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Techn(olog)ical Revolution in Education: Practices and Attitudes of Ninth Grade Pupils to Education and Autodidacticism within the Reforming System of Education
Růžička, Jakub ; Remr, Jiří (advisor) ; Buchtík, Martin (referee)
Jakub Růžička Techn(olog)ická revoluce ve vzdělávání: zvyklosti a postoje žáků devátých tříd ZŠ ke studiu a samostudiu uvnitř reformujícího se školství Bakalářská práce Abstract The impossibility of mastering the entire existing knowledge of humankind, which means entire knowledge that has been produced up to know, by independent and individual human being, and also the development and massive expansion of computer technologies and the Internet, imply the necessity of rethinking current educational practices. Despite that, implementing new means of education, progressive didactic methods and crossing the boundaries of study and self-study, is being obstructed by institutional conventional educational system and related methods. Even thought the system responds to the transformation of the labour market, it does not put the main emphasis on information technologies, which are great facilitators in achieving these goals. The ongoing reform of the Czech educational system has the spirit of broader European reforms. This dissertation is concerned with description of the current trend, implementation of new educational methods and associated stances and attitudes of ninth grade pupils, who are one of the first generation in the Czech Republic which has been affected by the revolution in IT and by the above...
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Are scouts really more honest?
Sedlická, Monika ; Zajíček, Miroslav (advisor) ; Tříska, Dušan (referee)
Using two experiments, where children either rolled dice or solved a matrix task, we examined whether scouts are more honest than non-scouts. In the first experiment, participants completed a matrix task. The papers were then shredded, and participants self-reported the number they had correctly solved. After analysing the results, we found that 10.81 % of scouts and 13.04 % of non-scouts lied. This difference, between the honesty of scouts and non-scouts, was not statistically significant. There was no perceived effect from being scout on the individual's honesty, as well as from taking the scout promise, or years of experience in a scout organization on the scout's honesty. In the second experiment, participants rolled the dice privately. According to value rolled, participants could either take (1, 2, 3), or leave (4, 5, 6), a Kinder chocolate reward. Statistically, participants would be expected to take the reward 50 % of the time. This was the case for the scouts group, the results did not differ statistically from 50:50, but not for the non-scouts. However, the difference between scouts and non-scouts was not statistically significant, indicating that there is no significant difference in honesty between scouts and non-scouts. Thus, our hypothesis that scouts are more honest than non-scouts was not supported.
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Podvádění středoškoláků při písemném zkoušení
Růžová, Alena
The bachelor's thesis deals with cheating of students by written examining at secondary schools. The theoretical part offers various opinions of authors dealing with this issue and definitions of cheating. It concerning different kinds and methods of cheating. It describes the most frequent reasons for cribbing, it also deals with the advantages and disadvantages of cheating. The closer aim of this thesis is to focus on cheating during written exams. The method of theoretical part is the study of literary sources, note taking and their analysis, synthesis and comparison. The aim of the practical part is to find out through the questionnaire survey extensiveness of this issue. The investigation will take place at secondary schools, vocational schools and grammar schools. The obtained data will be evaluated by simple statistic methods. They will compare the extensiveness of this problem at given schools. They compare the extent of cheating among girls and boy. They will give the most frequent the reasons of deception and the form of cribbing. They will also focus on revealing and following solution of the deception. The observed results will be used as recommendations for pedagogical praxis.
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Fenomén podvádění na středních školách
Kulíková, Zuzana
KULÍKOVÁ, Z.. Phenomenon of cheating in secondary schools. Bachelor thesis. Brno, 2014. The bachelor thesis deals with cheating students in secondary schools. Pupils cheating is a negative phenomenon that occurs in all types of schools. The oldest and most used methods of cheating include copying and telling. With the development of information technology, however, has become a very serious problem of plagiarism. The aim is to inform about cheating in secondary schools. The thesis is divided into two parts. In the theoretical section describes issues related to cheating. There is describe characteristics of youth and describes their relationship to morality, norms and values. Also described herein is motivating students to this meeting. In the practical part analyzes the data from the survey.
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The scholastic cheating of early adolescents: from exploratory research towards a structural model. A pilot study.
VRBOVÁ, Jana
The aim of this work is to investigate, which behaviour at school is perceived by early adolescents (age average 14-16 years) as cheating, whether it is possible to classify this behaviour into specific types (factors) and whether these can be linked with individual student variables (sex, GPA, number of missed classes, student goal orientation, worry, self-efficacy, and achievement value), as well as with the contextual variables (parents goal orientation, teachers goal orientation, satisfaction with the school, neutralization, peer cheating behaviour, and cheating punishment). The obtained data were statistically evaluated (N = 401). Using exploratory factor analysis based on students self-reporting the frequency of the behaviour classified as cheating, two types of dishonest behaviour were extracted: cheating (copying, hinting) and falsification (forgery of signatures, absences). Two student factors, school approach (motivation) and to school avoidance (amotivation) orientation, and two context factors, teachers and parents goal orientation, were extracted as predictors of cheating. Results showed that neither parents nor cheating punishment had significant influence on cheating and falsification. The structural model confirmed that a positive relationship with teachers goal orientation and GPA had the highest influence on falsification. Student avoidance to school, student approach to school, and teachers goal orientation had the highest influence on cheating. Cheating and falsification were well correlated. The values of regression coefficients remained similar after removing the parent factor from the model. The structural equation model explaining the relationship of latent endogenous cheating and falsification variables with the three latent exogenous variables (avoidance to school, approach to school and teachers goal orientation) and the three manifest variables (sex, GPA and peer cheating behaviour), fitted the data well. The model explained 42% of cheating variance and 39% of falsification variance
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