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Possibilities and Limits of the Didactic Games Use in Chemistry Education at Grammar School: Redox reactions
Prokšová, Monika ; Bílek, Martin (advisor) ; Kuhnová, Marta (referee)
The thesis deals with the possibilities and limits in the activation of students when teaching chemistry as a general educational subject in grammar schools through didactic games in the thematic unit Redox Reactions. The use of didactic games in teaching should help students to acquire and better understand the relatively abstract subject matter, which undoubtedly includes redox reactions. Using didactic games, we also aim to improve students' attitudes towards the subject of chemistry. In the theoretical part the thesis describes the issue en-countered in the activation of students and their motivation to learn through didactic games. Furthermore, various activation methods are also presented here, where the main emphasis is mainly on didactic games. The practical part of the thesis in the introduction contains an analysis of the school education programs of selected gymnasiums, which focuses on the development of the thematic unit Redox reactions. In the next part, it is devoted to a set of 5 created didactic games on the selected topic (Redox reaction) inspiredby televisioncompe- titions or other well-known games that the relevant age group of students knows and uses. The set of didactic games will be created using so-called design research, i.e. in iterations from the prototype to the final...
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Possibilities and limits of student activation in chemistry education at lower secondary school using didactic games: Particle composition of substances
Šelepa, Jan ; Bílek, Martin (advisor) ; Koperová, Dominika (referee)
The diploma thesis deals with the possibilities of activating elementary school students in the topic of particle composition of substances using didactic games. The theoretical part discusses selected significant experts who have dealt with activation in the past, defines the concepts of activity and activation, and their importance in pedagogical practice. It also presents teaching methods and their possible classification, with a particular emphasis on didactic games (their definition, categorization, and significance). Subsequently, an analysis of critical topics in chemistry education at the elementary school level follows, within which a specific area of content ("particle composition of substances") was identified and for which individual didactic games were created. The topic of "particle composition of substances" is further analysed across several currently most used textbooks. The last chapter of the theoretical part focuses on introducing the so-called constructional research, which was chosen as the research method utilised for the purposes of didactic games creation. In the practical part, six protypes of didactic games were developed, which were subsequently modified based on feedback from two experts in the field of chemistry didactics, four experienced chemistry teachers, and their...
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Constructivism in Czech Language Teaching at Higher-Secondary School
Štěpáník, Stanislav ; Šmejkalová, Martina (advisor)
The dissertation explores the opportunities and limits of implementing constructivist elements into Czech language education. While in didactics of mathematics and sciences the perspective of constructivism has been dynamically developing, in language didactics it is an area which has not been satisfactorily dealt with. The effectiveness of a designed constructivist teaching strategy in contrast with a traditional one has been tested on a selected part of content matter of Czech syntax (relations in compound sentences) in the terrain of two classes of higher-secondary school. Constructivist teaching utilizes students' conceptions; therefore before the experiment itself, students' conceptions of the content matter were researched on one selected subject. The outcomes were then taken into account when creating the experimental strategy. It is necessary for teaching Czech that it makes use of the students' preconceptions and their natural language competence, and that teaching has a semantic- functional, or communication approach to the language phenomena taught. The results of the research suggest that it is possible to implement constructivist features into Czech language teaching successfully, and that their effectiveness in certain aspects might be higher than it is with traditional strategies. In any...
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Computer Science Education at Grammar Schools
Lessner, Daniel ; Holan, Tomáš (advisor) ; Salanci, Ľubomír (referee) ; Černochová, Miroslava (referee)
Title: Computer Science Education at Grammar Schools Author: Daniel Lessner Department: Department of Software and Computer Science Education Supervisor: RNDr. Tomáš Holan, Ph.D., Department of Software and Computer Science Education Abstract: Computer science is not a required component of general education in Czechia. The lack of published local experience impedes the search for general agreement in basic questions, such as: Is computer science in general education possible? Is it beneficial? What educational goals should it have, what topics should it cover? The goal of this thesis is to offer empirically verified answers to these questions, considering grammar school level (students 15-18 years old) in Czechia. A set of fundamental ideas of computer science has been identified and used to develop an introductory course. The course was repeatedly tested, evaluated and improved, following the design-based research methodology. The level of students' achieve- ments as well as their own view of the novel approach to teach "informatics" was tracked. Contrary to the widely held belief (in Czechia), it turned out that computer science in general secondary education is possible and beneficial for the students, as long as the level of difficulty and specific goals are chosen appro- priately. The course is...
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Constructivism in Czech Language Teaching at Higher-Secondary School
Štěpáník, Stanislav ; Šmejkalová, Martina (advisor) ; Slavík, Jan (referee) ; Svobodová, Jana (referee)
The dissertation explores the opportunities and limits of implementing constructivist elements into Czech language education. While in didactics of mathematics and sciences the perspective of constructivism has been dynamically developing, in language didactics it is an area which has not been satisfactorily dealt with. The effectiveness of a designed constructivist teaching strategy in contrast with a traditional one has been tested on a selected part of content matter of Czech syntax (relations in compound sentences) in the terrain of two classes of higher-secondary school. Constructivist teaching utilizes students' conceptions; therefore before the experiment itself, students' conceptions of the content matter were researched on one selected subject. The outcomes were then taken into account when creating the experimental strategy. It is necessary for teaching Czech that it makes use of the students' preconceptions and their natural language competence, and that teaching has a semantic- functional, or communication approach to the language phenomena taught. The results of the research suggest that it is possible to implement constructivist features into Czech language teaching successfully, and that their effectiveness in certain aspects might be higher than it is with traditional strategies. In any...
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Constructivism in Czech Language Teaching at Higher-Secondary School
Štěpáník, Stanislav ; Šmejkalová, Martina (advisor)
The dissertation explores the opportunities and limits of implementing constructivist elements into Czech language education. While in didactics of mathematics and sciences the perspective of constructivism has been dynamically developing, in language didactics it is an area which has not been satisfactorily dealt with. The effectiveness of a designed constructivist teaching strategy in contrast with a traditional one has been tested on a selected part of content matter of Czech syntax (relations in compound sentences) in the terrain of two classes of higher-secondary school. Constructivist teaching utilizes students' conceptions; therefore before the experiment itself, students' conceptions of the content matter were researched on one selected subject. The outcomes were then taken into account when creating the experimental strategy. It is necessary for teaching Czech that it makes use of the students' preconceptions and their natural language competence, and that teaching has a semantic- functional, or communication approach to the language phenomena taught. The results of the research suggest that it is possible to implement constructivist features into Czech language teaching successfully, and that their effectiveness in certain aspects might be higher than it is with traditional strategies. In any...
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