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Design and verification of an inquiry-based task on the topic of acids and hydroxides for elementary school students
Tomešová, Jana ; Chroustová, Kateřina (advisor) ; Rusek, Martin (referee)
This thesis looks into inquiry-based learning in chemistry classes at elementary schools. The objective was to design an inquiry-oriented task that would achieve the compulsory outputs of the acids and bases topic while at the same time complying with the goals of inquiry-based science education. The thesis includes the definition of inquiry-based learning specifics, describes the exact course of the proposed task, and subsequently the results obtained by its realization are verified and assessed. To evaluate the task, several materials were used: the outputs created by the pupils during the activities, answers collected from the initial questionnaires, the final knowledge tests, and IMI (Intrinsic Motivation Inventory) questionnaires. Based on the student outputs, the fulfillment of the set learning objectives was assessed. The pupils' progress in the newly acquired theoretical knowledge was evaluated by comparing the relative frequency of correct and incorrect answers in the initial questionnaire and the final knowledge tests. For the IMI questionnaires, the medians of the selected values in every dimension were determined, and utilizing Cronbach's alpha the internal consistency of the test was verified. Also, the Mann- Whitney U test was used to compare two lessons within the task. The...
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Design and verification of an inquiry-based task on the topic of acids and hydroxides for elementary school students
Tomešová, Jana ; Chroustová, Kateřina (advisor) ; Rusek, Martin (referee)
This thesis looks into inquiry-based learning in chemistry classes at elementary schools. The objective was to design an inquiry-oriented task on the topic of acids and bases which would comply with the goals of inquiry-based science education while at the same time achieving the compulsory outputs of this topic, as defined by The National Curriculum. The theoretical part of the thesis focuses on the characteristics of teaching chemistry in primary schools and the definition of inquiry-based learning specifics. The practical part firstly describes the exact course of the proposed task. Subsequently, the results obtained in cooperation with eighth-grade students are verified and assessed. To evaluate the task, several materials were used: the outputs created by the pupils during the activities, the initial and final knowledge tests, and IMI (Intrinsic Motivation Inventory) questionnaires which focus on the students' perception of the task. Based on the obtained data, the task was evaluated from several points of view. The implementation of the task successfully led students to learn about concepts related to the topic, as well as various methods of pH measurement. The effect on their skills for planning and carrying out a chemical experiment was also positive. The shortcomings of the task, as...
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Vladimír Lutovský - uplatnění tématu "třetí odboj" ve výuce dějepisu a výchově k občanství
JANDA, Kryštof
The aim of this thesis is to present content of one lesson of history or civics at the second grade of primary schools and at high schools. The students using drama education and project teaching will learn about modern Czechoslovakia history through the life story of Vladimír Lutovský. Apart from educational content the author deals with historical aspects of this topic and how it is covered in nowadays Czech schooling. Ethical and value questions connected to teaching this topic are dealt with alongside this. Next part is dedicated to appropriate didactic processing of this topic and related questions (age of students, etc.). Author processes the topic into a plan for the lesson to be used in the mentioned subject.
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The Inquiry Lab Book as a tool for realization of inquiry tasks in optional biology seminar
HETFLAJŠ, Patrik
The diploma thesis deals with the application of inquiry lab book during optional biology seminar or during laboratory works. The main part of the thesis are several proposals of inquiry-based tasks with the theme of geology. The theme of geology was chosen because some researches show us that the attractiveness of geology is not high enough and geology in general is not too popular neither the pupils nor the teachers. The diploma thesis should serve as a methodical manual for the teachers that can help to teach the theme of geology more engagingly. The inquiry lab books enable students better do their work organisation and systematically gather the results of their work. The inquiry lab book can be used as an additional aid during regular biology lessons that complete the subject matter. Teachers can use the inquiry lab book as an evaluating element of the student's long-term work.
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The Incorporation of Inquiry-based Science Education at Wood Species Botany Discipline for Upper Primary School
Dobisíková, Anežka ; Skýbová, Jana (advisor) ; Pavlasová, Lenka (referee)
The diploma thesis deals with inquiry-based education (IBE) for upper primary school in science, especially in the context of botany of woody species. The theoretical part briefly summarizes the history of science education in the context of the development of inquiry-based education, maps the concept of inquiry-based teaching and presents the possibilities of its use. It also characterizes the teaching of science at the second level of upper primary school with a focus on botany of woody plants and describes the representation of the topic IBE elements in selected textbooks and workbooks. The method of analysis of the teaching material revealed that the selected publications do not directly provide IBE tasks. However, they do provide tasks that could be further used research-wise. In the next section, research is presented to determine whether IBE elements are used in the educational programmes of selected members of the Union of Botanic Gardens. Based on the questionnaire survey and interview method, it can be concluded that the selected botanic gardens do not actively include IBE in their teaching programmes. The last practical part of the thesis contains the methodology and description of the implementation of a research activity on the topic of botany of trees in school named "Evergreen trees"...
