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Chemistry and integrated teaching of natural sciences in secondary school
Dobečková, Markéta ; Kričfaluši, Dana (advisor) ; Ganajová, Mária (referee) ; Bílek, Martin (referee)
The doctoral thesis deals with the specification of factors that influence the implementation of integrated teaching positively or negatively. It presents the results of research mapping the current situation regarding integrated teaching in secondary schools in the Czech Republic. It also presents the opinions of secondary school teachers on integrated teaching and the possibilities of its implementation. The results were obtained by questionnaire survey and Q methodology, which was designed for the online environment via Google Slides. Among other things, the research results point to factors from a total of 4 areas, which, according to the respondents, play an important role for the integration of integrated teaching in education. These areas are undergraduate and postgraduate teacher education, external conditions (for example, the approach of school management), the third area is focused on the teacher's personality, and the last area is focused on pupils and their parents. It follows from the obtained results that the factor positively influencing the implementation of integrated teaching (hereinafter referred to as IT) is the perception of the importance and content of IT by teachers. Teachers mostly perceive integrated teaching positively, they believe that it encourages students' interest...
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Analysis of Chemistry tests used in the admission procedure at the Faculty of Science, Charles University
Šrámek, Martin ; Teplá, Milada (advisor) ; Teplý, Pavel (referee) ; Kričfaluši, Dana (referee)
This thesis focuses on the prediction of academic success and item analysis of chemistry knowledge tests used in the admission procedure at the Faculty of Science, Charles University between 2016 and 2019. The first part of the thesis focuses on the possibilities of academic success prediction (earning a bachelor's degree within 4 years) based on various factors: (i) success rate in the admission procedure, (ii) study index (modified average of marks), (iii) success rate in each part of admission procedure, (iv) passing exams in selected mandatory subjects for students of Chemistry study programme, eventually (v) based on obtained marks in selected subjects (as in (iv)). Furthermore, a prediction of entering Year 2 was also completed for three of these factors (i, iii and iv). The sample consists of 1,780 applicants for Chemistry study programmes. The results of the analysis proved a medium effect on success in the admission procedure on entering Year 2 (d = 0.52) and a large effect on academic success (d = 0.67). By additional comparison of predictive ability of knowledge tests (Maths, Biology, Chemistry) we proved that the Chemistry test has a greater prediction ability compared to the others - low effect on entering Year (d = 0.22), but medium on academic success (d = 0.40). Additionally, we...
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Effectiveness of inquiry-based science education in the topic Chemical process at elementary schools and grammar schools
Sotáková, Ivana ; Ganajová, Mária (advisor) ; Kričfaluši, Dana (referee) ; Brestenská, Beáta (referee)
The Dissertation work is focused on finding the effectivity of the inquiry-based science education of Chemistry subject at elementary schools and grammar schools concerning the topic of Chemistry process. The theoretical part proves the knowledge of inquiry-based science education (IBSE) in the 21 century, specifies the level of research, learning cycle 5E, its positives and negatives. The practical part is created by the files of methodology, particularly the methodological worksheets for teachers and worksheets for pupils as well, regarding the topic Substance Transformation for the elementary schools and for the grammar schools the topic Chemical Reactions and Chemical Equations. In the research part, there are shown the results of paedagogical research aiming at verifying the influence IBSE on to develop the higher mind operations according to Bloom taxonomy, to develop the scientific skills, as well as the survey of pupils' attitudes to this particular educational teaching process. The results obtained from the IBSE implementation and its verification performed by the cognitive tests and further by statistical evaluation, have confirmed the validity of the set hypotheses - the level of pupils' knowledge and skills has been increased, especially at weaker pupils in both degree of schools. By...
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Development of a Competency Model for the Assessment of Scientific Thinking of Science Graduates
Pyskatá Rathouská, Lubomíra ; Janoušková, Svatava (advisor) ; Bílek, Martin (referee) ; Kričfaluši, Dana (referee)
Our society is currently facing significant changes in the labor market. The changes are brought by the trends from Industry 4.0. The assumption is that higher-skilled positions will gradually come to the forefront of interest: employees who hold specialized positions requiring deeper knowledge and skills, staff with the ability to solve complex problems. The system including knowledge, skills and also to some context values and attitudes is called 21st Century Skills. These skills must be also incorporated and reflected in education, including science education. Science education needs to take into account the above-mentioned as this has direct impact and implications not only on scientific knowledge but also on skills such as critical and analytical thinking, the ability to do research, problem solving or decision-making processes. The system of such key knowledge, abilities and skills is included in the concept of scientific thinking and reasoning. For this reason, the curriculum of schools, including universities, requires development of thinking and reasoning, which would enable them to find a good job on the labor market. Furthermore, relationships between universities and employers are gradually being built, which catalyzes the adoption of universities' curriculum according to the needs of...
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Effectiveness of inquiry-based science education in the topic Chemical process at elementary schools and grammar schools
Sotáková, Ivana ; Ganajová, Mária (advisor) ; Kričfaluši, Dana (referee) ; Brestenská, Beáta (referee)
The Dissertation work is focused on finding the effectivity of the inquiry-based science education of Chemistry subject at elementary schools and grammar schools concerning the topic of Chemistry process. The theoretical part proves the knowledge of inquiry-based science education (IBSE) in the 21 century, specifies the level of research, learning cycle 5E, its positives and negatives. The practical part is created by the files of methodology, particularly the methodological worksheets for teachers and worksheets for pupils as well, regarding the topic Substance Transformation for the elementary schools and for the grammar schools the topic Chemical Reactions and Chemical Equations. In the research part, there are shown the results of paedagogical research aiming at verifying the influence IBSE on to develop the higher mind operations according to Bloom taxonomy, to develop the scientific skills, as well as the survey of pupils' attitudes to this particular educational teaching process. The results obtained from the IBSE implementation and its verification performed by the cognitive tests and further by statistical evaluation, have confirmed the validity of the set hypotheses - the level of pupils' knowledge and skills has been increased, especially at weaker pupils in both degree of schools. By...
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Inquire-Based Science Education in General and Inorganic Chemistry
Zámečníková, Veronika ; Čtrnáctová, Hana (advisor) ; Ganajová, Mária (referee) ; Kričfaluši, Dana (referee)
This thesis deals with the possibility of implementing Inquiry-Based Science Education (IBSE) into teaching practice mainly at elementary schools. The focus is put on teaching general and inorganic chemistry. The theoretical part consists of the conceptual apparatus and research methodology related to implementation of IBSE activities into teaching. It also discusses how important may implementing of the IBSE principles be for supporting the student interest in science and for upgrading their scientific abilities which may make it easier in future to put the young generation into practice. Another chapter describes current situation in practical application of the IBSE in Czech Republic. It summarizes basic theories and experience with introducing IBSE into classrooms. The thesis also analyses the selection of curriculum suitable for applying IBSE in chemistry and chemistry didactics. The practical part of the thesis incorporates educational documents for working within IBSE principles and gives an overview of results of author's own research, realized between 2014 - 2016. The research was focused on attitude of students towards chemistry and its evolution after implementing the IBSE principles. Based on results of this research, specific drafts of IBSE implements are rendered for general and inorganic...
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