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Students' Perception of Selected Teaching Methods within the Educational Program on the Topic of Owls
Hašpl, Filip ; Andreska, Jan (advisor) ; Hanel, Lubomír (referee)
This study focuses on the perception of differences between frontal and inquiry-based learning (IBL) from the perspective of elementary school students. The theoretical part of the thesis provides information about owls and the theoretical foundation of teaching. It describes the Czech curriculum and its objectives of biology education. Furthermore, the thesis delves into a detailed description of the transmissive and constructivist approaches to teaching, along with their associated didactic tools. Special attention is given to teaching methods which are the subject of research in the practical part of the study, specifically IBL and frontal teaching. This section presents their basic rules, and implementation procedures. The practical part of the study compares IBL with frontal teaching, as perceived by seventh-grade students during biology classes at lower secondary school. A self-evaluative reflective questionnaire was used for the research. This part not only presents the research results but also addresses lessons preparation and implementation. The results demonstrate how students perceive the differences between IBL and frontal teaching. More precisely, which type of teaching they find more interesting useful, and during which type they believe they better develop their communication and...
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Modern experiment as a way of innovation and removal of misconceptions in teaching photosynthesis at basic school
BRČÁKOVÁ, Tereza
The aim of my thesis is to validate a modern experiment using a inquiry-based education to teaching using a modern measuring instrument, which was an optical sensor for measuring dissolved oxygen in water. My thesis presents the results of the influence of the students' practical activities during the teaching on the students' understanding of the topic. It also brings verification whether this approach to teaching using a modern experiment has an impact on the attractiveness of science teaching and is able to remove pupils' misconceptions. Data were collected in the form of pretest and posttest. From the obtained statistically evaluated data, it can be concluded that modern experiment combined with inquiry-based education can have a positive effect on students' understanding of the topic.
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Effectiveness of inquiry-based science education in the topic Chemical process at elementary schools and grammar schools
Sotáková, Ivana ; Ganajová, Mária (advisor) ; Kričfaluši, Dana (referee) ; Brestenská, Beáta (referee)
The Dissertation work is focused on finding the effectivity of the inquiry-based science education of Chemistry subject at elementary schools and grammar schools concerning the topic of Chemistry process. The theoretical part proves the knowledge of inquiry-based science education (IBSE) in the 21 century, specifies the level of research, learning cycle 5E, its positives and negatives. The practical part is created by the files of methodology, particularly the methodological worksheets for teachers and worksheets for pupils as well, regarding the topic Substance Transformation for the elementary schools and for the grammar schools the topic Chemical Reactions and Chemical Equations. In the research part, there are shown the results of paedagogical research aiming at verifying the influence IBSE on to develop the higher mind operations according to Bloom taxonomy, to develop the scientific skills, as well as the survey of pupils' attitudes to this particular educational teaching process. The results obtained from the IBSE implementation and its verification performed by the cognitive tests and further by statistical evaluation, have confirmed the validity of the set hypotheses - the level of pupils' knowledge and skills has been increased, especially at weaker pupils in both degree of schools. By...
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Senzors Attachable to Computers as a Means of Inovation in Pre-service Chemistry Teacher Training
Kintšnerová, Marie ; Rusek, Martin (advisor) ; Chroustová, Kateřina (referee)
This master's thesis deals with the means of innovation in the training of chemistry teachers. The theoretical part deals with the reforms of the Czech education system, measuring systems, especially the Vernier system, Inquiry-Based Science Education and also the project of implementation of the regional action plan. The experimental part focuses on the verification of several experiments, where temperature sensors and a force sensor from the Vernier system were used, and the possibility of their introduction into the teaching of future chemistry teachers. Furthermore, the work deals with the introduction of the Vernier measuring system for a selected high school. The success of the implementation of the measuring system was verified in the form of an interview with the teacher and the school management. After the introduction of the system, a successful science course was started at the school.
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Effectiveness of inquiry-based science education in the topic Chemical process at elementary schools and grammar schools
Sotáková, Ivana ; Ganajová, Mária (advisor) ; Kričfaluši, Dana (referee) ; Brestenská, Beáta (referee)
The Dissertation work is focused on finding the effectivity of the inquiry-based science education of Chemistry subject at elementary schools and grammar schools concerning the topic of Chemistry process. The theoretical part proves the knowledge of inquiry-based science education (IBSE) in the 21 century, specifies the level of research, learning cycle 5E, its positives and negatives. The practical part is created by the files of methodology, particularly the methodological worksheets for teachers and worksheets for pupils as well, regarding the topic Substance Transformation for the elementary schools and for the grammar schools the topic Chemical Reactions and Chemical Equations. In the research part, there are shown the results of paedagogical research aiming at verifying the influence IBSE on to develop the higher mind operations according to Bloom taxonomy, to develop the scientific skills, as well as the survey of pupils' attitudes to this particular educational teaching process. The results obtained from the IBSE implementation and its verification performed by the cognitive tests and further by statistical evaluation, have confirmed the validity of the set hypotheses - the level of pupils' knowledge and skills has been increased, especially at weaker pupils in both degree of schools. By...
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Inquiry-Based Science Education in Chemistry Teaching and Learning
Völklová, Veronika ; Teplá, Milada (advisor) ; Teplý, Pavel (referee)
This thesis deals with the Inquiry-Based Science Education. In the theoretical part, the characteristics and general principles of the Inquiry-Based Science Education are summarized from the available sources. Likewise its benefits and pitfalls in the introduction to schools are discussed. The work also points out to the support of The Framework Educational Programme for Secondary General Education for the inclusion of this method into the science education. On the basis of several criteria, the work analyzes previously established chemical inquiry-based tasks that are part of final thesis or some projects supporting the enlightenment of the Inquiry-Based Science Education in the Czech environment. In the practical part, the teachers using this method in science educations are interviewed and their practical experience is compared with the available information from the literature on Inquiry-Based Science Education. Finally, author of this thesis verifies the inquiry-based task in practice and presents her experience with this method. Key words Inquiry-Based Science Education, Key Competencies, Chemistry, Interview, FEB SGE, Education, Teaching, Learning
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Inquiry-based science education of plant pigments in upper primary school
Novotná, Apolena ; Skýbová, Jana (advisor) ; Pavlasová, Lenka (referee)
This thesis is focused on interconnection between education of plant pigments and inquiry- based science education in upper primary school. The theoretical section of this thesis deals with the current quality of education and knowledge level of Czech pupils in science subjects, as well as characteristic of inquiry based science education and description of various types of plant pigments. Evaluation of publications focused on occurrence of plant pigments in curricular document is another part of this thesis. The study revealed that plant pigments represent only a marginal topic of these publications. The next section of this thesis is a questionnaire survey about utilization of inquiry based science education among the teachers of biology in upper primary school. The results showed that most of the teachers were well acquainted with the method and applied it during their teaching. The last section of this thesis contains two proposals for experimental tasks of inquiry-based science education of plant pigments, which are focused on interface of biology and chemistry. Both tasks were successfully solved.
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Badatelsky orientované učení ve výuce fyzického zeměpisu
VACKOVÁ, Vendula
This diploma thesis responds to the innovative trends and the causes of these changes in the science education.. The theoretical part of the thesis deals primarily with Inquiry-Based (Science) Education. It is focused on its definition, main features and its position in the Czech educational system. The main goal of this thesis and an output of the practical part is creating a portfolio with Inquiry-Based Science Education tasks in the physical geography (geology, geomorphology, pedology and biogeography) intended for the 2nd stage of primary schools.
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