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@proceedings{1485306, author = {Češková, Tereza}, booktitle = {2018 IGU Regional Conference - CAG Annual Meeting - NCGE Annual Conference}, keywords = {problémově orientované vyučování a učení; primární geografie; přírodověda}, language = {eng}, title = {The Differences Between Problem-Oriented Learning Situations in Czech Primary Geography and Czech Primary Science}, year = {2018} }
TY - CONF ID - 1485306 AU - Češková, Tereza PY - 2018 TI - The Differences Between Problem-Oriented Learning Situations in Czech Primary Geography and Czech Primary Science KW - problémově orientované vyučování a učení KW - primární geografie KW - přírodověda N2 - The paper will present a comparison of learning situations that develop the problem-solving competence in primary geography and primary Science. Its aim is to describe the differences, if there are some, between these two subjects, specifically in the problem-oriented learning situations (PLS) that have a potential to develop a problem-solving competence in distribution and length of the phases of PLSs. 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, Reflecting). The research sample consists of 10 videorecordings (5 classes, 2 lessons in each) of Czech primary geography lessons collected in a study year 2017/2018 and of primary Science collected in 2011. A structured nonparticipant observation based on a 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 a 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 complete results for Science instruction: we identified 522 tasks in total, out of them 41 were problem-oriented tasks which were organised into 31 PLS. In 6 out of 10 lessons the time allocated to PLS is more than a quarter of the lesson duration. The most frequent phases were Analysing, Initiation and Summarisation. Finding the differences between subjects is the first step to find ways how to develop a problem-solving competence better. ER -
ČEŠKOVÁ, Tereza. The Differences Between Problem-Oriented Learning Situations in Czech Primary Geography and Czech Primary Science. In \textit{2018 IGU Regional Conference - CAG Annual Meeting - NCGE Annual Conference}. 2018.
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