|
|
Selected cognitive prereguisites and metacognition in relation to difficulties in arithmetic skills of younger school age pupils
Stieranková, Marína ; Špačková, Klára (advisor) ; Skalová Pražáková, Kateřina (referee)
This thesis deals with the area of difficulties in arithmetic skills in relation to metacognition and selected cognitive prerequisites in younger school age pupils. The theoretical part of this thesis provides an insight into the issues of the metacognition, of the mathematical skills, of the cognitive prerequisites for their development, of the metacognition in relation to the mathematics, and also deals with the tools for measuring these areas. The empirical part describes the research, which aimed to compare the metacognitive knowledge (of self, tasks and strategies) and selected cognitive assumptions (symbolic and non-symbolic perception of quantity (numerosity), spatial ability, inhibition) of a group of students with a lower level of the arithmetic skills (N=24) and a group of students with a level of arithmetic skills within the norm (N=31). The results of the research showed a difference between the research groups in metacognitive knowledge of self, and metacognitive knowledge of competence-enhancing strategies. In the other monitored areas (metacognitive knowledge of tasks, avoidance strategies and selected cognitive prerequisites), no statistically significant difference between the observed groups of students was demonstrated. KEY WORDS arithmetic skills, metacognitive knowledge,...
|
|
|
Well-being in relation to teaching methods and school achievements of elementary students
Janotová, Eliška ; Špačková, Klára (advisor) ; Kucharská, Anna (referee)
This work presents the topic of well-being, also called mental health, in connection with the school education in the primary school. Well-being is becoming more and more current topis as it is turning out that well-being in school can affect students' attitude to learning and school in general, even their school results. In the theoretical part, the term well-being is introduced from more different perspectives, definitions are being introduced used for different purposes and focusing on diverse aspects of well-being. Researches investigating well-being particularly in the primary school are presented, also programs promoting well-being by children and the connection of well-being with behaviour of students' feelings, school results and the teacher's attitude. Further the role of well-being in children's education and taking it into consideration in curriculum of different countries is presented and the situation of involving students' well-being in the practice at the primary school. The practical part presents results of a questionnaire survey, aimed at comparison of the degree of well-being in three classes of fifth graders at the primary school with a different approach of the teacher to teaching and managing the class. At the same time, relationship between well- being and school results of...
|
|
|
Burnout syndrome in primary school teachers in terms of pupil heterogeneity
Ambrožová, Markéta ; Špačková, Klára (advisor) ; Kučerová, Olga (referee)
This Diploma thesis is a follow-up to an earlier published and in English written study (Ptáček et al. 2019) dealing with the issues of burn out syndrome and work stressors among teachers teaching children from 6 to 15 years. Primarily, it focuses on the issue of students with support needs in connection with the origins of burn-out syndrome at primary school teachers (teaching pupils aged 6-11). Theoretical part deals with the burn-out syndrome in teaching profession, it determines its factors, displays and phases, acquaints with various methods and scales of measurement. It gives a definition of students with support needs, depicts possibilities of work with them and emphasizes the demanding character of teaching profession. The practical part explores the influence of heterogeneity of learners (age, gender, support needs) over burn-out syndrome in teaching profession, with respect to gender and age. The research proved that the possibility of teachers burn-out syndrome progresses with the increasing number of students with support need, but it didn't show the close connection between it and the number of learners in the class.
|
guest ::
