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Developmental Psychology in the Teaching of Civic Education
Tesnerová, Michaela ; Zicha, Zbyněk (advisor) ; Dvořáková, Michaela (referee)
The thesis deals with the teaching of developmental psychology within the framework of Civic education. The theoretical part presents the issues of developmental psychology and didactics of social sciences, it deals with conditions for meaningful teaching of developmental psychological topics at the upper primary school, curriculum analysis, and appropriate teaching methods. In the practical part a proposal for specific teaching hours is submitted. The aim of the thesis is to create thoughtful teaching plans that develop psychological functional literacy and promote intergenerational communication skills of students. KEYWORDS developmental psychology, didactics of social sciences, didactics of psychology, curriculum documents, intergenerational communication, civic education
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Critical spots in teaching psychology in secondary schools from the perspective of teachers
DAVIDOVÁ, Kristýna
In accordance with the actual trend of examining critical spots of various fields of study curricula the goal of this thesis is to understand the problematics of critical spots in teaching psychology at secondary schools and gymnasiums from the psychology teachers' point of view. The thesis is divided in the theoretical and the practical parts. The curriculum of psychology is examined in the first part. There are focused the conception of psychology teaching in the Czech Republic and the process of the mediation of the curriculum, which could be explained also as a process of the didactical transformation and its particular levels. It is also aimed to critical spots of curriculum, defining them and determining their relation to the key and dynamic spots of curriculum. The theoretical part is closed by the resumption of existing researches. The practical part solves the questions linked with critical spots of psychology curriculum by qualitative research. Concretely: which spots of psychology teaching secondary school and gymnasium teachers consider to be critical, what are their causes and how to try to overcome them. The answers are sought out by the content analysis of eleven interviews with psychology teachers. The general psychology is analysed as a most common critical spot of psychology teaching to understand this problematics deeper.
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Myths in teaching psychology in high schools from students´ point of view
BALOUNOVÁ, Kateřina
This thesis examines the myths that appear in the teaching of psychology in high school from the perspective of students. The theoretical part is focused on the definition of the terms didactics, didactics of psychology, the goals of teaching, specific goals of teaching psychology, the concept of teaching psychology in secondary education and its specifics. Furthermore, it also deals with psychological myths and their sources and in the last section, selected myths that appear in the research questionnaire of this thesis are described and explained in more detail. The practical section then sets out the aims of the thesis and the research hypotheses. A modified questionnaire is presented, which was able to collect data from 193 respondents. The practical part also presents the research studies with which the results of this research are compared. The results of the research revealed that the success rate of psychological myths disclosure of the students of the selected high school is 39.9% and the rate of psychological myths disclosure is 45.4%. Consequently, the success rate of the answers of the Slovak study students and the students at the vocational high school did not differ. Furthermore, the results showed that students who are involved in psychology outside school do not have a higher success rate in detecting psychological myths than students who are not involved in it. The research also showed that the success rate of the responses of the male and female participants also did not differ. Lastly, the questionnaire provided responses on how students at the high school in question rated the teaching of psychology. Thus, we can say that students, of this particular school are not really able to recognize some of the myths presented, which leads to room for improving the quality of teaching in this school.
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Examining the quality of teaching psychology in secondary schools
MARHANOVÁ, Lucie
The diploma thesis is focused on examining the quality of teaching psychology at secondary schools. It includes two parts. In the introduction to the theoretical part, attention is paid to the quality of teaching in terms of content-oriented approach. There are presented individual phases of the process of didactic transformation of content (ontodidactic, psychodidactic and cognitive) and its pitfalls. The next part deals with the didactics of psychology and the form of teaching psychology at secondary schools in the Czech Republic and Slovakia. The practical part contains two teaching situations, which were created by 3A procedure into didactic case studies. These case studies provide insight into the teaching of psychology based on its analysis using the so-called model of in-depth structure of teaching. The teaching situation is therefore evaluated in terms of integrity of individual layers of teaching (ie conceptual, thematic and competence. The aim of this qualitative approach is not only evaluation, but also designing alterations that improve the quality of teaching to psychological literacy.
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Teaching psychology at secondary school and its effect on the student's self-concept
MAREŠOVÁ, Pavla
This bachelor thesis aims to more specify the teaching of psychology at high schools and basically all connected to this topic, including the effecting of students what does the student carries through his/her life and how it turns to be useful in practicing of his/her living. In the theoretical part of this thesis, you can find a detailed description of the teaching of psychology at high schools, linking with educating system in our country. In the practical part, you will find my personal self-reflection of what exactly affected me during my high school psychology´s lessons. The practical part also contains the specific type of survey made in the high school at Strakonice. To be more concrete at Gymnázium, Strakonice, Máchova, 174.
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