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Using RWCT methods in French language teaching
Suchomelová, Eva ; Klinka, Tomáš (advisor) ; Fučíková, Milena (referee)
This work focuses on using methods of the Reading and Writing for Critical Thinking (RWCT) program in teaching French as a foreign language. The goal is to create a French lesson using these methods and to test it in practice. The first chapter is dedicated to the development of critical thinking in the school environment and describes selected RWCT methods. The second chapter connects critical thinking with current trends in teaching French, especially with the action-oriented approach. The third chapter focuses on how the development of critical thinking is anchored in curricular documents and on the expected level of students' language skills. In the fourth chapter, we use all these insights to prepare a lesson for upper primary school students. The fifth chapter reflects on the actual course of the tested teaching unit and feedback from students, adding further recommendations. We found that although the use of RWCT methods in foreign language teaching is not directly supported by curricular documents, nothing prevents teachers from proceeding this way. Teaching a foreign language and supporting the development of critical thinking require a safe environment, orienting activity on the student, cooperation, and formulating thoughts and opinions, creating space for natural communication in the...
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Archetypal narrativisation and it's use in disinformations
Lebduška, Daniel ; Nečas, Vlastimil (advisor) ; Soukup, Martin (referee)
The aim of the diploma thesis Archetypal narrativisation and it's use in disinformations is to verify the connection between archetypal narrativization and misinformation, to describe which archetypal narratives are most often used by misinformation, to systematize them and then to describe which emotions are targeted by archetypal narrativization in misinformation. This study therefore explores the use of archetypal narrativization as a persuasion technique in disinformation campaigns. Drawing on the concept of archetypes from Jungian psychology and narrativization theory, this research examines how archetypal elements are strategically used to shape and disseminate misinformation. Through a comprehensive literature review and analysis of specific misinformation messages, the study examines the underlying motivations and effects of the use of archetypes in misinformation narratives. By exploiting deeply embedded psychological patterns and collective cultural symbolism, these campaigns seek to manipulate emotions, promote cognitive biases, and exploit social contradictions. The use of archetypes such as hero, villain, and victim allows purveyors of disinformation messages to create compelling narratives that resonate with target audiences and elicit specific responses. The thesis proposing further...
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Disinformation in our lives and at school
Kučáková, Aneta ; Samek, Tomáš (advisor) ; Lánský, Ondřej (referee)
This diploma thesis explores in what way disinformation affect thinking and acting of people from psychological and sociological point of view. It defines fundamental concepts often used in relation to modern media world, such as fake new, propaganda, trolling, etcetera. Moreover, it covers how disinformation are accepted by various social groups and why the groups succumb to them. In the subsequent part, it explains, based on expert opinions, the role of media in today's society, how media contribute to the cohesion of the society, but also to its division. An important point is the attitude of the state to disinformation and to overall concept of free speech on social media, where it is often used to spread lies. The main part of the thesis concerns with education, particularly with the relationship between teachers and schools and media education. The practical part of the thesis is based on conversations with teachers from various schools which answer questions related to the teaching of media education. The point of the interviews is to connect them to the theoretical part as well as gain further insight into the topic. Furthermore, the work describes chosen teaching activities that demonstrate ways how media education could be integrated into the tuition of history and civics. The goal of the...
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Media Education and Misinformation at the First Stage of Primary School
Burešová, Kamila ; Holanová, Radka (advisor) ; Vlčková, Jana (referee)
This master's thesis deals with the connection between reading and media literacy and the potential use of this connection in primary schools during of not only the Czech language lessons, to develop these literacies within the cross-curricular topic of media education. The first part of this thesis explains important concepts related to reading and media literacy and everything related to this topic. In the practical second part, the knowledge gained from the theoretical part is utilized to create a methodology and working sheets. The methodology serves as a guide for teachers on how to work with the worksheets with students in the second educational period of the first grade of primary school. The created worksheets should contribute to the development of media and reading literacy for students attending the 4th or 5th grade of primary school. KEYWORDS Media literacy; media education; reading literacy; obtaining and verifying information (fact- checking); disinformation; critical thinking.
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The Use of Stories in the Language Teaching at the Primary School
Benešová, Marie ; Doležalová, Eliška (advisor) ; Hájková, Eva (referee)
The diploma thesis is focused on the use of stories in language teaching in primary school, especially the Czech language. The theoretical part contains basic information about the method of telling stories, storytelling, its possible use in the Czech language and experience with this method in teaching the English language. To work with stories in Czech language classes, the storytelling method is included in the Framework Educational Program for basic education, both in terms of student outcomes and competencies that could be developed in classes using storytelling. The work is devoted to the process of selecting and creating a story, its placement in children's literature and the criteria that should be met for the story to be accepted by pupils. The space is dedicated to the application itself in the teaching unit and to the offer of specific methods and exercises enabling the inclusion of storytelling in teaching. The work deals with the very process of creating a story based on the listed words for the 4th grade, describing the progress of the teaching unit as well as the reaction of the pupils in the lesson, and the preparation of the control test and evaluation. Due to the limited resources regarding the use of storytelling in the teaching of the Czech language, this work could in the...
