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Subjects for inquiry-based teaching of geography at secondary schools (with a practical demonstration during teaching about the local region SO ORP Jindřichův Hradec)
VALIGOVÁ, Tereza
This diploma theses deals with a new trend of current teaching of science subjects and that is inquiry-based teaching. The main goal of this, for now in Czech environment unknown, teaching method is to make the teaching of science subjects more attractive and to renew the interest of pupils in these subjects. The theoretical part describes inquiry-based teaching, defines the educational subject of geography and it elaborates the connections with the generally educational programme the Primary education. The main part of the diploma thesis introduces created subjects of the teaching activities using the inquiry-based teaching of geography at the secondary school with the focus on the local region SO ORP Jindřichův Hradec. The submitted subjects of the teaching activities in socio-geographical region are thematically dedicated to transport, the quality of life and tourism, while the physically-geographical regions analyze the themes of meteorology and hydrology. The thesis includes the feedback on real created subjects of teaching activities. The attachment contains the worksheets related to the above mentioned activities.
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Inquiry methods in educational area Man and his world: Seeds, fruit and young plants
Nikrýnová, Alena ; Stará, Jana (advisor) ; Straková, Jana (referee)
This diploma work deals with the issues of inquiry methods of teaching at primary schools. The theoretical part provides some reflections on contributions and limits of inquiry methods and defines basic inquiry skills. Activities concerning the theme "seeds, fruit, young plants" for the pupils of the 1.-4.grade are suggested in the practical part. Nine of them were tried out in classes. The results of the action research are summarized in the conclusion. They are related to these research questions: 1. How to adjust inquiry activities in a suitable way for their use in the given classes at primary schools? 2. How do children react to this work style? 3. What demands does this work style make on teachers? 4. What problems concerning partial inquiry skills could emerge? How to continue working at them?
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Assessment of inquiry based teaching in biology
ROKOS, Lukáš
The aim of this doctoral thesis is to appraise the efficiency of inquiry-based education in biology (IBSE, inquiry-based science education) and to compare this efficiency with the efficiency of the tuition that uses traditional teaching methods, during the schooling of chosen themes from the human physiology, on different educational levels in the Czech Republic. For the purpose of monitoring the efficiency of both educational attitudes, there were drawn up pretests and posttests. Thanks to them, the level of involved pupils' and students' knowledge of contents and skills, was measured before and subsequently after the application of inquiry based tasks to the laboratory classes. The variety of inquiry based tasks that met the requirements of IBSE, that focused on chosen topics from the human physiology and that complied with the knowledge and age of the given group, was made for the research purpose. The research was realized with elementary school pupils, grammar school pupils and university students. In the lump, there were 145 pupils from the elementary school and grammar school and 168 university students. Pupils and students were divided into the experimental groups, where they solved task with the elements of IBSE, and to the groups with traditional teaching. Conclusions of the researches that were based on the comparing of pupils and students success rate in pretests and posttest showed, the IBSE led to the better knowledge acquirement. But in the comparison with the results of pupils and students from the traditional teaching groups, the improvement was not statistically significant. It was discovered that IBSE leads to the significantly more effective acquirement of science skills (e.g. assessment and suggestion of the science research, design of the scientific and research questions, data interpretation and making of appropriate conclusions). The efficiency was influenced by the educational level (i.e. by the age of involved pupils and students and by the type of school) this approach was the most effective in grammar schools. Given research proves that the application of the IBSE to the teaching of human physiology presents felicitous innovation in the science education. In view of the fact that it leads to the identical or better knowledge adoption and it also significantly develops pupils' and students' scientific skills.
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Plants and atmosphere - didactic processing of the theme for teaching on the elementary school
ČEKAL, Tomáš
The aim of this work was to process the selected theme of the fields of relationships between plants and atmosphere by means of learning programme based on the inquiry approach didacticly and apply it at the elementary school. The aim of the thesis was also to investigate the influence of the created learning programme on the level of pupils´ knowledge. 150 pupils took part in this testing. The research approved that by means of using IBE (Inquiry based education) the level of pupils´ knowledge compared with the frontal form of the education is increasing. The next fact was that pupils´ knowledge of photosynthesis was only on the average. It was also confirmed that with the using of this learning programme with the elements of exploration and the use of modern technology (pupils´ sets called Vernier) the curriculum was absorbed by students more efficiently.
