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Learning styles and their effectivness amongst pupils with specific learning disabilities
Nyklíčková, Zdeňka ; Felcmanová, Lenka (advisor) ; Marádová, Eva (referee)
This diploma thesis deals with learning styles and their effectiveness amongst pupils with specific learning disabilities. The theoretical part describes the problems of specific learning disorders, the current legislation and the possibilities of care for pupils with specific learning disabilities in school counseling facility, learning styles, learning habits amongst pupils with specific learning disorders and basic diagnostics of learning styles. The practical part is focused on the research and includes quantitative research which focuses on revealing the predominant style of learning at the second level of elementary school amongst pupils with learning disabilities and its comparison with the regular population of pupils. The thesis also answers a range of questions, such as, what helps learners who have learning disabilities to make the most out of their work, what disturbs the learners during learning, and compares these findings with pupils without any learning disabilities. The results of the survey revealed that pupils with specific learning disabilities involved in the research are predominant in the auditory style of learning. There were no differences found between predominant learning styles in pupils with learning disabilities and pupils without these disorders.
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Preference comparison of the learning styles between secondary school and university students in the field of economics
Kopřivová, Stanislava ; Krejčová, Kristýna (advisor) ; Krpálková Krelová, Katarína (referee)
The thesis deals with the issues of learning styles of secondary and university students. In the theoretical part, the problems of thinking, individual-specific ways of learning, individual-specific learning methods and learning styles are outlined. The diploma thesis focuses on learning styles, which are defined and divided from different points of view. Thesis also includes the diagnostics of learning styles, the influence of learning styles and, among other things, the motivation that is important in learning. The theoretical part is consists of research of professional literature, scientific articles and current researches from the area. The practical part consists of questionnaire survey, which took place at several secondary schools and universities. The LSI questionnaire and the VARK questionnaire were used to find out the student's learning styles from the research sample, the results obtained from the two questionnaires were compared between each other, from which conclusions were drawn. The survey results are evaluated by descriptive statistics and captured in charts and tables.
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Strategies of the Students' Learning at a Primary School
Sobíšková, Ludmila ; Hejlová, Helena (advisor) ; Kargerová, Jana (referee)
This diploma thesis deals with the topic of the students' learning strategies at a primary school. The strategies are demonstrated at an example of a foreign language. Based on this example, more general rules for using strategies in other areas are being searched. The strategies are understood as specific steps and methods used in the learning process. They are anchored in the curriculum documents, in particular under the learning competence. The theoretical part of the thesis is based on existing literature and it analyses learning styles and strategies of students at a primary school with the focus on a foreign language. The aim of the thesis is to find out to what extent students of the fifth grade use language strategies and what role a teacher's support plays. For the research, the questionnaire "Strategie učení se cizímu jazyku" was used. The thesis is also based on qualitative research consisting of observations and interviews with the teachers. The results show that the fifth-grade primary school students use the foreign language learning strategies to a limited degree. However, the teachers' support has an effect on the usage. KEYWORDS Learning strategies, learning styles, learning competence, support of the learning strategies, foreign language, metacognitive strategies
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Application of mind maps in ELT with the emphasis on lexis in one-to-one courses, groups and self-teaching
Borovková, Petra ; Dvořák, Bohuslav (advisor) ; Vít, Radek (referee)
This work deals with an implementation of mind maps in ELT. It stems from the master thesis Mind Maps in English Language Teaching, and it further explores and develops its assumptions. This thesis is divided into a theoretical and a practical part. The theoretical part gives an explanation why mind maps serve as an effective learning strategy. It is dedicated to the problem of memory, organisation of thoughts, strategies of consolidation, and learning styles. Examples of activities focused on various language skills based on mind maps, can be found in the practical part of the thesis. The crucial part is the one which concentrates on a new technique of learning vocabulary via mind maps. In this part, there are chapters devoted to an application of this technique in one-to-one courses, groups and in self-teaching. Observations are added to the description of the technique. As oppose to the master thesis, this time the research focuses on using the technique in a group.
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Mind Maps in English LanguageTeaching
Borovková, Petra ; Dvořák, Bohuslav (advisor) ; Hofmannová, Marie (referee)
The thesis discusses using mind maps in English language teaching. It explains what mind maps are and how to use them effectively. This thesis includes a theoretical as well as a practical part. The theoretical part offers two points of view of the problem - psychological and pedagogical. The psychological part deals with theoretical knowledge of memory and learning. In the pedagogical part, firstly learning styles in connection with mind maps are discussed; secondly some demonstrations of using mind maps in various English textbooks are presented. The practical part focuses mainly on new ideas. First chapter of the practical part shows various classroom or individual mind map activities that concentrate on different language skills. The second chapter is the most important section of the whole thesis as it introduces a new method for learning vocabulary via mind maps. Observations of four students using the method and reflections on it are offered in the following chapters. Finally, the results and conclusions of the observations as well as the advantages and disadvantages of mind maps in general are presented.
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Current university students' strategies of learning
ČERNÁ, Jana
This thesis is divided into a theoretical and a practical part. In the theoretical part, basic terms are explained. These terms include e. g. learning and approaches to it, the styles and strategies of learning. Afterwards, motivation and memory are discussed as key principles for learning. A very important part of this section deals with the terms of the mental representation and metacognition, and the Gadrner?s notion of intelligence is briefly introduced in the last part. In the empirical part of the thesis, an explanatory qualitative research was carried out with a small number of university students. The aim of this thesis is to find out the learning strategies of university students and to compare them with a view of former university students with regard to some possible differences. The findings of this research are stated at the end of the practical part.
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The program of developpement of intercultural competence by preschool children
SEDLÁKOVÁ, Štěpánka
The primary objective of this thesis was to describe methods applicable for the development of intercultural competence in preschool age children. The theoretical part is focused on clarifying the terms such as learning, learning theory and learning styles. Subsequently, the attention is paid to the terms that are related to level of cognition, social perception and personality of the preschool age child. A description of the intercultural terms like psychology, communication, conflict, education and competence is also included. The basis of the practical part consists of methods applicable for the development of intercultural competence in preschool age children whose main inspiration was indian culture. A range of specific activities that can be used in kindergartens is also included in this part. In the methodology, a notion of qualitative research and observation methods are described and the final part contains a case study of activities developing the preschool age child´s intercultural competence. The thesis is supported by photos that have been taken during introducing the different ? indian culture to the children and that are available both for viewing and downloading on the web.
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