Detailed Information on Publication Record
2018
The Differences Between Problem-Oriented Learning Situations in Czech Primary Geography and Czech Primary Science
ČEŠKOVÁ, TerezaBasic information
Original name
The Differences Between Problem-Oriented Learning Situations in Czech Primary Geography and Czech Primary Science
Name in Czech
Rozdíly v problémově orientovaných výukových situací v přírodovědě a vlastivědě na 1. stupni ZŠ
Authors
Edition
2018 IGU Regional Conference - CAG Annual Meeting - NCGE Annual Conference, 2018
Other information
Language
English
Type of outcome
Konferenční abstrakt
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
Organization unit
Faculty of Education
Keywords (in Czech)
problem oriented learning and teaching; primary geography; primary Science
Keywords in English
problémově orientované vyučování a učení; primární geografie; přírodověda
Tags
International impact, Reviewed
Změněno: 19/3/2019 15:36, Dana Nesnídalová
V originále
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.
In Czech
Příspěvek se zabývá srovnáním problémově orientovaných výukových situací (POVS) v přírodovědě a vlastivědě. Na vzorku 10 hodin přírodovědy pořízených v roce 2011 a 10 hodin vlastivědy pořízených ve školním roce 2017/2018 jsou analyzovány fáze POVS a následně je vyvozena komparace obou vzorků.
Links
| MUNI/A/1186/2017, interní kód MU |
|