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Science problems of PISA type at czech schools
Havlíček, Karel ; Mandíková, Dana (advisor) ; Houfková, Jitka (referee)
This diploma thesis examines the ability of people to solve scientific tasks in PISA research, how well is PISA known and what strategies are used when solving these tests. Subjects of this research were students of ninth grade of elementary school, university students of pedagogy (future science teachers) and small group of in-service science teachers. Basic characteristic of the PISA research, its methods and how will they change in year 2015 are given in the beginning of this work. The following chapters contain information about my own research, namely what tasks and questions were selected for the test and description of the sample of respondents. Majority of the work focuses on detailed analysis of their results. Aim of this analysis was to compare pupils with their current or future teachers and explore how their results are linked to their motivation or familiarity with PISA research. This work also contains three examples of tasks illustrating new framework for PISA 2015, two of which I translated to Czech.
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Complex Geographical Tasks Inspired by PISA Research
Šilhánová, Martina ; Řezníčková, Dana (advisor) ; Matějček, Tomáš (referee)
This diploma thesis outlines a set of three complex geographical tasks with different thematic focus inspired by the PISA research of scientific literacy. Using these tasks selected skills and knowledge of students are verified. The research examines how different are levels of mastery of selected skills and knowledge of primary school students and eight-year gymnasium students, and among the boys and girls thereof. This research is complemented by a questionnaire survey among teachers of tested students. In the testing there were involved 196 students from seven primary schools and 202 students of eight-year schools.
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Science problems of PISA type at czech schools
Havlíček, Karel ; Mandíková, Dana (advisor) ; Houfková, Jitka (referee)
This diploma thesis examines the ability of people to solve scientific tasks in PISA research, how well is PISA known and what strategies are used when solving these tests. Subjects of this research were students of ninth grade of elementary school, university students of pedagogy (future science teachers) and small group of in-service science teachers. Basic characteristic of the PISA research, its methods and how will they change in year 2015 are given in the beginning of this work. The following chapters contain information about my own research, namely what tasks and questions were selected for the test and description of the sample of respondents. Majority of the work focuses on detailed analysis of their results. Aim of this analysis was to compare pupils with their current or future teachers and explore how their results are linked to their motivation or familiarity with PISA research. This work also contains three examples of tasks illustrating new framework for PISA 2015, two of which I translated to Czech.
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Complex Geographical Tasks Inspired by PISA Research
Šilhánová, Martina ; Řezníčková, Dana (advisor) ; Matějček, Tomáš (referee)
This diploma thesis outlines a set of three complex geographical tasks with different thematic focus inspired by the PISA research of scientific literacy. Using these tasks selected skills and knowledge of students are verified. The research examines how different are levels of mastery of selected skills and knowledge of primary school students and eight-year gymnasium students, and among the boys and girls thereof. This research is complemented by a questionnaire survey among teachers of tested students. In the testing there were involved 196 students from seven primary schools and 202 students of eight-year schools.
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