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The effect of 3D models usage in teaching on students' misconceptions about contours
Mokruša, Oldřich ; Hanus, Martin (advisor) ; Cimová, Tereza (referee)
The diploma thesis deals with the impact of using 3D models in education on students' misconceptions about contours. The main objective of the thesis is to determine whether 3D relief models are a suitable tool for eliminating students' misconceptions when interpreting elevation on topographic maps. To introduce the reader to the context, the terms related to topographic maps, pedagogical constructivism, and the use of 3D models in education are first explained. To achieve the main objective and collect data, closed conceptual tests and educational interventions with the help of three-dimensional models are used. Crucial data is obtained by comparing the results students achieved before the intervention, in the pre-test, and after completing it, in the post-test. This research builds on a series of previous studies that were focused on the issue of misconceptions in interpreting contour lines. One of the outcomes of this thesis is the specifics and process of creating 3D terrain models and worksheets, which serve as teaching tool. The results showed that students' performance and confidence in their answers improved. To draw conclusions, the results are compared with specialized literature concerning the use of 3D models in education. Key words: Contours, misconception, conceptual test, 3D model,...
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Elementary school pupils' misconceptions related to choropleth and proportional symbol maps
Šmídová, Michala ; Havelková, Lenka (advisor) ; Kocová, Tereza (referee)
The diploma thesis deals with the identification and analysis of misconceptions that are formed when the ninth grade pupils work with thematic maps of quantitative mapping methods, specifically with the choropleth map and proportional symbol map. The theoretical introduction defines the tested mapping methods, reviews previous foreign and Czech studies of map skills, and describes misconceptions that are formed both in cartography in general and specifically when working with thematic maps of quantitative mapping methods. The theoretical part is followed by the practical part - the research methodology and the design of an open conceptual test itself. The test is compiled according to the concept map, which was based on the literature review of previous empirical studies and theoretical publications. From the conceptual map eight propositions (statements) that are key to understanding the concept of choropleth map and proportional symbol map were determined based on an expert evaluation. The conceptual test was used to reveal misconceptions that are formed when working with these mapping methods. A total of 257 pupils from eight primary schools across Czechia took part in the testing and a total of 59 misconceptions of varying severity and frequency were revealed. These misconceptions were then...
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The Representational Variant of the Force Concept Inventory
Paclt, Jan ; Mandíková, Dana (advisor) ; Snětinová, Marie (referee)
The goal of this bachelor thesis was to translate the Representative variant of the force concept inventory test (R-FCI), which is used to diagnose preconceptions about force and motion of secondary school pupils, into Czech. In addition, the test was conducted in several classes at various czech secondary schools and was also given to the students of physics with specialization in education at the Faculty of mathematics and physics, Charles university in Prague. The participants were given the test before and after the basics of newtonian mechanics were discussed in class. The results of the survey were processed and used to discuss pupils'misconceptions and the success of their suppression as a result of teaching. The thesis is divided into three parts. The first part introduces the R-FCI test and the way the survey results are processed. The second part presents and interprets the results of individual groups in which the test was conducted. The third part consists of discussion of the most frequent pupils' misconceptions and of the success of their identification using the R-FCI test. Finally, the results of the survey are compared with the research conducted by P. Nieminen, A. Savinainen and J. Viiri in 2010.
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