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National Repository of Grey Literature 41 records found  beginprevious40 - 41  jump to record: Search took 0.00 seconds. 
Learnability principles of progressive matrices: a comparison of Czech and Roma children
 Páchová, Anna ; Seidlová Málková, Gabriela (referee) ; Rendl, Miroslav (advisor)
The aim of the graduation theses was to describe and explain the differences between Czech and Roma children in the scope of cognitive modifiability. The second aim was to consider the progressive matrices as tools for measurement of intelligence. To evaluate the cognitive modifiability I used the pretest and retest sets of matrices chosen from the Raven's Standard Progressive Matrices and Raven's Advanced Progressive Matrices. In addition, I also designed three separate sets of matrices that were used for explanation of matrix task principles. I confirmed the learnability of these principles, i.e. the matrix task results are influenced not only by the biological factors but primarily by the cultural background. It means that matrices cannot be considered as a culture free test. The results of Czech children in pretest and retest were significantly higher than the results of Roma children (however, the differences in the retest reached the borderline of statistic significance). On the other hand, the level of improvement (defined as retest minus pretest) was higher in the group of Roma children. So, the worse results of Roma children cannot be explain due to cognitive inferiority. They seem to be associated with the socio-cultural background and with the absence of Mediated Learning Experience. The...
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Educational Simulation in Task Situations (A survey focusing on the aspects of acceptance, interactivity, and authenticity)
 Hannemann, Tereza ; Krykorková, Hana (advisor) ; Pinkas, Jaroslav (referee) ; Páchová, Anna (referee)
The dissertation 'Educational Simulation in Task Situations' is focused on a new medium - educational simulation, which is starting to establish itself in the field of education. This work is examining educational simulations from three different points of view: 1) the acceptance of educational simulations in the school environment, 2) the interactivity of learning material, and 3) the authenticity of learning material. The experimental results are divided into three separate chapters according to the respective viewpoint. The investigation focused on acceptance in the first chapter draws from the evaluation of 34 Czech teachers and more than 1000 students, who both evaluated the benefits and shortcomings of particular educational simulations that were used by the teachers and their students. The experiment on interactivity (N = 152) in the second chapter is focused on the experimental comparison of learning material with activated interactive features and learning material with deactivated features. The third experiment on authenticity (N = 48) compares teaching material using authentic media sequences and the same material converted into an animated form. All three main chapters contain a theoretical review of the respective topic and our own experimental research. The methodology is based on the...
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