices of the Czech society. Both perspectives are compared to find some potential similarities and differences. The obtained results are then briefly summarized and discussed with findings from scientific literature. Keywords: Ukrainians in the CR, prejudices, attitudes, migrants, integration
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Generic Masculine in Educational Communication
Kryspinová, Barbora ; Smetáčková, Irena (advisor) ; Rendl, Miroslav (referee)
TITLE: The Generic Masculine in Educational Communication ABSTRACT: The thesis deals with the use of generic masculine in educational communication. The use of masculine nouns to refer to a group of people of both sexes is a target of frequent criticism from proponents of gender-neutral language. The theoretical part of my paper discusses and explains in general the importance of language for cognitive development of an individual and the principle of gender-sensitive expression. The empirical part of my paper is based on qualitative research that was conducted at a selected secondary school in order to verify the influence of language attributions of the generic masculine form on the mental representation of reality. The main technique of data collection was a survey inspired by the psycholinguistics association experiments. Attitudes and opinions of students on the subject of research were identified during group discussions. The results of my study among respondents points at the generic masculine to be significantly more often associated with mental representation of a male than to be perceived as gender-neutral. These findings thus correspond with some of the current theses of gender linguistics.
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The Structure of the Authority of the Teacher in Communication with Pupils
Francová, Veronika ; Rendl, Miroslav (advisor) ; Pavelková, Isabella (referee)
The goal of the thesis is to clarify a problem of what we call Teachers' authority. In Czech language the term "Authority" is usually used in the meaning of power or respect the teacher has among pupils. In general we can say that the meaning of the term is rather indefinite. This thesis mainly focuses on the form of communication between teacher and class. Therefore the authority is regarded as the result of organization of competencies, bounds and relations in the area of teacher-pupils contact. The teacher-pupil interaction is considered as a system in all the meanings of this term. Through the teacher-pupils' interaction the communication circle is formed. Every single connection of the class with a teacher creates a unique and compact communication circle where the communication rules are discussed. In this thesis, authority is rather regarded as the mutual negotiation resulting in the final (but still changing) organization of rules and relations within the communication circle. The thesis consists of presentation of the basic theoretical sources, the analysis of the field survey data and discussion about the conclusions. It explores the communication between teacher and class in the eighth class of elementary school. I visited one class - collaborating with three teachers - within one school-year....
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The potential of problem-solving tasks for meta-cognitive training
Marelová, Jitka ; Krykorková, Hana (referee) ; Rendl, Miroslav (advisor)
This study investigates the effects of metacognitive training in mathematic word problem solving in the 4th grade of elementary school. Metacognition introduces tools for better coping with the demands of changing world by offering strategies for efficient learning or succesful problem solving etc. Metacognitive knowledge and regulation can be improved through classroom instructional practices. Many pupils have difficulty solving math word problems because they often cannot decide what to do to solve the problem. Mathematical problem solving is a complex cognitive activity involving a number of processes and strategies, which creates an opportunity for intervention to improve metacognition. The metacognitive knowledge in turn helps the pupil to represent the mental model of the word problem and also guides process of problem solving towards the solution. In the first part of this paper we present the theoretical resources for creating a metacognitive training and summarize strategies, that teachers can use to facilitate children's metacognitive development and promote the monitoring and regulation of their cognitive enterprises. In the practical part we describe the methodology and outcomes of the proposed training. The obstacles in implementing the training and recommendations on how regular classroom...
