The Phases Implemented in Problem-Oriented Learning Situations in Czech Primary Geography

ČEŠKOVÁ, Tereza. The Phases Implemented in Problem-Oriented Learning Situations in Czech Primary Geography. In CGE 2018 International Conference. 2018.

Basic information

• Original name: The Phases Implemented in Problem-Oriented Learning Situations in Czech Primary Geography
• Name in Czech: Fáze problémově orientovaných výukových situací ve vlastivědě
• Authors: ČEŠKOVÁ, Tereza (203 Czech Republic, guarantor, belonging to the institution).
• Edition: CGE 2018 International Conference, 2018.

Other information

• Original language: English
• Type of outcome: Presentations at conferences
• Field of Study: 50301 Education, general; including training, pedagogy, didactics [and education systems]
• Country of publisher: Canada
• Confidentiality degree: is not subject to a state or trade secret
• RIV identification code: RIV/00216224:14410/18:00105395
• Organization unit: Faculty of Education
• Keywords (in Czech): problem oriented learning and teaching; primary geography
• Keywords in English: problémově orientované vyučování a učení; primární geografie
• Tags: International impact

Abstract

The paper will present an analysis of learning situations that develop the problem-solving competence in primary geography. Its aim is to describe the distribution and length of the phases of problem-oriented learning situations (PLS) so that we could see how the problem instruction of primary geography is organised. While identifying problem-oriented learning situations we followed the Problem-based learning and teaching approach. Based on available studies, we distinguish 8 phases of PLS (Problem structuring, Initiation, Analysing the problem-oriented task, Searching for information, Synthesizing findings, Summarizing, Presenting the solution, Reflecting). These phases provide an analytical frame for a more detail investigation of PLSs and their use in instruction. The research sample consists of 10 videorecordings of Czech primary geography lessons (5 classes, 2 lessons in each) collected in a study year 2017/2018. A structured nonparticipant observation based on categorical system that results from the descriptions of the phases of PLS is used for the analysis. To report the overall results, we use descriptive statistics, for description of the distribution of the phases in the PLS we use absolute and relative frequencies. The analysis is currently underway. So far we have overall results - in our research sample we have identified tasks and out of them problem oriented tasks and their overall organisation in PLSs. Preliminary results show that the most time is allocated to analysing the problem-oriented task, initiating the task (sometimes connecting the problem and motivational activities lasted longer than the rest of the PS process) and to summarizing the solution.

Abstract (in Czech)

V příspěvku byly prezentovány výsledky analýzy problémově orientovaných výukových situací (POVS) ve výuce vlastivědy (geografické části). Cílem je popsat zastoupení a délku fází POVS, a to na vzorku 10 vyučovacích hodin vlastivědy ve druhém období 1. stupně. Výsledky ukazují na nejčetnější zastoupení fáze analyzování problému a následně sumarizování řešení.