How Primary School Teachers Perceive Integrated Thematic
Instruction

D 2018

How Primary School Teachers Perceive Integrated Thematic Instruction

BORTLÍKOVÁ, Monika a Jan VÁLEK

Základní údaje

Originální název

How Primary School Teachers Perceive Integrated Thematic Instruction

Autoři

BORTLÍKOVÁ, Monika (203 Česká republika, garant, domácí) a Jan VÁLEK (203 Česká republika, domácí)

Vydání

Praha 1, Project-Based Education in Science Education: Empirical Texts XV, od s. 256-262, 7 s. 2018

Nakladatel

Charles Univ Prague

Další údaje

Jazyk

angličtina

Typ výsledku

Stať ve sborníku

Obor

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

Stát vydavatele

Česká republika

Utajení

není předmětem státního či obchodního tajemství

Forma vydání

elektronická verze "online"

Odkazy

URL

Kód RIV

RIV/00216224:14410/18:00106251

Organizační jednotka

Pedagogická fakulta

ISBN

978-80-7290-980-3

UT WoS

000455249900029

Klíčová slova anglicky

Motivation; teaching methods in science; teaching practices; investigation

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 7. 9. 2023 13:23, PhDr. Jan Válek, Ph.D.

Anotace

V originále

The integrated thematic instructions are used by science teachers as a form of motivation at primary schools. This form of motivation is quite attractive for primary school students. The primary school students cooperate with the teacher during this type of teaching methods. The teachers' view of the given teaching method is individual and influenced by many specific external factors. Advancement of this teaching method depends not only on teachers' creativity but also on their inspiration. Teachers should be prepared to integrate new information into their teaching and learning practices. The integrated thematic instruction is focused on various aspects of educational process and should improve soft skills of primary school students. They subconsciously acquire skills of constructive discussion, designing solutions, revision of results, cooperative problem solving, argumentation and many others. Primary school students also become more aware of their responsibilities. It is proved by their enthusiasm for integrating the problem solving model into their studies. The paper is focuses on analysis of the teachers' attitude to the integrated thematic instruction. The study is based on a semantic differential technique. The findings of this study suggest that integrated thematic instruction can be effective in improving attitudes towards science subjects and building personal skills of primary school students.

Přiložené soubory

Monika_Bortlikova__Jan_Valek_prispevek_oprava.docx

Požádat o autorskou verzi souboru

Citovat

BORTLÍKOVÁ, Monika a Jan VÁLEK. How Primary School Teachers Perceive Integrated Thematic Instruction. Online. In Rusek, M., Vojíř, K. Project-Based Education in Science Education: Empirical Texts XV. Praha 1: Charles Univ Prague, 2018, s. 256-262. ISBN 978-80-7290-980-3.

@inproceedings{1498484,
   author = {Bortlíková, Monika and Válek, Jan},
   address = {Praha 1},
   booktitle = {Project-Based Education in Science Education: Empirical Texts XV},
   editor = {Rusek, M., Vojíř, K.},
   keywords = {Motivation; teaching methods in science; teaching practices; investigation},
   howpublished = {elektronická verze "online"},
   language = {eng},
   location = {Praha 1},
   isbn = {978-80-7290-980-3},
   note = {WoS: 0/0; SCOPUS: 0/0},
   pages = {256-262},
   publisher = {Charles Univ Prague},
   title = {How Primary School Teachers Perceive Integrated Thematic Instruction},
   url = {http://pages.pedf.cuni.cz/pvch/files/2018/05/PBE_2018_final.pdf},
   year = {2018}
}

TY  - JOUR
ID  - 1498484
AU  - Bortlíková, Monika - Válek, Jan
PY  - 2018
TI  - How Primary School Teachers Perceive Integrated Thematic Instruction
PB  - Charles Univ Prague
CY  - Praha 1
SN  - 9788072909803
N1  - WoS: 0/0; SCOPUS: 0/0
KW  - Motivation
KW  - teaching methods in science
KW  - teaching practices
KW  - investigation
UR  - http://pages.pedf.cuni.cz/pvch/files/2018/05/PBE_2018_final.pdf
L2  - http://pages.pedf.cuni.cz/pvch/files/2018/05/PBE_2018_final.pdf
N2  - The integrated thematic instructions are used by science teachers as a form of motivation at primary schools. This form of motivation is quite attractive for primary school students. The primary school students cooperate with the teacher during this type of teaching methods. The teachers' view of the given teaching method is individual and influenced by many specific external factors. Advancement of this teaching method depends not only on teachers' creativity but also on their inspiration. Teachers should be prepared to integrate new information into their teaching and learning practices. The integrated thematic instruction is focused on various aspects of educational process and should improve soft skills of primary school students. They subconsciously acquire skills of constructive discussion, designing solutions, revision of results, cooperative problem solving, argumentation and many others. Primary school students also become more aware of their responsibilities. It is proved by their enthusiasm for integrating the problem solving model into their studies. The paper is focuses on analysis of the teachers' attitude to the integrated thematic instruction. The study is based on a semantic differential technique. The findings of this study suggest that integrated thematic instruction can be effective in improving attitudes towards science subjects and building personal skills of primary school students.
ER  -

BORTLÍKOVÁ, Monika a Jan VÁLEK. How Primary School Teachers Perceive Integrated Thematic Instruction. Online. In Rusek, M., Vojíř, K. \textit{Project-Based Education in Science Education: Empirical Texts XV}. Praha 1: Charles Univ Prague, 2018, s.~256-262. ISBN~978-80-7290-980-3.

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