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Fibrous Micromycetes in Teaching at Lower Secondary Schools
Bábiková, Věra ; Pavlasová, Lenka (advisor) ; Skýbová, Jana (referee)
Filamentous microfungi play an important role in the environment and they can have either a positive impact on a man, e.g. in a form of medicine or food production, or a negative one, when filamentous microfungi may cause diseases or deteriorate food. Pupils usually start learning about filamentous microfungi in form 6 of a primary school, or they get some tangential information in the first year of an eight-year grammar school. In addition, in most of student's books, microfungi are incorrectly referred to as moulds, which is an unprofessional term. The objective of my thesis is to elaborate two practical tasks for the presence form of study in which pupils find out the difference between unicellular and multicellular fungal organisms, acquaint themselves with the fungal phytoparasite - mildew, take the substrate, make native and coloured mounts which are then observed under the microscope. The other two practical tasks have been elaborated for the distance form of study via exploration tasks, which can be carried out at home conditions. It means creation of a mycological garden and observation what kind of bakery products is more prone to be affected by microfungi. The other elaborated tasks relate to across-the-curriculum use of the filamentous microfungi topic in Maths and Czech, in which some...
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Peer-feedback in inquiry-based education in biology lessons at lower-secondary level
MÍSAŘOVÁ, Alena
MÍSAŘOVÁ, A. (2019). Peer-feedback in inquiry-based education in biology lessons at lower-secondary level. Diploma thesis. Faculty of Education, University of South Bohemia in Ceske Budejovice. 46 pp. This thesis deals with the use of formative assessment methods in inquiry-based education. Particularly, it is focused on the peer-feedback in which the students provide the written feedback to their classmates. The objective of the thesis is finding if the lower-secondary level students are able to provide quality and adequate feedback to their classmates. The process of the peer-feedback was incorporated into the realization of inquiry-based tasks focused on the water regime of the plants. In the beginning, the students created a proposal solution protocols for the given tasks; then the protocols were collected and given away by codes to the other students for the assessment and provision of the written feedback. After the end of the research, the interview was done with the chosen students to obtain their subjective opinions on the process of the peer-feedback. The found results have shown that the majority of the students was able to provide adequate feedback. The feedback quality depended on what part students had an assessment. The students mostly tried to provide adequate advice which led to the improvement of the protocol content, but there were found a few protocol quality decreasing advice also. In these cases, the students did not acceptthis advice. The biggest problem for the students was the assessment of the chosen tools. In the none protocol were the tools correctly chosen, so the result was that the evaluating students were not sure of the correct solution. The research has been proven that peer-feedback can be the useful method of the formative assessment which is easy to incorporate to the various biology lesson tasks, mainly to the inquiry-based activities. The main potential of this assessment method is that the students formulate the feedback with their words and that makes it easier to understand to the particular problematics. During the protocols assessment, the students also have the possibility to compare and look to the other protocols, find their own mistakes and take an edification.
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The fruits according to their spreading - an educative material for the primary schools
MIKLASOVÁ, Lucie
The aim of this diploma thesis was to summarize the issue of different types of seed / fruit propagation and to propose teaching material containing elements of inquiry based education. In the presented research proposal, pupils focused on finding out how to spread the seeds / fruits through their own process. The pupils worked with the worksheet, a description of the selected plants and the presented tools. The research task was carried out in four schools. The pre-test was conducted with seven grade students and final testing with seventh-grade students. Even though selected pupils met for the first time with this type of learning, they were able to build their own practice and discuss each other's findings.
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Teaching biology and geography with the use of model school gardens at the secondary school
PTÁČNÍKOVÁ, Květoslava
The theoretical part of the bachelor thesis pursues different ways of using school gardening. The author is showing the history of school gardening, dealing with their actual use, describing the elements occuring in the said environment and dealing with the problems of school gardening education. The target of the practical part was to develop series of methodological sheets for teachers and exercises for secondary school's pupils, which could be used during tuitions of biology and geography in the premises of school gardens. The supplement of the thesis is an orientation questionnaire concerning the actual use of school gardens in primary schools.
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Arthropods as a model taxon in learning about nature at primary level
TŮMOVÁ, Jana
This diploma thesis deals with the arthropod strain as a suitable taxon model in learning about the nature at the first grade of a primary school. The methodological analysis of using the animal strain explains the reasons why the arthropods are used in teaching natural science lessons and provides specific characteristics and manifestations of living organisms, which are possible to be demonstrated on it. The second part of the literature review presents the status of learning about the nature according to the Framework educational program and representation of arthropods in czech textbooks of the natural sciences. The thesis is a collection of newly created exercises for a first degree pupils of primary education, using the selected representatives of arthropods. These tasks use the methods of the direct study of nature and the elements of contemporary popular research-oriented teaching.
