ČEŠKOVÁ, Tereza. The phases implemented in problem-solving tasks in Science instruction at Czech primary schools. Online. In ECER 2015: Education and Transition - Contributions from Educational Research. 2015, [citováno 2024-04-24]
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Basic information
Original name The phases implemented in problem-solving tasks in Science instruction at Czech primary schools
Name in Czech Fáze problémových úloh ve výuce přírodovědy na 1. stupni českých ZŠ
Authors ČEŠKOVÁ, Tereza (203 Czech Republic, guarantor, belonging to the institution)
Edition ECER 2015: Education and Transition - Contributions from Educational Research, 2015.
Other information
Original language English
Type of outcome Presentations at conferences
Field of Study 50300 5.3 Education
Country of publisher Hungary
Confidentiality degree is not subject to a state or trade secret
RIV identification code RIV/00216224:14410/15:00084049
Organization unit Faculty of Education
Keywords (in Czech) učební úloha; přírodověda; fáze řešení problémové učební úlohy
Keywords in English learning task; Science; phases of problem learning task
Tags International impact
Changed by Changed by: Mgr. Tereza Češková, Ph.D., učo 209756. Changed: 24/3/2016 17:07.
Abstract
During the last decade the Czech educational system has undergone a curricular reform. One of the most important changes it introduced was the emphasis on pupils’ key competencies. Our research focuses on one of the most important of them – the problem-solving competence, specifically in the area of primary Science education. The aim of our research is to describe how problem-solving tasks that develop the problem-solving competence in primary Science education are used in real instruction as captured by a video study. The presented poster focuses on the phases of the process of solving problem-solving tasks and aims to answer the following question: What is the frequency and length of the problem-solving task phases implemented in primary Science lessons (as documented in the individual lessons and in the whole research sample)? The research sample consists of 10 video recordings of primary science lessons collected as a part of the IRSE Video Study in 2010/2011. Content analysis was used to analyse the video recordings and their transcripts. The analysis is underway. The preliminary findings suggest that although PBL was used in the instruction, the activity and leading role were strongly on the teacher's side.
Links
MUNI/A/1360/2014, interní kód MUName: Kurikulum základní školy: metodologické přístupy a empirická zjištění (Acronym: KUME 2015)
Investor: Masaryk University, Category A
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