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Use of Authoring Tools to Create Physical Models and Simulations
KOREŠ, Jaroslav
This thesis deals about the use of authoring tools in physics, especially in creating physical models and simulations, and their contribution to different areas of teaching. The use of authoring tools is in the thesis closely discussed in connection with the teaching theories of constructivism and pedagogical content knowledge. The specific content of these theories and the reasons for their links to reference topics are listed in the theoretical part. Here is the survey of the current state of ICT tools with regard to their potential application in the teaching of physics. These are some examples of the selected authoring tools and examples of their use. In the experimental part of the thesis are first formulated research questions and the research hypotheses. That will be tested in the research. The research question was: "Has the use of authoring tools significant improvement in pupils' understanding and application of the curriculum?". The reason for this formulation and relevant hypothesis are described in the paper. Based on the research hypotheses was chosen research approach and used method - in this case pedagogical experiment. In the research were involved in various schools and teachers. The content of testing the effect of authoring tools were also different curriculum in physical education. Individual experiments and their results are described in separate chapters. In each description is a didactic analysis and justification of the selected used simulation maded by authoring tool. For each experiment, the values are given statistical probability of confirming/rejecting the hypothesis. In conclusion, the overall evaluation experiments and on this basis are recommended ways to implement authoring tools into teaching. There were described some other suggestions to use authoring tools, going beyond the experiment, based on the author's personal experience and teaching practice. It is recommended to dedicate neglected issue of authoring tools in teaching more attention in other pedagogical research.
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On one of the ways to improve pedagogical content knowledge
Macháčková, Jana
I consider that one of the options of developing teachers´ pedagogical content knowledge is systematic qualified reflection on their own activity. One of the way to systematic reflection can become a collective reflection with the support of video lessons. The starting point of this paper is Lesson study (a form of workshop based on the traditional organization of Japanese lessons) and finding the way how a similar model could be used in our educational culture.
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Development of teachers' professional competence
Tichá, Marie
The dynamic transformation of education puts great demands on teachers' professional knowledge, their subject-didactic competence (knowledge of the topic and didactic approaches to it, knowledge of curriculum and applying this knowledge in practice), mathematical literacy and mathematical culture. An example of the conceptual field of regularity - dependence - proportion is used to illustrate M. Koman's and my approach to the development of the initial ideas of the concept of function.
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Problem posing in frame of teacher training
Tichá, Marie
In the centre of the considerations on teachers´education is searching for the ways how to enhance their professional competence. Therefore we focus on improvement of pedagogical content knowledge. Experience based on the work with both teacher students and in/service teachers show that especially beneficial is development of ability in problem posing.
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