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Interdisciplinary relationships in the educational areas of Human Biology and Mathematics at Lower Secondary Level
VAVRUŠKOVÁ, Radka
The main target of the diploma thesis was the creation of worksheets on the topic of intersubject relationships of natural history and mathematics, which focus on 6 topics. The worksheets link the 8th grade science curriculum - human biology and mathematics. The other target is to enable students to adopt learning strategies and to motivate them. Encourage students to think creatively, think logically and solve problems. The didactic target of the worksheets is the acquisition, deepening and consolidation of the subject matter and the involvement of intersubject relationships. Worksheets and created questionnaires are used in three primary schools for a total of 91 students, of which 49 are boys and 42 are girls. Eight research questions were asked: Do the overall evaluations of the worksheets differ between individual groups of students? Yes. The results of the tests of primary school students (pilot study) were not included in the comparison. The overall percentage evaluation of the two groups of ES2 and one group of ES3 practically did not differ (about 40 %). The difference in the average values of the results of two parallel groups of ES3 was calculated as statistically significant (p = 0.034). Are overall worksheet grades correlate statistically significantly with report card grades? Yes. The correlation coefficient in group B1 was -0.817 for girls, boys had a correlation of -0.892. In group B2, the correlation for boys is -0.765, for girls it is 0.141 (exception from the observed trend, statistically insignificant relationship). Group C1 correlation result for girls is -0.833 and for boys -0.990. In the last group C2, the correlation is -0.811 for boys and -0.962 for girls. Does the student's estimate of points obtained as a percentage correlate positively with the actual grade? Yes. In (ES1) group A1 correlation 0.569, group A2 correlation 0.664. School (ES2) group B1 correlation 0.489, group B2 correlation 0.555. School (ES3) group C1 correlation 0.854 and group C2 correlation 0.382. There is a positive correlation here. Which areas cause the students the biggest problems and which ones do they manage best? Students had the biggest problem when preparing the worksheets with the range of questions from the topic of the digestive system and anthropometry, on the contrary, they coped best with the topic of axial symmetry. To what extent do the students know the concept of intersubject relationships? 36 % of students know the concept of intersubject relationships, but do not encounter them in lessons. Would students like more cross-curricular connections in maths and science lessons? Only 11 students out of a total of 91 answered that they would like more cross-curricular connections in maths and science lessons. In the opinion of the students, can the teacher include inter-subject relationships in the teaching? He can, but only in some subjects. What is the popularity of the subjects with students (is it important to motivate and activate students)? The average popularity score for mathematics from all schools is 3.5 and for science 3.1. The feedback showed that most students found the worksheets difficult, some praised the interesting connection between mathematics and science. The feedback from the teachers was generally positive, some suggested division into smaller units always related to the discussed topic, which also corresponds to the idea of the author of the work, which could not be fulfilled for organizational reasons.
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Using of the GeoGebra software to solve problems of mathematical analysis
VAVRUŠKOVÁ, Radka
The present thesis deals with the solution of examples of mathematical analysis, specifically from the examples of derivatives of functions using mathematical GeoGebra. Derivative taught in secondary schools, but in practice, the school will meet them, especially in the last years of grammar schools. In this thesis, we will show examples of different solutions using GeoGebra. These examples are selected from different collections of tasks so that the whole issue has undergone differentiation. Calculated model examples should assist students in practicing derivatives. Together with examples and their solutions are given basic definition of derivatives, which are necessary knowledge to himself counting derivatives.
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