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Circadian rhythms in human life - elaboration of the topic with elements of the flipped classroom teaching method
Křivohlavá, Tereza ; Mourek, Jan (advisor) ; Manková, Denisa (referee)
The thesis deals with an alternative teaching method called the flipped classroom, which was applied in the practical part to the topic of the biology of circadian rhythms. In the flipped classroom method, the phases of teaching are switched. Study material is created for the students and presented to them for home study before the class. In the actual teaching, there is then more time for clarifying ambiguities or consolidating material, which is the main advantage of the flipped classroom. Circadian rhythms are biorhythms repeating with a period of approximately 24 hours. The circadian system is controlled by the central circadian clock in the suprachiasmatic nuclei of the hypothalamus. These circadian clocks are synchronized by environmental stimuli, predominantly light. In the case of irregular artificial lighting, the body's circadian clock desynchronizes and disturbances in mood, cognitive performance, or physical health can occur. In the frame of the practical part of the thesis, a video was created to introduce students to the topic of circadian rhythms. In addition, worksheet assignments were created to practice and deepen students' knowledge of biological rhythms, as well as the design of an entire teaching unit with flipped classroom elements. Everything was tested on 4 groups of the...
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Use of co-teaching at lower secondary school
PETŘÍKOVÁ, Hana
The diploma thesis deals with co-teaching at the second stage of primary school, specifically with its advantages, pitfalls and possibilities, and it shows how to apply this type of teaching in class. The theoretical part is not only about co-teaching, but also about other organizational forms of teaching and it is elaborated with the help of professional literature. It also deals with the position of the teacher in tandem, as it is an integral component leading to successful mastery of co-teaching. The practical part is based on qualitative research, which is based on an in-depth interview with teachers with practical experience of co-teaching. Furthermore, it was based on a group interview with students who also have this experience, but from the opposite perspective. Subsequently, the research is extended by the author's own observations. The results of the work show how the Czech system is not adapted to this form of teaching yet and the thesis describes the steps that could lead to achieving sufficient conditions for its successful implementation.
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Research-like education in primary schools
Svátková, Barbora ; Vančata, Václav (advisor) ; Skýbová, Jana (referee)
In this thesis, we assume a pan-European issue of the decline of interest in science and science education. In connection with this issue we conducted a literature search. We have also mapped the literature related to the issue of education research in the Czech Republic and the rest of the world. In an effort to increase pupils' interest, increase enthusiasm for science, we deal with activation teaching methods that compare with frontal teaching. As a motivational method we chose a research method of teaching. We prepared a lesson, which we tested among pupils of secondary school. In this work we watched 16 hours in 6 classes. Those lectures were inquiry and frontal way led. The results are presented in the practical part of this thesis. During lectures we wanted to stimulate students' interest in science and science research. Keywords academic instruction, frontal teaching, science education, cooperation, sensors Pasco, microscope, pupil, elementary school, Key Competencies
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Use of Experience Pedagogy and Theatrical Education in Geography Teaching
Barešová, Lenka ; Matějček, Tomáš (advisor) ; Bartoš, Jan (referee)
The main objective of the thesies is to compare a frontal teaching method and teaching by simulation. Two comparable groups of students were taught the same topic by the two methods. The topic was focused on an uneven world development. Following assumptions were set. Simulation is a more attractive teaching form, therefore it can help to raise the motivation of students. Frontal method is capable of transmitting more information. Simulation, however, can have bigger impact on students' values. The impact of simulation has a long-term impact in comparison to frontal teaching. These assumptions were confirmed by qualitative and quantitative methods.
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Comparison of learning effectivity of pupils with lawer results in lessons taught frontal with lessons build on principles of Drama in Education
Coufalová, Barbora ; Svobodová, Radmila (advisor) ; Marušák, Radek (referee)
This diploma thesis is focused on pupils with average and below-average school results. The author of the thesis compares two teaching methods - drama teaching education and frontal teaching with modern teaching methods (in the thesis this method is being referred to as traditional education). The aim of the thesis is to find out which of these two methods pupils mentioned above prefer. In order to achieve this aim in the empirical part, the author of the thesis used both methods while teaching and compared the results - the amount of information that the pupils managed to remember from the lessons from the methods had been used. A questionnaire was used to validate the research results. The theoretical part is devoted to a lower school pupil and his ability to study. Then the author of the thesis is focused on Czech school system after 1989, especially on approaches of a school / a teacher to a pupil. To drama education, which is very important for this thesis, the whole chapter was devoted. The final part of the theoretical part is devoted to research methods. In the practical part, the conditions of the realization of the author's research, its realization and reflection are being mentioned. In the conclusion, the results from the obtained data are presented.
