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Problem Posing
Šilhavá, Marie ; Vondrová, Naďa (advisor) ; Zhouf, Jaroslav (referee)
This diploma thesis concentrates on problem posing from the students' point of view. Problem posing can be either seen as a teaching method which can be used in the class, or it can be used as a tool for researchers or teachers to assess the level of students' understanding of the topic. In my research, I compare three classes, one mathematics specialist class and two generalist classes, in their ability of problem posing. As an assessment tool it seemed that mathemathics specialists were able to pose problems at a higher level of sophistication while the generalist class students could pose more questions but at a lower level of sophistication. Problem posing is an issue that requires further study in the Czech educational context.
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The Object for a Space with funeral Function
ŠILHAVÁ, Marie
The diploma thesis is divided into theoretical and practical section. The introductory theoretical part is a basic overview of current phenomenons and tendencies in the usage and the forms of the funeral objects and spaces with funeral function, in the field of funeral industry, mainly focused on the area of the Czech republic. It also reflects historical cultural and social circumstances as the sources of the current disposition. The thesis maps the relationship that living society has or had with their deceased in the rituals and the way of treating the dead bodies. It also reflects the variety of ways of honouring the deceased by the manners of treating the human remains. The analysis is then applied in the proces of seeking for an author's own form of expression of honouring one's memory through a design of a funeral object.
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Problem Posing
Šilhavá, Marie ; Vondrová, Naďa (advisor) ; Zhouf, Jaroslav (referee)
This diploma thesis concentrates on problem posing from the students' point of view. Problem posing can be either seen as a teaching method which can be used in the class, or it can be used as a tool for researchers or teachers to assess the level of students' understanding of the topic. In my research, I compare three classes, one mathematics specialist class and two generalist classes, in their ability of problem posing. As an assessment tool it seemed that mathemathics specialists were able to pose problems at a higher level of sophistication while the generalist class students could pose more questions but at a lower level of sophistication. Problem posing is an issue that requires further study in the Czech educational context.
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