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Religious topics in teaching of Basics of Civics and Social Sciences as a part of Framework Education Programme for Secondary General Education (Grammar Schools)
Scharnaglová, Luisa ; Dvořáková, Michaela (advisor) ; Rybák, David (referee)
This thesis deals with the topic of teaching religious topics at secondary schools according to Framework Education Programme for Secondary General Education. Also, the aspect of education towards tolerance and preventing religious xenophobia in multicultural society is involved. The thesis is divided into three parts. The first part is focused on the theoretical background and includes interpretation of formal documents that the teacher must take into consideration when teaching this topic, (such as textbooks, national curricular documents and recommendations). The approach in other countries is mentioned as well. The theoretical part involves a minimal amount of knowledge that the teacher should know and be able to implement while teaching the topic this work is focused on. The second part contains a qualitative research concentrating on finding students' preconceptions towards the topic of the thesis. The research method was a profound dialogue with five students of secondary schools. The students were of different age, sex, religious opinion, nationality and socio- economical background. The data were analysed regarding the areas of knowledge, abilities and opinions. The last part of this work deals with solving particular methodological situation when discussing the topic of this thesis. There...
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Graduation from art education
Vozný, Martin ; Fišerová, Zuzana (advisor) ; Fulková, Marie (referee)
Vozný, M.: Graduation from art education. [Diploma thesis] Prague 2019. Charles University - Faculty of Education, Department of art education, počet stran:85. The diploma thesis focuses on the topic of graduation, specifically on the graduation from art education. Within the theoretical aspects, study documents, the Education Act and the relevant decrees are examined in terms of form and content. Part of the thesis is also a research part that is based on qualitative research. It brings the knowledge created on the basis of the visits made and performs structured in-depth interviews with audio recordings at pre-selected grammar schools. The information obtained from the field continues to reflect and undergo the relevant research proposal, which is an established theory. Audiobooks from research interviews are subsequently overwritten and open, axial and selective encoding of documents. The output is a look at the newly discovered relationships and categories that are related to the creation of the content, form and reflection of the graduation from art education. The result of the thesis is the creation of the own design of graduation from art education, which is based on a semantic approach. Keywords: Graduation, art education, research, upper secondary school, curricular documents, education...
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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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Religious topics in teaching of Basics of Civics and Social Sciences as a part of Framework Education Programme for Secondary General Education (Grammar Schools)
Scharnaglová, Luisa ; Dvořáková, Michaela (advisor) ; Rybák, David (referee)
This thesis deals with the topic of teaching religious topics at secondary schools according to Framework Education Programme for Secondary General Education. Also, the aspect of education towards tolerance and preventing religious xenophobia in multicultural society is involved. The thesis is divided into three parts. The first part is focused on the theoretical background and includes interpretation of formal documents that the teacher must take into consideration when teaching this topic, (such as textbooks, national curricular documents and recommendations). The approach in other countries is mentioned as well. The theoretical part involves a minimal amount of knowledge that the teacher should know and be able to implement while teaching the topic this work is focused on. The second part contains a qualitative research concentrating on finding students' preconceptions towards the topic of the thesis. The research method was a profound dialogue with five students of secondary schools. The students were of different age, sex, religious opinion, nationality and socio- economical background. The data were analysed regarding the areas of knowledge, abilities and opinions. The last part of this work deals with solving particular methodological situation when discussing the topic of this thesis. There...
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How are high school students informed about virus biology
Solarová, Pavlína ; Drda Morávková, Alena (advisor) ; Fraiberk, Martin (referee)
Biology is the study of viruses, which are engaged in teaching 2-3 lessons. During those hours, students must not only absorb information about the structure and function of the virus, but also the reproduction of the organism, several representatives and, ultimately, diseases that cause that exists prevention and treatment these diseases. Students remember what it is for the vaccine, the virus infects whom, how they can get infected or what the immune system. What makes the problem of students are questions: which of the viral disease is, what constitutes a viral particle, or what is an infectious disease. In the RVP G is determined curriculum is very vaguely. The teacher thus has a certain freedom in creating the ŠVP and its preparations. To more precise what students should know for graduation, testing requirements used common catalog of the school-leaving examination in this case of biology, who has broken the outputs of the curriculum of all biological disciplines.
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