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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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The dialogue among students as a method of a peer assessment within inquiry tasks regarding human biology in biology lessons
LIŠKOVÁ, Jana
VOMÁČKOVÁ, J. (2017). The dialogue among students as a method of a peer assessment within inquiry tasks regarding human biology in biology lessons. MSc. Thesis. Faculty of Education, University of South Bohemia in Ceske Budejovice. 50 pg. The aim of this thesis was to design the inquiry-based task that was focused on the human physiology and that enabled to use the formative assessment, more concretely the peer dialogue. Given task is focused on the blood groups issues and pupils tried to suggest their own advancement how to perform the simplified blood test with the aid of the given working aids. At the same time pupils evaluated work of their peers after the dialogue in group. They gave them the written feedback. On the grounds of this feedback the second group could correct their working procedure before they started to realize the experiment. During the research, there were worked with the audio recording, which were acquired during the peer dialogue, with the written feedback, and with the pupils' protocols. The inquiry based task including the formative assessment was implemented to the three lessons in two chosen schools in the South Bohemian Region. There was found out that the experience with inquiry based education has significant impact on the ability of pupils to provide the feedback for their peers. Pupils, who encountered the inquiry process for the first time, had got problems with particular steps and it lead to the uncertainty during the formulation of feedback for the peers. Nevertheless, mainly thanks to the peer dialogue and thanks to the providing of feedback, most of the pupils were able to become involved to the experiment and also were able to understand given problem. Dialogue between pupils proved to be the proper method of formative assessment because pupils completely openly debated about the classmates' protocols and at the same time they proved to learned more from their mistakes and also from the mistakes of their classmates and subsequently they were able to correct their protocols.
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Inquiry based education in Human Physiology lessons with using school experimental systems
VOMÁČKOVÁ, Vladislava
VOMÁČKOVÁ V. 2016: Inquiry based education in Human Physiology lessons with using school experimental systems. MSc. Thesis. Faculty of Education, University of South Bohemia in Ceske Budejovice. 47 pp. Inquiry-based education represents a modern approach to science education. This approach aims to enhance students' interest in these subjects. Nowadays, the laboratory experimental systems are available for use in the inquiry-based tasks so students have possibilities to try in practice what a scientist's work involves. The aim of this thesis was to design inquiry based tasks related to human physiology. In these tasks various kinds of laboratory experimental systems were applied. These tasks have been verified in classes at selected primary schools and at one grammar school. A partial goal of this thesis was to investigate whether inquiry based classes using laboratory systems result in acquiring better knowledge and research skills development compared with the usual laboratory work classes, where students work according to their teacher's instructions. For these purposes a pre-test and a post-test had been created and the students were divided into two groups the experimental group was applying the inquiry based work procedures and the control group was working using the teacher's instructions. The individual tasks have been verified in practice and their impact on the students' knowledge and skills level was monitored. The results have shown that inquiry based education does not lead to worse results compared with the usual conventional teaching methods. The level of students' knowledge and skills has risen after completing the experimental classes. However, the difference between the control and experimental groups was not statistically significant.
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