National Repository of Grey Literature 72 records found  1 - 10nextend  jump to record: Search took 0.00 seconds. 
Characterizing sample questions for medical school admission exam using Bloom`s revised taxonomy of learning objectives
Vršková, Nikola ; Rusek, Martin (advisor) ; Bílek, Martin (referee)
This thesis is focused on characterising sample questions for medical school admission exam using Bloom`s revised taxonomy of learning objectives. The aim of the thesis is to evaluate the distribution of question types within the dimension of knowledge and the dimension of cognitive processes. Secondly, to compare these results with the requirements and opinions of professors teaching at medical faculties. The theoretical part provides basic information about the organization of the admission exams to medical faculties, and then summarizes basic information about the original and revised Bloom's taxonomy. In the practical part of this thesis, model questions are analyzed using the revised Bloom's taxonomy. Secondly, the teachers from the medical faculties were asked their opinion on the most important abilities of the medical students and on the possible ways to test them. The results show the stratification of question types according to the dimensions of Bloom's taxonomy. The analysis reveals that the model questions are mainly focused on testing the lower levels of the cognitive dimension, and the first two levels of the knowledge dimension. However, according to the respondents from among the teachers at medical faculties, higher cognitive abilities are more desirable for students. The results...
Freshman chemistry student teachers' ability to balance chemical equations: performance, procedure and the effect of applet use
Hamerská, Lucie ; Rusek, Martin (advisor) ; Bílek, Martin (referee)
The research undertaken for this master thesis mapped the students' ability to evaluate chemical equations. Three main aspects were investigated: success in balancing equations, procedures and the use of the applet environment. The research sample consisted of 11 freshmen chemistry student teachers. Eye-tracking in combination with retrospective think-alouds and interviews were used to analyze the students' procedures. This thesis builds on the author's previous bachelor thesis and uses findings from the evaluation of pre-tests that addressed basic chemistry concepts in the area of particulate nature of matter and the ability to work with chemical representations with a special focus on chemical equations. The results of the research highlight the gap between conceptual understanding of the topic of chemical equations and algorithmic ability to balance chemical equations. Only five students out of 11 achieved the same results in the individual parts of the research. The achievement of more than half of the students was below what is expected at the upper secondary level. Analysis of the procedures identified problems in the students' equation balancing that may have affected their success - basic mathematical skills, omitting the final check, having to use higher values of stoichiometric...
Analysis of experimental activities in chemistry textbooks for primary schools
Špísová, Klára ; Rusek, Martin (advisor) ; Beneš, Pavel (referee)
The aim of the thesis is to analyze experimental activities in chemistry textbooks for primary schools in the Czech Republic. The types of activities and their placement in the phases of teaching, cognitive demand are examined. The analysis includes the most used textbooks of chemistry - textbooks by Fortuna: Základy chemie 1, 2 and Základy praktické chemie 1, 2. Textbooks by Nová škola, Fraus and Taktik for 8th and 9th grade. All textbooks contain suggestions for practical activities, most of them are in the ZCH, FR and NŠ textbooks. Different types of activities are identified in the chemistry textbooks, such as independent student activity, observation of teacher demonstration, laboratory work, watching videos, pictures and solving problems. Independent student activity and observation of teacher demonstration are the most common. FR and T textbooks also offer interactivity through videos. Practical topics focus mainly on the exposure phase of the lesson. In terms of the development of cognitive operations, the tasks in the chemistry textbooks focus on lower-level operations such as memorization, comprehension, and application. Higher operations, especially the development of making, was mainly in the textbooks for grade 8. The textbooks published by NŠ had a balanced representation for both grades.
Design and verification of an inquiry-based task on the topic of acids and hydroxides for elementary school students
Tomešová, Jana ; Chroustová, Kateřina (advisor) ; Rusek, Martin (referee)
This thesis looks into inquiry-based learning in chemistry classes at elementary schools. The objective was to design an inquiry-oriented task that would achieve the compulsory outputs of the acids and bases topic while at the same time complying with the goals of inquiry-based science education. The thesis includes the definition of inquiry-based learning specifics, describes the exact course of the proposed task, and subsequently the results obtained by its realization are verified and assessed. To evaluate the task, several materials were used: the outputs created by the pupils during the activities, answers collected from the initial questionnaires, the final knowledge tests, and IMI (Intrinsic Motivation Inventory) questionnaires. Based on the student outputs, the fulfillment of the set learning objectives was assessed. The pupils' progress in the newly acquired theoretical knowledge was evaluated by comparing the relative frequency of correct and incorrect answers in the initial questionnaire and the final knowledge tests. For the IMI questionnaires, the medians of the selected values in every dimension were determined, and utilizing Cronbach's alpha the internal consistency of the test was verified. Also, the Mann- Whitney U test was used to compare two lessons within the task. The...