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Inquiry-based educational activities in biology
Nedomová, Martina ; Čížková, Věra (advisor) ; Janštová, Vanda (referee)
4 The Abstrakt: The main target of the thesis is to complete and check the materials of inquiry- based education on the topic of 'water in human life'. This thesis has been based on the ESTABLISH project and it is divided into the theoretical and practical part. The theoretical part deals with the characteristics of inquiry-based education, its benefits and history. It introduces us to the national and foreign project and works that treat this type of education. The main passage of the thesis deals with the compilation and verification of materials for the inquiry-based activities within the thematic unit of 'water in human life'. Part of the materials is methodical handbook for teachers and worksheets for individual activities. Further on this thesis includes the results of a questionnaire for students. The feedback reflected verification of the activities and course of materials content and suitability assessment. Consequently, the thesis also includes the application of the questionnaire for educators which evaluated the awareness of the inquiry-based education and its existing usage by biology teacher on Prague grammar schools. Practical part contains the analysis of the exercises focused on water in relation to humans in selected biology and natural science teaching books. The Keywords: Education,...
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Starring - Oxygen: Proposal and Evaluation of an Inquiry Activity
Kuncová, Lucie ; Rusek, Martin (advisor) ; Beneš, Pavel (referee)
This diploma thesis focuses on verifying the proposed inquiry-based activity and comparing its effectiveness with a traditionally concieved theme for experimental activity of pupils with the same topic. The theoretical part of the thesis focuses on the role of experimental activities in Czech schools, their options, helpful equipment and generally inquiry-based teaching. The practical part of the thesis is focused on the verification of the proposed research activity in comparison with traditionally concieved experimental activity. The traditionally concieved activity was taken from the website of the company Vernier, the research activity was created by modifying these tasks. The proposed research activity consists of two logically connected tasks. The aim of this thesis was to design and verify research activity based on experimental activities and to compare the internal motivation of pupils in performing research-oriented and clasically concieved activities. The pupils worked in groups that were created based on the pupils' preferred themes. For comparison purposes, the groups were divided into two research halves and each half used a different approach. The Intrinsic Motivation Inventory (IMI) and group conversation were used to evaluate the affective area. The benefit in the cognitive area...
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Peer-feedback in inquiry-based education in biology lessons at lower-secondary level
MÍSAŘOVÁ, Alena
MÍSAŘOVÁ, A. (2019). Peer-feedback in inquiry-based education in biology lessons at lower-secondary level. Diploma thesis. Faculty of Education, University of South Bohemia in Ceske Budejovice. 46 pp. This thesis deals with the use of formative assessment methods in inquiry-based education. Particularly, it is focused on the peer-feedback in which the students provide the written feedback to their classmates. The objective of the thesis is finding if the lower-secondary level students are able to provide quality and adequate feedback to their classmates. The process of the peer-feedback was incorporated into the realization of inquiry-based tasks focused on the water regime of the plants. In the beginning, the students created a proposal solution protocols for the given tasks; then the protocols were collected and given away by codes to the other students for the assessment and provision of the written feedback. After the end of the research, the interview was done with the chosen students to obtain their subjective opinions on the process of the peer-feedback. The found results have shown that the majority of the students was able to provide adequate feedback. The feedback quality depended on what part students had an assessment. The students mostly tried to provide adequate advice which led to the improvement of the protocol content, but there were found a few protocol quality decreasing advice also. In these cases, the students did not acceptthis advice. The biggest problem for the students was the assessment of the chosen tools. In the none protocol were the tools correctly chosen, so the result was that the evaluating students were not sure of the correct solution. The research has been proven that peer-feedback can be the useful method of the formative assessment which is easy to incorporate to the various biology lesson tasks, mainly to the inquiry-based activities. The main potential of this assessment method is that the students formulate the feedback with their words and that makes it easier to understand to the particular problematics. During the protocols assessment, the students also have the possibility to compare and look to the other protocols, find their own mistakes and take an edification.
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Terrestrial Isopods as Model Soil-forming Agents in Practical School Education
Korbélyi, Tereza ; Mourek, Jan (advisor) ; Nodžáková, Kateřina (referee)
- 2 - Abstract Woodlice (Isopoda) belong to major soil decompositors of plant material and at the same time easily collectible. These organisms are therefore suitable for integration into practical school lessons. The aim of this thesis is therefore to design inquiry-based education using Isopoda as an example of soil decompositors. The first part of this thesis is focused on the theoretical introduction to inquiry- based education. It is also devoted to describe woodlice (Isopoda), explain their morphology, life cycle and cover the most common species of Isopoda occurring in the Czech Republic. A simplified determination key for these most common species is included. The second part of the thesis includes complete instructions on how to use these organisms in practical teaching with elements of inquiry-based education. The manual contains techniques for collecting and storing woodlice. The manual also contains instructions to individual experiments, including the list of needed tools and advice, where to obtain the tools and other didactic materials. The third part of the thesis has a research character, where, based on a questionnaire survey, students' attitudes towards woodlice (Isopoda) and their knowledge shift before and after the practical lesson are evaluated. Keywords Isopoda, inquiry-based...
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