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Use of the game Minecraft in teaching chemistry
Mrvová, Marie ; Míka, Luděk (advisor) ; Martínek, Václav (referee)
The aim of the bachelor thesis is to introduce the digital game Minecraft Education as a didactic tool in teaching chemistry. The theoretical part deals with the issue of integrating digital games into education, especially into science education. It defines the concepts and presents the advantages and disadvantages that are associated with the implementation of digital games in teaching. The history of the development of digital games and the digitalisation of education in our country is also briefly mapped. In the practical part, the game Minecraft Education is introduced. The tools and features that enable its use in chemistry classes are described. Its educational potential is explored and the problems associated with its integration into the classroom are outlined. Keywords digital game, video game, computer game, education, game-based learning, chemistry teaching, Minecraft Education
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Analysis of experimental activities in chemistry textbooks for primary schools
Špísová, Klára ; Rusek, Martin (advisor) ; Beneš, Pavel (referee)
The aim of the thesis is to analyze experimental activities in chemistry textbooks for primary schools in the Czech Republic. The types of activities and their placement in the phases of teaching, cognitive demand are examined. The analysis includes the most used textbooks of chemistry - textbooks by Fortuna: Základy chemie 1, 2 and Základy praktické chemie 1, 2. Textbooks by Nová škola, Fraus and Taktik for 8th and 9th grade. All textbooks contain suggestions for practical activities, most of them are in the ZCH, FR and NŠ textbooks. Different types of activities are identified in the chemistry textbooks, such as independent student activity, observation of teacher demonstration, laboratory work, watching videos, pictures and solving problems. Independent student activity and observation of teacher demonstration are the most common. FR and T textbooks also offer interactivity through videos. Practical topics focus mainly on the exposure phase of the lesson. In terms of the development of cognitive operations, the tasks in the chemistry textbooks focus on lower-level operations such as memorization, comprehension, and application. Higher operations, especially the development of making, was mainly in the textbooks for grade 8. The textbooks published by NŠ had a balanced representation for both grades.
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Design and verification of an inquiry-based task on the topic of acids and hydroxides for elementary school students
Tomešová, Jana ; Chroustová, Kateřina (advisor) ; Rusek, Martin (referee)
This thesis looks into inquiry-based learning in chemistry classes at elementary schools. The objective was to design an inquiry-oriented task that would achieve the compulsory outputs of the acids and bases topic while at the same time complying with the goals of inquiry-based science education. The thesis includes the definition of inquiry-based learning specifics, describes the exact course of the proposed task, and subsequently the results obtained by its realization are verified and assessed. To evaluate the task, several materials were used: the outputs created by the pupils during the activities, answers collected from the initial questionnaires, the final knowledge tests, and IMI (Intrinsic Motivation Inventory) questionnaires. Based on the student outputs, the fulfillment of the set learning objectives was assessed. The pupils' progress in the newly acquired theoretical knowledge was evaluated by comparing the relative frequency of correct and incorrect answers in the initial questionnaire and the final knowledge tests. For the IMI questionnaires, the medians of the selected values in every dimension were determined, and utilizing Cronbach's alpha the internal consistency of the test was verified. Also, the Mann- Whitney U test was used to compare two lessons within the task. The...
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Design and verification of an inquiry-based task on the topic of acids and hydroxides for elementary school students
Tomešová, Jana ; Chroustová, Kateřina (advisor) ; Rusek, Martin (referee)
This thesis looks into inquiry-based learning in chemistry classes at elementary schools. The objective was to design an inquiry-oriented task on the topic of acids and bases which would comply with the goals of inquiry-based science education while at the same time achieving the compulsory outputs of this topic, as defined by The National Curriculum. The theoretical part of the thesis focuses on the characteristics of teaching chemistry in primary schools and the definition of inquiry-based learning specifics. The practical part firstly describes the exact course of the proposed task. Subsequently, the results obtained in cooperation with eighth-grade students are verified and assessed. To evaluate the task, several materials were used: the outputs created by the pupils during the activities, the initial and final knowledge tests, and IMI (Intrinsic Motivation Inventory) questionnaires which focus on the students' perception of the task. Based on the obtained data, the task was evaluated from several points of view. The implementation of the task successfully led students to learn about concepts related to the topic, as well as various methods of pH measurement. The effect on their skills for planning and carrying out a chemical experiment was also positive. The shortcomings of the task, as...
