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The Concept Maps and their use in physics teaching in basic schools
NEPOMUCKÁ, Jana
This thesis deals with the possible benefits of using conceptual diagrams in teaching physics at elementary school level. It describes specific methodologies for incorporating conceptual diagrams into the individual phases of the teaching process. The author formulates the benefits and disadvantages of this activating method from the perspective of students as well as teachers. The thesis draws on theoretical knowledge acquired from literature and also from the author´s own pedagogical experience.
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Teaching in groups used in topics of human biology.
Grzybková, Helena ; Rajsiglová, Ina (advisor) ; Janštová, Vanda (referee)
Teaching in groups is the organizational form of teaching. Students are divided into several groups and they cooperate to solve certain task. Mutual help and involvement of passive and diffident student is a big advantage. This form of teaching has disadvantages and several problems too. Teacher should arrange and prepare everything carefully. Teacher's role is different in this type of teaching. When teacher is planning, he should realize what he wants to achieve, how large groups will be appropriate, how to divide students into groups etc. Classical arrangement of class for frontal teaching is inappropriate for teaching in groups. In this form of teaching students should see each other. All groups can do the same work or each group can do a different work. Student assessment is a problem in this way of teaching too. Some teachers can not cope with this. Teaching in groups may not be always cooperative. Key words: activating form of teaching, teaching in groups, cooperative teaching, teaching in pair, heterogeneous group, homogeneous group, role in the group, cooperative skills
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Pupils' Communication when Solving Problems in Mathematics in Groups
Čmejrková, Kamila ; Sýkora, Václav (advisor) ; Půlpán, Zdeněk (referee) ; Roubíček, Filip (referee)
Cooperative group work presents further tasks for students in addition to solving the assigned problems themselves. The students are forced to formulate their suggestions and approaches and defend, substantiate and explain them to their partners more than when they are working independently. When working cooperatively, the students create and reconstruct their relationships to one another. Cooperation in a group can give the students room to acquire new skills not only in the area of mathematics, but also in the area of interpersonal communication and social relationships. The aim of this thesis is to identify features which are characteristic for communication in the cooperative solving of problems and to determine whether communication in the group influences the process of problemsolving, and if so, how. The basis for the analysis was a corpus of transcripts of conversations between students which took place as part of an experiment. In this experiment, elementary school students of homogeneous ability between the ages of 13 and 15 worked on solving logic problems in small groups. The students' task was to solve an assigned set of problems and to explain their ideas and approaches to each other in such a way that every member of the group could understand the process leading to the achieved solution. In...
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Comparison of teaching of economic subjects at secondary special schools of economics in the Czech republic nad Germany
Mohrová, Lucie ; Krpálek, Pavel (advisor) ; Dvořáček, Jiří (referee) ; Koudela, Jiří (referee)
This dissertation thesis deals with a comparison of teaching of economic subjects at secondary special schools of economics in the Czech republic nad Germany. The thesis focuses on a different usage of conceptions and organizational forms of teaching that undoubtedly have a great impact on a teaching process. I also investigate other parameters such as the contentual aspect of education, didactic principles or the usage of didactic technics during the teaching process. It is a teacher, above all, who impacts the instruction by making a choice between traditional and problem-based teaching, and therefore fundamentally affects the teaching process, the extent to which students are involved in their lessons, as well as students' activity and motivation. The goal of my thesis is to compare teaching of economic subjects in the Czech Republic and Germany. The comparison is focused on an affirmation of differentiated instruction, on its impact on different levels of activity and motivation of students and the extent to which students are involved in their lessons. I would also like to refer to the fact that using of the problem-based teaching method leads to an assurance of meeting requested results grounded in crucial and professional competences of general educational programmes. To compare the types of teaching processes I have chosen to use a direct observation method that I have realised by making inspections of classes at business colleges, economic lyceums in the Czech Republic and at business grammar schools in two Federal Republics.
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On-line experiments by physics education at basic school
BEDNÁŘ, Vít
On-line experiments by physics education at basic school The aim of this diploma thesis is to prove the usefulness of on-line experiments during physics teaching. The work is divided into two parts: theoretical one and practical one. The theoretical part deals with the teaching in primary schools, the possibility of the usage of informational and communication technologies, the increase of student´s motivation through new teaching methods and the student´s life in a school surrounding. The practical part consists of the experiment complex created by the set PASCO. The working sheets, which are given to some of the experiments, enable to attest the effectiveness of the chosen experiments in practice. The results of the didactic samplers to the particular classes are enclosed and described.
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