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Solving word problems of the unfinished strategy type by pupils of the secondary school
Šinkorová, Jana ; Jirotková, Darina (advisor) ; Slezáková, Jana (referee)
The aim of the work was to test methodological materials created within the TAČR TL03000469 project "Support of the integration of mathematical, reading and language literacy in primary school pupils". The focus is on promoting word problems that combine mathematical, reading, and language skills in elementary school students. The pilot test was conducted in three 2nd grade elementary school classes, and three NES-type tasks were tested: "I think of a number", "Supermarket", and "Birthday Party II". Based on worksheets, questionnaires completed by the students, transcripts of the recorded group discussion, and a thorough analysis of the follow-up, I have concluded that the ability to successfully solve word tasks does not depend on the age of the student. Rather, it is related to the "readiness" to solve tasks, to the ability to read comprehensibly, to understand the relationships in the task, and to numerical competence. The essential component is cooperative work in a group, where individuals are enriched by discussing the problem together. Their communication often leads from a misunderstanding of the task to a correct solution. The result of the work is the description of methodological recommendations, examples of analyzing solution including their group discussions, and several specific...
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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,...
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Learner Autonomy in English classes at a Czech Secondary Technical School
Minakova, Irina ; Jettmarová, Zuzana (advisor) ; Hanušová, Světlana (referee) ; Bilanová, Markéta (referee)
This dissertation explores the efficacy of the learner autonomy (LA) principles implemented in secondary technical school EFL classes through project-based units incorporated into the conventional four-year language curriculum (2011-2015). This integrated approach remains uncommon in a Czech secondary technical school, even though it suggests a teaching model that enhances ELA and increases communicative competence and motivation among learners. A mixed-method design based on longitudinal four-cycle action research and quasi-experiment approaches was selected (1) to examine the changes in self-regulation and academic achievement development over time; (2) to investigate the efficacy of autonomous projects systematically applied within the assigned treatment group (TG), and (3) to compare the results of the treatment and control groups as to their self-regulation and academic achievement development. For the quantitative strand, a structured Self-Regulation Questionnaire (SRQ-A) and a series of academic tests were administered which were consequently analysed through null hypothesis statistical testing (NHST). The instruments employed within the quasi-experiment were focused on the following two major questions: (1) whether there was correlation between self- regulation and academic achievement...
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Mediated training as a possibility for socially disadvantaged students
Škopková, Pavla ; Krykorková, Hana (advisor) ; Běhalová, Andrea (referee)
This Master thesis aims to solve the question of developmentally-creative possibilities in the schooling process. This question is contextualized education of socially disadvantaged pupils. Because in shaping the learning competencies, this area is not developed enough and specific methods are somewhat rigid, it will be introduced one of the option how to to develop learning skills and abilities of the pupils , and which are in the teaching competencies deemed as essential. In this context will be introduced stimulatory and intervention program of Instrumental Enrichment as a concrete form of execution of Mediated learning and also as an effort of perspective innovation of curriculum. With the intention to point out the limitless possibilities of developing pupil's learning potential, the text focuses on the theoretical and conceptual bases, which constitute the entire program. The program is the instrumental set of tools that lead to the activation of cognitive structures and their subsequent enrichment. Therefore, except the theoretical foundations are also presented cognitive strategies metacognitive training that simplify cognitive modifiability, and that lead to the development of pupils' learning potential.
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Causes of reading decline, their analysis and possible remedy
Kohoutová, Simona ; Krykorková, Hana (advisor) ; Běhalová, Andrea (referee)
The diploma thesis examines the causes of the decline of reading, it deals with the analysis and possible remediation. The theoretical part introduces the concept of literacy, it monitors the current state of reading and it is based on the research findings. It analyzes the Framework educational programme closely related to literacy, it draws on relevant theoretical foundations, and presents reading strategies, methods and programmes that support the mentioned area. Family, school, teachers and significant motivation are identified as important factors of literacy development. Within the indicative empirical investigation the thesis focuses on the content analysis of School education programmes and teacher approach to literacy support. It refers to the development of reading in various areas of education for older pupils of primary school.
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Cognitive Development during University Education
Pánková, Barbora ; Kučera, Miloš (advisor) ; Klusák, Miroslav (referee) ; Lacinová, Lenka (referee)
The topic of this doctoral dissertation is changes and shifts in cognitive domains during the period when young adults are enrolled in university education. This period in cognitive development is marked by the concept of postformal thinking related to Piaget's theory of cognitive development. In this thesis, the main focus is on the postformal thinking operations conceptualized by Jan D. Sinnott. The theoretical part is dedicated to two main themes: higher university education period and cognitive development. The current situation of mass tertiary education in the Czech Republic is presented as well as its impact on the student structure and students themselves. This time in life during which a young adult attends university education is described through the viewpoint of developmental psychology theorists and the concept of emerging adulthood by Jeffrey J. Arnett. In the cognitive development domain, Jean Piaget's theory is mentioned and followed by a showcase of a line of thought of his successors regarding the theory of postformal development. For the purposes of research presented in this thesis, Jan D. Sinnott's Theory of Relativistic Postformal Thought was used as the basic framework. The research part of this thesis was carried out as a mixed two-part design. With this approach, a deeper...
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Splitting and Dissociation in Schizophrenia
Pěč, Ondřej ; Raboch, Jiří (advisor) ; Šípek, Jiří (referee) ; Kocourková, Jana (referee)
The term splitting is defined as a process of formation of mental aggregates linked incompatible experiences producing numerous divisions in mental apparatus. Current findings indicate that psychological splitting in schizophrenia is likely specifically presented on a neural level as disrupted organization in neural communication. This disrupted neural communication likely underlies deficits in mental processing described by various neuroscientific concepts such as theories of disturbed connectivity, corollary discharges and dynamic complexity. In this context, a purpose of the theoretical part of the dissertation is to describe basic neuroscience theories that complementarily reflect interrelated processes between mind and brain underlying disturbances of mental integration that likely present a neural representation of the splitting. A purpose of the first part of the empirical research was to examine relationships between psychological process of splitting and disturbed cognitive and affective functions in schizophrenia. A sample of patients with borderline personality disorder (BPD) was used as a control group in this study. Methods: In the clinical study, we have assessed 30 patients with schizophrenia and 35 patients with BPD. The symptoms of splitting were measured using self- reported...
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Motivační faktory ovlivňující autoregulované učení žáků středních škol
Nehéz, Pavel
The Bachelor thesis focuses on the motivating factors influencing self-regulated learning of secondary school students. The aim of the theoretical part is to define the following concepts: self- regulated learning, metacognition, learning motivation, intrinsic and extrinsic goals, self-efficacy, exam anxiety, attributional beliefs and task value. Theoretical part will be processed by using analysing methods followed by synthesis and possible comparison of the information acquired from the professional sources consisting mainly of monographies, magazines and collections. The aim of the practical part is to find out to what extent and level the motivating factors influencing self-regulated learning occur in the case of the specialized secondary school students. These factors are intrinsic goals, self-efficacy, attributional beliefs and task value. In order to reach the aim the questionnaire method will be used. The instrument used for the data collection is the MSLQ questionnaire adapted into Czech environment in 2015. Specialized secondary school students constitute the fact-finding complex. The results of the explorative investigation may help particular secondary school teachers to improve their work with students ‘motivation within schooling process.
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