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

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Other information

Language

English

Type of outcome

Prezentace na konferencích

Field of Study

50301 Education, general; including training, pedagogy, didactics [and education systems]

Country of publisher

Canada

Confidentiality degree

není předmětem státního či obchodního tajemství

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

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Abstract

V originále

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.

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.