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Efficiency of teaching Old Czech and Moravian Tales by method of Structured Drama comparing with efficiency of frontal teaching.
Opltová, Petra ; Svobodová, Radmila (advisor) ; Váňová, Michaela (referee)
The diploma thesis compares the efficiency of teaching Old Czech and Moravian Tales by method of structured drama comparing with the efficiency of frontal teaching of the same topic. The research aim is focused on the comparison of learning results of pupils who were taught by the method of structured drama with the results of pupils who were taught by the method of frontal teaching. Furthermore, the diploma thesis finds out if structured drama helps pupils to better understand the negotiation of other people. The theoretical part includes the definition of drama education, the goals of drama education, the principles of drama education, a description of drama education as a method of teaching, and evaluation in drama education. The main focus from the methods and techniques of drama education is on structured drama. The theoretical part is also dedicated to frontal teaching - it is basic characteristics, a brief history, frontal teaching in modern schools, plus the advantages and disadvantages of frontal teaching. The conclusion of the theoretical part is devoted to the comparison of drama education with frontal teaching. The practical part includes a description of the course of pretestation - the characteristics of the school, courses, and reflection of pretestation. Also included are...
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Efficiency of selected educational practices in biology teaching
Radvanová, Sabina ; Čížková, Věra (advisor) ; Dostál, Petr (referee) ; Papáček, Miroslav (referee)
The aim of the dissertation is to compare the efficiency of inquiry-based teaching versus standard frontal teaching on the topic of the human excretory system at secondary school. In the theoretical part of the thesis a content analysis of pedagogical and psychological literature, focusing on the efficiency of education and inquiry-based teachig, was conducted. Furthermore current Czech curricular documents were analyzed, i.e. the Framework Education Programme for secondary schools and available biology textbooks for secondary schools. In the practical part, based on these analyses and the study of pedagogical and psychological literature, lesson plans for the frontal teaching and inquiry-based teaching were prepared, including a proposal for research activities for experimental education. To compare the efficiency of selected teaching methods, a research tool was created - a pre-test, a post-test 1, a post-test 2 and questionnaires for students and teachers. Students and teachers of seven grammar schools in Prague were involved in the didactic experiment. The aim of the questionnaire was to provide further data and describe in detail the statistical data collected from the testing of the students. The analysis of the questionnaire data revealed a large consensus between students and their...
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Comparison of learning effectivity of pupils with lawer results in lessons taught frontal with lessons build on principles of Drama in Education
Coufalová, Barbora ; Svobodová, Radmila (advisor) ; Marušák, Radek (referee)
This diploma thesis is focused on pupils with average and below-average school results. The author of the thesis compares two teaching methods - drama teaching education and frontal teaching with modern teaching methods (in the thesis this method is being referred to as traditional education). The aim of the thesis is to find out which of these two methods pupils mentioned above prefer. In order to achieve this aim in the empirical part, the author of the thesis used both methods while teaching and compared the results - the amount of information that the pupils managed to remember from the lessons from the methods had been used. A questionnaire was used to validate the research results. The theoretical part is devoted to a lower school pupil and his ability to study. Then the author of the thesis is focused on Czech school system after 1989, especially on approaches of a school / a teacher to a pupil. To drama education, which is very important for this thesis, the whole chapter was devoted. The final part of the theoretical part is devoted to research methods. In the practical part, the conditions of the realization of the author's research, its realization and reflection are being mentioned. In the conclusion, the results from the obtained data are presented.
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Research-like education in primary schools
Svátková, Barbora ; Vančata, Václav (advisor) ; Skýbová, Jana (referee)
In this thesis, we assume a pan-European issue of the decline of interest in science and science education. In connection with this issue we conducted a literature search. We have also mapped the literature related to the issue of education research in the Czech Republic and the rest of the world. In an effort to increase pupils' interest, increase enthusiasm for science, we deal with activation teaching methods that compare with frontal teaching. As a motivational method we chose a research method of teaching. We prepared a lesson, which we tested among pupils of secondary school. In this work we watched 16 hours in 6 classes. Those lectures were inquiry and frontal way led. The results are presented in the practical part of this thesis. During lectures we wanted to stimulate students' interest in science and science research. Keywords academic instruction, frontal teaching, science education, cooperation, sensors Pasco, microscope, pupil, elementary school, Key Competencies
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