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Beginning teacher of (not only) biology
Nedavašková, Michaela ; Rajsiglová, Ina (advisor) ; Kotvaltová Sezemská, Karolína (referee)
This work provides an insight into the professional start of beginning teachers which is key for their future direction. It turns out that many teachers leave the profession during the first years. The first part defines the concept of the induction period and highlights its importance, describes the role of the mentor and school management, and then the difficulties and needs of beginning teachers. The second part is devoted to the German and Swedish educational systems and primarily focuses on their approaches and ways of induction of beginning teachers. Germany was chosen based on its unique system of two-phase teacher education and Sweden as a representative of the Nordic countries investing a significant proportion of its government budget into education. Key words: beginning teacher, induction period, mentoring, induction of beginning teachers
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Mobile applications and CLIL method in Biology classes
Valtrová, Pavlína ; Kotvaltová Sezemská, Karolína (advisor) ; Chlebounová, Irena (referee)
This thesis deals with CLIL method and usage of mobile applications in Biology classes. CLIL stands for "Content and Language Integrated Learning". It is a teaching method that combines foreign language and other subject; in this case it is English and Biology. Not only CLIL helps with improvement of communication skills but also pupils accomplish higher level both in speaking and listening. The main goal of this thesis is to find out if this method is convenient for pupils of primary school. I designed 5 lesson plans that combine CLIL and usage of mobile phone. In addition, I created a worksheet for every class (A4 size, 2 pages). The lessons are focused on following topics: universe, food relations, cell biology, fungi biology and invertebrates. All the lessons are designed for the 6th grade of primary school. Each worksheet is for one lesson and uses different mobile application. Every worksheet comes with different mobile application. The biggest advantage of cell phone is its availability, because almost everyone has got one. Research has shown that it leads to higher variability within the class. Also, it leads to higher motivation, so pupils are more active. The main objective of this work is to ascertain how usage of cell phone impacts the learning process. The research was realized in a...
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Cancer and inclusion of the topic into biology education at high school
Baudyšová, Alžběta ; Kotvaltová Sezemská, Karolína (advisor) ; Chlebounová, Irena (referee)
Nowadays, cancer is one of the most common causes of death in developed countries. Despite the increased media coverage of the illness not all high school students are able to describe why and how tumours are developed and what is the correct prevention. The main goal of this diploma thesis is to design a novel teaching activity that will deepen the knowledge about the issues surrounding cancer and give students a greater insight into the disease. This teaching activity is based on cooperative learning - an instructional strategy where students work together on a common assignment. It will also confirm what students have learned so far in molecular and cell biology, human physiology or biochemistry. The activity was successfully validated in biology lessons at Prague high school. Key words Cancer, cooperative learning, high school, biology education
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Integrated Curriculum and Interdisciplinary Approach in Chemistry and Biology in Czech Schools
Kotvaltová Sezemská, Karolína ; Petrželová, Simona (advisor) ; Čížková, Věra (referee) ; Bayerová, Anna (referee)
The topic of this thesis concerns the interdisciplinary approach in teaching chemistry and biology at Czech grammar schools. Especially with two main questions: the determination of the level of integration that secondary school teachers prefer and how to promote an interdisciplinary approach at grammar schools. The following main objectives were established: find out which level of integration of science subjects is preferred by Czech teachers for secondary schools level, identify the main obstacles of implementation of integration, find out the factors which can help with the integration of knowledge, create support for interdisciplinary approach at Czech grammar schools. In order to achieve these objectives, a questionnaire survey among secondary school teachers and interviews with the academic staff of the Faculty of Science of Charles University were carried out. The results of the questionnaire survey showed that respondents prefer to preserve separate subjects with an emphasis on interdisciplinary relationships. The main restriction of integration is that similar topics in chemistry and biology are not taught in the same period, insufficient knowledge of the second subject or lack of learning materials. The main factor which can help with more frequent integration is learning materials. As...
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Indication of pupils' misconceptions in science
Metelcová, Tereza ; Janoušková, Svatava (advisor) ; Kotvaltová Sezemská, Karolína (referee)
The topic (theme) of this dissertation is a misconception indication of of pupils 2, 3rd years of four-year grammar schools, respectively. sexes and septimates of eight-year grammar schools concerning knowledge of human biology (functioning of blood circulation, first aid, ontogenetic development etc.). The aim is to verify the presence of each of these types of misconception and their incidence among students at four grammar schools in the Czech Republic (Prague, Tabor, Sokolov). A tool for obtaining data will be a didactic test with closed and open questions. Individual questions are grouped by topic to which they relate, so that the problem areas of the curriculum in human biology can be predicted. The didactic test will be a model for verifying pupils' misconception across the board. Data obtained from this model will probe for correct or incorrect perceptions of students about the functioning of the human body. This probe can be developed to more global research on the topic. From my perspective, however, the probe has to be especially incentive for teachers of biology, who may use it during lessons to correct the misconceptions of students. Then, the test can serve them as an evaluation tool-verify that their interpretation helped to suppress, resp. eliminate, the students' misconception....
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