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Use of seed germination test in the inquiry-based science education at primary and lower secondary schools
LANDOVÁ, Tereza
This diploma thesis discusses the possibilities of diversifying the teaching on the issue of germination in the form of worksheets as well as possibility of using germination tests in the inquiry-based teaching of biology at elementary schools and lower secondary schools. The readers are introduced into the general issues regarding seed development, construction and germination. It then deals with iquiry-based teaching, which is one of the most used methods in biology education in recent years. Worksheets created for this purpose are therefore validated through teaching practice and subsequently processed and evaluated. The paper discusses whether germination is a suitable biological material for inquiry-based teaching and also whether these worksheets can be recommended as a didactic teaching material for the development of skills and theoretical knowledge of germination.
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The dialogue among students as a method of a peer assessment within inquiry tasks regarding human biology in biology lessons
LIŠKOVÁ, Jana
VOMÁČKOVÁ, J. (2017). The dialogue among students as a method of a peer assessment within inquiry tasks regarding human biology in biology lessons. MSc. Thesis. Faculty of Education, University of South Bohemia in Ceske Budejovice. 50 pg. The aim of this thesis was to design the inquiry-based task that was focused on the human physiology and that enabled to use the formative assessment, more concretely the peer dialogue. Given task is focused on the blood groups issues and pupils tried to suggest their own advancement how to perform the simplified blood test with the aid of the given working aids. At the same time pupils evaluated work of their peers after the dialogue in group. They gave them the written feedback. On the grounds of this feedback the second group could correct their working procedure before they started to realize the experiment. During the research, there were worked with the audio recording, which were acquired during the peer dialogue, with the written feedback, and with the pupils' protocols. The inquiry based task including the formative assessment was implemented to the three lessons in two chosen schools in the South Bohemian Region. There was found out that the experience with inquiry based education has significant impact on the ability of pupils to provide the feedback for their peers. Pupils, who encountered the inquiry process for the first time, had got problems with particular steps and it lead to the uncertainty during the formulation of feedback for the peers. Nevertheless, mainly thanks to the peer dialogue and thanks to the providing of feedback, most of the pupils were able to become involved to the experiment and also were able to understand given problem. Dialogue between pupils proved to be the proper method of formative assessment because pupils completely openly debated about the classmates' protocols and at the same time they proved to learned more from their mistakes and also from the mistakes of their classmates and subsequently they were able to correct their protocols.
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Utilization of the garden-pond biotope in secondary education (Comprehensive inquiry-based education program)
PROCHÁZKOVÁ, Marie
The purpose of this thesis is to develop a comprehensive educational program involving student activities related to the biotope of the garden pond. The theoretical part deals with general issues of inquiry-based education and the utilization of school gardens. The main contribution of the thesis is the creation of a concrete educational program, comprising seven activities which employ the environment of a garden pond. It is designated for biology and geography classes at middle/secondary schools. Each activity portfolio consists of a methodological sheet for teachers and a work sheet for students. Most activities can be carried in the environment of any water tank; some activities can be also done in the school building. The training program was pilot tested with elementary school teachers and subsequently with sixth and seventh grade students. Concurrently, an evaluation of the program's effectiveness was implemented in the form of written tests. The thesis discusses the findings from this evaluation as well as the practical verification of the suggested program that was carried out on teachers and on students.
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Inquiry based education at primary school. Qualitative research
Jirkovská, Petra ; Stará, Jana (advisor) ; Straková, Jana (referee)
This master thesis deals with the issue of inquiry based learning in sciences at primary school level. The theoretical part of the thesis is focused on the development, realization and pros and cons of inquiry based learning. Additionally there is an overview of inquiry based activities in the commonly used textbooks for first level of primary schools and the list of extended literature intended to inspire the teachers to practise inquiry based learning. The practical part of the thesis is based on information gained from interviews with primary school teachers. The aim was to find out how inquiry based learning is perceived by teachers. Their opinions, advanatages and disadvantages of inquiry based learning and its practical use in education is discussed. Consequently, overlaps and influence of such education methods on the integration of pupils to a society is presented here. The thesis provides a complete overview on the issue of application of inquiry based learning to traditional education methods. This research informs readers about possible problems related to the implementation of inquiry based learning to practice. Based on the described situations, the realization can be easier due to the identification of possible difficulties and their solution. Keywords inquiry based education, primary...
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Use of computers and digital sensors in practical education of science
Ettlerová, Kateřina ; Mourek, Jan (advisor) ; Šmejkal, Petr (referee)
The aim of this study is to sum up using ICT in teaching Science in primary and secondary education, emphasizing especially SBL and MBL. Data for this study were obtained from scientific articles and research, focusing on didactic and pedagogical aspects of the topic. The thesis reveals advantages, disadvantages and possible risks of using ICT and looks into the students' and teachers' opinion on these innovative methods. In conclusion, the thesis argues that the methods using ICT offer great potential, which is not being used to it's full. Powered by TCPDF (www.tcpdf.org)
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