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Multicomponent learning tasks in chemistry
Trčková, Kateřina ; Solárová, Marie (advisor) ; Čtrnáctová, Hana (referee) ; Sirotek, Vladimír (referee)
The main goal of this dissertation was to create and verify own multicomponent tasks of interdisciplinary character based on analysis of types of tasks occured in international research. Newly created multicomponent learning tasks were classified by task type, solution form, cognitive demands and task variety. Tasks of the same form were ordered to pairs, their difficultness, vulnerability and rate of success were verified. Multicomponent learning tasks were assigned verbally or nonverbally (charts, tables or pictures). Closed jobs (ordering items, matching items, multiple choice questions, true/false questions) and open jobs (wide-answer items, short-answer items) were used in complex of tasks. Rate of success of individual tasks was processed by non-parmetric statistical Wilcoxon test based on form, gender and type of study. Research survey was complemented by pupils' self- reflection questionnaires and teachers'questionnaires about testing process. Key words Multicomponent learning task, taxonomy of learning task, scientific literacy, reading literacy, self-reflective questionnaire.
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Multicomponent learning tasks in chemistry
Trčková, Kateřina
The main goal of this dissertation was to create and verify own multicomponent tasks of interdisciplinary character based on analysis of types of tasks occured in international research. Newly created multicomponent learning tasks were classified by task type, solution form, cognitive demands and task variety. Tasks of the same form were ordered to pairs, their difficultness, vulnerability and rate of success were verified. Multicomponent learning tasks were assigned verbally or nonverbally (charts, tables or pictures). Closed jobs (ordering items, matching items, multiple choice questions, true/false questions) and open jobs (wide-answer items, short-answer items) were used in complex of tasks. Rate of success of individual tasks was processed by non-parmetric statistical Wilcoxon test based on form, gender and type of study. Research survey was complemented by pupils' self- reflection questionnaires and teachers'questionnaires about testing process. Key words Multicomponent learning task, taxonomy of learning task, scientific literacy, reading literacy, self-reflective questionnaire.
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Chemical calculations in the context of real life at elementary and high school
Režňák, Jakub ; Čtrnáctová, Hana (advisor) ; Stratilová Urválková, Eva (referee)
Learning exercises containing chemical calculations are necessary for complex understanding of some parts of chemical curriculum. This diploma thesis deals with creation and evaluation of worksheets containing multicomponent learning tasks closely connected to reality for pupils of elementary and high school. The theoretical part consists of the summary of present valid Czech curricular documents, mainly parts focused on chemical calculations and sustainable development. The main part of this thesis is creation of worksheets containing multicomponent learning tasks focused on different topics of chemistry which were chosen according to Framework Education Programmes. Created worksheets were verified and evaluated at high school. Based on evaluations of worksheets action research focused on problems during solving chemical calculations was conducted on elementary school.
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Multicomponent learning tasks in chemistry
Trčková, Kateřina ; Solárová, Marie (advisor) ; Čtrnáctová, Hana (referee) ; Sirotek, Vladimír (referee)
The main goal of this dissertation was to create and verify own multicomponent tasks of interdisciplinary character based on analysis of types of tasks occured in international research. Newly created multicomponent learning tasks were classified by task type, solution form, cognitive demands and task variety. Tasks of the same form were ordered to pairs, their difficultness, vulnerability and rate of success were verified. Multicomponent learning tasks were assigned verbally or nonverbally (charts, tables or pictures). Closed jobs (ordering items, matching items, multiple choice questions, true/false questions) and open jobs (wide-answer items, short-answer items) were used in complex of tasks. Rate of success of individual tasks was processed by non-parmetric statistical Wilcoxon test based on form, gender and type of study. Research survey was complemented by pupils' self- reflection questionnaires and teachers'questionnaires about testing process. Key words Multicomponent learning task, taxonomy of learning task, scientific literacy, reading literacy, self-reflective questionnaire.
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Multicomponent learning tasks in chemistry
Trčková, Kateřina
The main goal of this dissertation was to create and verify own multicomponent tasks of interdisciplinary character based on analysis of types of tasks occured in international research. Newly created multicomponent learning tasks were classified by task type, solution form, cognitive demands and task variety. Tasks of the same form were ordered to pairs, their difficultness, vulnerability and rate of success were verified. Multicomponent learning tasks were assigned verbally or nonverbally (charts, tables or pictures). Closed jobs (ordering items, matching items, multiple choice questions, true/false questions) and open jobs (wide-answer items, short-answer items) were used in complex of tasks. Rate of success of individual tasks was processed by non-parmetric statistical Wilcoxon test based on form, gender and type of study. Research survey was complemented by pupils' self- reflection questionnaires and teachers'questionnaires about testing process. Key words Multicomponent learning task, taxonomy of learning task, scientific literacy, reading literacy, self-reflective questionnaire.
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