The use of eye-tracking in chemistry didactics research
Tóthová, Martina ; Rusek, Martin (advisor) ; Popelka, Stanislav (referee) ; Doulík, Pavel (referee)
This dissertation thesis is an annotated collection of academic texts and summarizes the author's contributions to research on the use of eye-tracking and problem solving in the context of science education. The thesis responds to the growing use of eye-tracking in education and provides a systematic review of the current state of knowledge. Primary research has focused on chemical problem solving by upper-secondary school students. Using eye-tracking and think-aloud, the students' solving process was analyzed. The results showed that the observed students had low ability to solve these problems and often relied on limiting strategies such as guessing. Based on the problems identified, an action research intervention was designed. Regular inclusion of tasks, progressive learning and formative feedback led to improvements in pupils' abilities. The problem-solving ability of prospective chemistry teachers was tested in a similar manner. In addition to eye-tracking and think-alouds, a semi-structured interview was included in the research. It showed that there are significant problems in problem solving for prospective chemistry teachers, especially understanding the assignment. The dissertation thesis summarizes the contributions of the articles and proposes solutions to improve the current situation.
Comparison of Lower-secondary Chemistry Textbooks' Text-difficulty Using Eye-tracking and the Nestler-Průcha-Pluskal Method
Sypecká, Martina ; Rusek, Martin (advisor) ; Tóthová, Martina (referee)
The bachelor thesis summarizes the results of a research focused on text difficulty in chemistry textbooks for primary schools. The used method was eye-tracking, in which pupils are observed by an eye camera that accurately records the reading progress. The research sample of pupils was selected using a reading pretest constructed from a released pilot task of the PISA test. In the next measurement participated eight subjects. The text difficulty was tested using selected excerpts from the chapters contained in textbooks published by Fraus and Nová Škola. During the test, the answers to each question were audio-recorded and afterwards the subjects were interviewed to map their stands to reading and chemistry. The results of these measurements were compared with the established method of the Nestlerová-Průcha-Pluskal trio. The research shows that successful readers were able to search the text for key information, according to which they solved the tasks correctly. Unsuccessful readers had to pay more attention to the text as they often had problems with reading comprehension, which led to using limiting strategies such as guessing. KEYWORDS Eye-tracking, The Think-aloud method, The analysis of primary school chemistry textbooks, Text difficulty
The pre-service chemistry teachers' professional vision development
Honskusová, Linda ; Rusek, Martin (advisor) ; Škoda, Jiří (referee) ; Pavlasová, Lenka (referee)
Teachers' ability to reflect on teaching is one of the essential attributes that enhance the quality of teaching. Therefore, it is necessary to focus on teachers' professional development and cultivate their professional vision (PV) over a long period of time. PV is an important set of discursive practices that enable one to see a meaningful event and is associated with selective attention and knowledge-based reasoning. This dissertation focuses on three main objectives: (1) to describe current findings on PV development in teachers and to select the means by which PV will be developed in prospective chemistry teachers, (2) to identify the PV skills of chemistry student teachers and the factors that influence its development, and (3) to suggest appropriate teaching innovations. In order to determine the degree of PV development of future chemistry teachers and the possibility of developing it through systematically guided reflections, students' input and output written reflections were analysed using a methodology based on Sherin and van Es (2009) and supplemented with information from a questionnaire of personally perceived teacher proficiency. Influencing factors were identified through semi- structured interviews. The research was conducted on three groups of Chemistry student teachers of the...
Freshman chemistry teacher students' understanding of basic chemical concept and corresponding representations with a special focus on chemical equations
Hamerská, Lucie ; Rusek, Martin (advisor) ; Bílek, Martin (referee)
This bachelor thesis deals with the topic of chemical equations as one of the basic chemical concepts. The theoretical part is devoted to the teaching of chemistry from the point of view of curriculum documents, the specifics of this school subject are presented, and the chemical triplet of representations is introduced. Subsequently, the thesis takes a closer look at the topic of chemical equations and their balancing. The eye-tracking method is also briefly introduced. The aim of this bachelor thesis is to map freshman chemistry teacher students' understanding of the particulate nature of matter, with an emphasis on chemical equations as a transcript of chemical reactions. The research combines both quantitative and qualitative methods. Twenty-four students participated in the initial written testing. Based on their performance on the test, students were divided into three categories. For the next phase of the research, the sample was narrowed down to 11 respondents. The eye-tracking method combined with think-aloud and interviews was used to obtain more detailed information. While the written pretest mainly tested knowledge of basic chemical concepts, the eye-tracking pretest focused more specifically on chemical equations and their presentation using different chemical representations. Success...
Increasing elementary science experiments' inquiry potential
Vydrová, Lucie ; Rusek, Martin (advisor) ; Beneš, Pavel (referee)
This bachelor thesis deals with the issue of research-based teaching and its application in chemistry education. In the theoretical part, the division, meaning and position of the framework curriculum in primary schools is presented. The next part deals with inquiry- based teaching, its definition, advantages and disadvantages that it can bring to chemistry teaching and education in general. The paper then focuses on motivation, its types, how it can be used in teaching and the factors affecting motivation. In the practical part, the findings from the previous chapters are used to develop two worksheets to support inquiry- based activities. They are designed to make it as easy as possible for pupils to understand the material themselves. The two worksheets are divided into two parts. The first is for the teacher, divided into several sections to make it easy to understand the teacher's necessary preparation for the lesson and the procedures and outcomes expected of the pupils. There is also a section of hints, called 'tip-cards', to help pupils if they get lost in the process. The second part is for pupils. The worksheet has been designed to support as much as possible the exploratory style of teaching and, more importantly, the independence of the pupils. Emphasis is also placed on linking...

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