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Implementation of the Teaching Method Visual Thinking Strategies into Teaching at the Middle School
Drdáková, Veronika ; Voňková, Hana (advisor) ; Papajoanu, Ondřej (referee)
In this diploma thesis we will focus on the method of Visual Thinking), which has not yet been described in Czech literature, which was developed in the education department of the most famous Museum of Modern Art in New York, a method that actively develops abilities and skills in the areas of: visual literacy, critical thinking, communication, cooperation, tolerance. The student naturally improves their thought operations, thinks deeply and solves problems, becomes an initiator and an open recipient of new ideas, expands the scope and level of speech, increases their own cooperation with others, as well as independence from role models, and increases self-confidence. The method uses the learning process by expanding, changing and elaborating existing cognitive schemes through interaction with artistic images through a specially designed program. In the theoretical part we deal with the characteristics and analysis of the method, the possibilities of implementation in the Czech curriculum, we find the possibilities of the impact of the method on affective and cognitive abilities, we build on common parallels in the method Reading and Writting to Critical Thinking. The VTS teaching method has been successfully implemented in schools and cultural institutions throughout the country in the USA and...
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Implementation of RWCT methods in teaching psychology on secondary level of basic school
Kotrs, Miroslav ; Zicha, Zbyněk (advisor) ; Fapšo, Marek (referee)
The thesis examines the possibilities of using critical thinking methods in teaching psychological topics at the second level of primary school. Critical thinking is a process that helps us to analyse information, make conclusions from it and form our own opinions. It can be used in teaching to support the development of critical and independent thinking in pupils and to promote problem solving skills and critical evaluation of information. Critical thinking can be developed using a variety of methods and text work such as brainstorming, mind mapping, T-charts, or Venn diagrams. Its use can help pupils to better understand the text they are studying, develop their skills and prepare them for future professional and personal challenges. However, the aim of this thesis is to explore how critical thinking methods can be used effectively in the topic of psychology. The practical part of the thesis includes an analysis of eight lessons that focus on psychology topics and use critical thinking methods in their implementation. The teaching of psychology at primary school focuses on psychological functional literacy, applying aspects of experiential pedagogy. The use of critical thinking is linked to the aspects of experiential pedagogy in the lessons prepared, taught and reflected upon. The results show...
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Possibilities of the development of reading preliteracy for children in the speech therapy class of the kindergarten
Palkovská, Markéta ; Komorná, Marie (advisor) ; Kotvová, Miroslava (referee)
The diploma thesis deals with the topic of the possibilities of developing reading literacy for children in a speech therapy class of kindergarten. The aim of the thesis is the analysis and implementation of the possibilities of developing reading preliteracy as well as the analysis of selected book titles that can have a positive influence on the development of preliteracy for children in kindergarten. In the theoretical part are defined terminological concepts related to reading literacy, its strategies and possibilities of development on the basis of the literature. It also defines current Framework Education Programm for Preschool Education. It also introduces the critical thinking programme and the three-phase learning model E-U-R. In the empirical part, are presented case studies of five selected participants of the research investigation who are children with impaired communication skills attending a speech therapy class of a kindergarten in Třinec. The research investigation was conducted in a qualitative form based on case studies, which represent an analysis of the realized lesson focused on pre-reading literacy with the selected participants of the investigation, the definition of goals, expected outcomes of children and their subsequent fulfillment. The realized lesson was divided into...
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Use of film in teaching humanities
BULÍNOVÁ, Kristýna
The diploma thesis called Use of film in the teaching of humanities deals with the topic of utilization of film in education. The aim of the thesis is to find out how films are used during lessons, to explore the advantages and disadvantages of watching films and finally, to determine what films teachers prefer. The theoretical part describes basic information about the usage of films as a teaching method, media education, critical thinking and copyrights. This part also contains bibliography. The practical part is dedicated to qualitative research, analysis and interpretation of the findings.
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Ideas of lower secondary pupils related to the content of the curriculum focused on viruses and the ways of their transmission, expressed through a verbal description and drawing
ZÍKOVÁ, Eva
The aim of this thesis was to investigate the perceptions of primary school pupils about viruses and viral infection, both through verbal description and the use of drawings. A part of the thesis was to create a teaching unit based on critical thinking and working with text to develop pupils' constructs about viral issues. The review of the literature focuses on the definition of viruses and viral infection, and the topic of viruses in curriculum documents is introduced, complemented by an analysis of selected science textbooks. Part of the literature review is devoted to teaching methods, with an emphasis on working with text, as this method was used in the research investigation. The research itself was carried out in two primary schools through a questionnaire survey (in the form of a pretest and a posttest) combined with the implementation of the designed teaching unit. The results were then extended with information obtained from interviews with selected pupils. The results of the questionnaire survey showed that the pupils in the study sample had only a rough idea mainly about viruses and had significant difficulties in describing viral infection. After the implementation of the teaching unit, the pupils achieved better results. The teaching unit helped them better express the characteristics of the virus and the viral infection. Interviews with selected pupils confirmed these results, as it appeared that pupils were already able to describe the course of the viral infection in their own words.
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