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Understanding the Word Problems on Motion
Schöffelová, Miroslava ; Rendl, Miroslav (advisor) ; Seidlová Málková, Gabriela (referee)
The topic of the thesis was selected based on the long term interests shown by the author in course of her studies. The thesis is a follow up of previous research activities that focused on word problems and the use of experience gathered from them. The whole issue of word problems on motion was selected as the example of typical problems, which children have to face at school, and therefore, they acquire more or less a specific procedure of solving them (as established in prior research). They provide option to draw comparison of their type resemblance and comprehensive variants and of the pupils' capability to implement the acquired procedures when the problem is getting more difficult. This was one of the objectives of the thesis. Another objective was to monitor the specifics of this type of word problems and also the related specific solutions including specific errors the pupils make when solving these types of problems. Furthermore, the objectives include monitoring and analyzing the different pupils' procedures from the qualitative point of view and the efforts to describe their mental representations of the problems and train of thoughts when solving them. The work is divided in two basic parts. The first part is mostly theoretical, containing quotations and theoretical basics excerpted during the...
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Learning strategies in successful and unsuccessful pupils on the example of history
Chlumská, Lucie ; Štech, Stanislav (advisor) ; Rendl, Miroslav (referee)
The purpose of this thesis is to describe the learning strategies of low-, average-, and high-achieving pupils, then to find and characterize major differences and similarities between diferrently achieving pupils. The learning strategies is investigated in the context of History courses. The theoretic part deals with an analysis of the therm 'learning style', 'approach to learning' and 'learning strategy'. Relevant surveys of the relation of school achievement to learning strategies or learning styles, respectively, are presented here. The empiric part is focused on the analysis of the learning strategies of a given sample of pupils. This analysis is based on the dates obtained by the following methods: a) the interviews with the pupils (focused on the procedures and context of learning, on the role of the parents and other people), b) the observation in the class focused on boths pupils and the teacher, c) the experimental assignment of text learning, and d) the analysis of the pupils' History exercise books. The survey is conceived as qualitative. In this thesis, the learning strategies of five 9th grade pupils are analysed - of two high-achieving (Adam and David), one average-achieving (Ema), and two low-achieving pupils (Bara and Cyril). The attention is focused on the forms of their cognitive and...
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Opportunities and limits in psychologist's work with behaviorally disturbed adolescents in institutions
Halfarová, Kateřina ; Procházková, Jana (advisor) ; Rendl, Miroslav (referee)
My thesis refers to the broad issue of education in institution. It focuses on adolescents with dystropy. It tries to reveal what is possible concerning the role of psychologist in istitution and in the same time what is limiting psycholodist's work. My thesis has analyzed the data of clients, psychologists a other cooperating professions. It lays stress on the work with clients and in the same time on the own role of the psychologist. My thesis used qualitative characters and data processing model concerning the explorational methods. The data were colected using questionnaire filled in by clients, psychologists and other cooperating proffesions - all of different institutions. Those data were analyzed and were integrated with half - structured interview. My aim was to make a broader insight to the issue of education in institution. I did a final review of empirical - picked up evidence at the very end of my thesis and in its discussion. I tried to call the attantion to some questionable points concerning education adolescent clients.
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Inductive reasoning of 10-12 year old children in mathematical environment
Herman, Jan ; Novotná, Jarmila (advisor) ; Hošpesová, Alena (referee) ; Rendl, Miroslav (referee)
Inductive reasoning of 10-12 year old children in mathematical environment Formation of inductive inference is a complex process influenced by a number of diverse phenomena, whose study is at present moving to the spotlight of the community of psychologists. So far, conclusions of researches in this domain have been used in mathematical environment only very rarely, this despite the fact that inductive reasoning is crucial in many operations which are perceived as essential in development of mathematical reasoning. In my thesis I summarized conclusions of the relevant research, mostly in the domain of psychology, and put them in context of other research in this field. I dissected phenomena described by other authors, then applied their consequences in mathematical environment and finally designed and carried out two experiments. The aim of the first was to explore the genesis of inductive inference in natural environment, with the focus on the conditions of its genesis. The aim of the other experiment was exploration of genesis of inductive inference in a stimulating environment, with the focus on the quantity of experience prerequisite for formation of inductive inference and on the relation between the quantity of the experience and confidence in the consequent inference. The conclusions of the...
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