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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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Classifying Chemical Reactions Using Inquiry Based Science Education Method
Sejková, Tereza ; Stratilová Urválková, Eva (advisor) ; Čtrnáctová, Hana (referee)
Diploma thesis presents topic Classifying chemical reactions that was elaborated on the principle of inquiry based science education. The handbook for teachers, which is a part of the thesis, contains two variants of structured inquiry and two variants of guided inquiry. There are also methodical instructions for teachers, a list of chemicals, the procedure for carrying out the reactions and photo documentation of experiments, including measured graphs of pH and redox potential (PASCO probeware). Inquiry-based science education has the potential to develop key competences, which are becoming an important goal of education at all levels of education. The key competencies are included in the Czech curriculum, the Framework Educational Program for Grammar schools. The next part of the thesis was preparation of the questionnaire focused on developed key competencies. Students that performed laboratory session with the new developed material on topic classification of chemical reaction filled in the questionnaires after their work. The results showed that during the work students had the opportunity to develop five key competences.
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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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