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Experimentální činnosti ve výuce chemie v České republice a v zahraničí
VĚŽENSKÝ, Jan
The aim of the bachelor's thesis is to map the current state of use of experimental activities in the teaching of chemistry in the Czech Republic and abroad on the basis of authentic communications from graduates of primary and secondary schools. The work consists of theoretical part and practical part, which are arranged in chapters in chronological order in such a way as to ensure the continuity of the thought content of the issues addressed. The first chapter explains the teaching of chemistry in the Czech Republic both in the times past and in the present. Additionally, the educational systems in selected countries of the world are examined and described, as well as the approach to teaching chemistry in these countries. At the end of the theoretical part, various types of experiments are characterized, through which the author points to the current trend in education, in which there can be seen a shift to research-oriented teaching. In the practical part, the author performed an analysis of authentic statements of graduates of primary and secondary schools concerning the course of teaching chemistry and the use of experimental activities. Based on them, he identified similarities and differences in the use of experimental activities and in the approach to teaching chemistry in general. An obvious difference was found in methodology of chemical experiments, with the approach being the same between the Czech Republic and the Federal Republic of Germany, but different from France and India. The conclusion cannot be generalized due to the small sample of respondents. However, the analysis suggested possible differences in the concept of teaching chemistry and experimental activities, which may have an impact on students' attitudes and success. This also opens up space for further research using quantitative methods of pedagogical research.
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Selection and structuring of the chemistry curriculum at the secondary school level - elements of the 1st and 17th group of the periodic table of elements
Vlčková, Tereza ; Čtrnáctová, Hana (advisor) ; Stratilová Urválková, Eva (referee)
The diploma thesis deals with the selection and structuring of the curriculum of the selected groups of elements in terms of inorganic chemistry, to be more specific the elements of the 1st and 17th group at the grammar school level. The theoretical part of the thesis presents the characteristics of the educational content and curriculum, the possibilities of graphical representation of the curriculum, current curricular documents and used chemistry textbooks at grammar schools. At the end of the theoretical part, the qualitative research method is discussed, namely a focus group. The practical part of the thesis contains modified schemes of the arrangement of the curriculum of the elements of the 1st and 17th group from the 1980s when a deductive approach to the content and arrangement of the chemistry curriculum was applied for the first time. To find out the current state, an analysis of RVP G and selected Czech and foreign textbooks was done. On their basis diagrams representing the content and structure of the curriculum of the elements of the 1st and 17th group were created. It proves that the deductive approach to the chemistry curriculum, which is problematic for pupils, is predominant even today. Therefore, a proposal for selecting and structuring of the curriculum of the selected PSP...
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Comparative Analysis of Chemistry Education ( Czech Republic - Scotland)
Laburdová, Jiřina ; Klímová, Helena (advisor) ; Teplý, Pavel (referee)
Key words: Scotland, Czech Republic, education system, Chemistry education, Chemistry teaching, National Qualifications, Standard Grade, Intermediate, Higher, Advanced Higher Abstract: The education system in the Czech Republic is currently undergoing many changes. Education systems of foreign countries are often what inspire us to make these changes. The aim of this thesis is to describe the education system in Scotland and the way chemistry is being taught at secondary schools in this country. Further it tries to compare these to the education system and chemistry teaching in the Czech Republic and consider whether we can adopt any aspects of Scottish education. Apart from analysis of study plans and educational documents, research for this thesis included visits to chemistry lessons at three secondary schools in Scotland and interviews with teachers at these schools. In the text, cultural and historical context of Scotland related to the education system is mentioned briefly. Then the Scottish education system is explained and Chemistry teaching at secondary schools is described from the point of study plans and requirements. The following chapter contains a description of schools that have been visited, together with reports from selected chemistry lessons. Last chapter then compares various aspects of...
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Factors affecting studens' decision to start a study programme in chemistry teaching
Špísová, Klára ; Rusek, Martin (advisor) ; Bílek, Martin (referee)
This bachelor's thesis is about discovering motivational factors that drive students to become chemistry teachers. The theoretical part firstly talks about choosing a profession with a science background, it focuses on factors that affect the career decision-making of students and picking a job in a science environment. Further, it presents Czech and foreign research as well as the publication of incentive theme for becoming a (chemistry) teacher. The research part is devoted to gathering and analyzing data that were collected using a FIT-Choice Scale questionnaire. Said questionnaire was firstly translated to the Czech language. The research was attended by 98 students of chemistry teaching from 8 colleges. Results exhibit that amongst the most important factors affecting a decision of studying chemistry teaching is working with kids and adolescent students additionally forming their future. Among others also important factors are the self-acknowledgment of personal teaching skills, the individual interest of the job, the conception of stable employment, effort of contributing the society, and previous experience with both teaching and learning. On the contrary, the least amount of influence for the decision on becoming a lecturer is the choice of a backup career. The conclusion of the thesis is...
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