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Implementation of inquiry based education in geography at the example of urban geography
LEŽÁK, Martin
The main concept of this final thesis is the genesis of educational material within the application concept of inquiry based education in geography at primary school or lower level schools. The central theoretical framework was chosen issue urban geography, as one of the most actual discussed geographic sub-disciplines. The newly formed educational material will have a complexial form - except themselves textbooks for pupils will be created methodological guide for teachers. Inquiry based education wants in a school closer to real scientific process , pupils and use to anchor the separate handling of information. Pupils tries to fix minor problems, verify their hypotheses using the process set out by research, analyze everything and then synthesized. The method , together with the knowledge of geography of the city are developed through work with GPS logger. The educational material is within the next stopover implemented in selected schools . Using the questionnaire, pupils and teachers the author provide valuable feedback.
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Evaluation of student's knowledge of plant's anatomy and morphology, depending on the used type textbook
KOTROUŠOVÁ, Jitka
This diploma thesis evaluates the knowledge of plants' anatomy and morphology at primary schools. There is very important the type of textbooks used in biology education. The present work is divided into 2 parts: theoretical and practical. The theoretical part describes methods of evaluation of textbooks and educational results and also formation of didactic test, statistical methods and inquiry-based education. Because we wanted to know frequency of use of this approach in biology lessons. The practical part contains research results.
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Application of inquiry-based education into high schools using a model topic
DOSKOČILOVÁ, Iveta
The aim of the present work is to determine the reaction of Czech student to Inquiry-based science education. The study was conducted using two different laboratory topics, prepared for the study according to the principles of Inquiry-based education. Four different classes from one school participated in this study and the reaction of the students was determined by comparing two questionnaires; one initial, completed before the laboratory work, and the other final, filled in after the laboratory practice has ended.
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Efficiency of inquiry based teaching methods in elementary schools
PEŠKOVÁ, Šárka
The main aim of this bachelor thesis is to find out the efficiency of research-based teaching in biology lessons at upper primary school. The next partial aim is the comparison of students' effectiveness during lessons with elements of exploration-based teaching (a.k.a. experimental group) and comparison of students during frontal teaching (a.k.a. inspecting group). The bachelor thesis deals with teaching methods which can be used during students' lessons at upper primary schools and concentrates on possibilities of research-based teaching. Three research-based tasks which focus on plants and their parts (root, stalk, leaf) are suggested in the thesis. The use of these suggested tasks was verified in author's own practical training in seventh grade at one of the primary schools. Individual tasks are formed and prepared in order to develop creativity, independence, sense of co-operating and exploring stated topics with others. These suggested themes can be used during biology lessons at upper primary schools. The results of efficiency of suggested research-based tasks are presented in the bachelor thesis.
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Inquiry based education in Human Physiology lessons with using school experimental systems
VOMÁČKOVÁ, Vladislava
VOMÁČKOVÁ V. 2016: Inquiry based education in Human Physiology lessons with using school experimental systems. MSc. Thesis. Faculty of Education, University of South Bohemia in Ceske Budejovice. 47 pp. Inquiry-based education represents a modern approach to science education. This approach aims to enhance students' interest in these subjects. Nowadays, the laboratory experimental systems are available for use in the inquiry-based tasks so students have possibilities to try in practice what a scientist's work involves. The aim of this thesis was to design inquiry based tasks related to human physiology. In these tasks various kinds of laboratory experimental systems were applied. These tasks have been verified in classes at selected primary schools and at one grammar school. A partial goal of this thesis was to investigate whether inquiry based classes using laboratory systems result in acquiring better knowledge and research skills development compared with the usual laboratory work classes, where students work according to their teacher's instructions. For these purposes a pre-test and a post-test had been created and the students were divided into two groups the experimental group was applying the inquiry based work procedures and the control group was working using the teacher's instructions. The individual tasks have been verified in practice and their impact on the students' knowledge and skills level was monitored. The results have shown that inquiry based education does not lead to worse results compared with the usual conventional teaching methods. The level of students' knowledge and skills has risen after completing the experimental classes. However, the difference between the control and experimental groups was not statistically significant.
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