Cílová orientace ve výuce fyziky: exkurz do subjektivních teorií učitelů
Goal orientation in physics instruction: teachers' subjective theories
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The study presents selected results of a research on subjective theories of physics teachers at lower secondary schools. Against the background of current transformation of the Czech school curriculum the author focuses on the category of „teaching goals“. In an effort to find out what goals should be pursued in physics instruction according to teachers and how these goals are achieved through teaching, a research was conducted on subjective theories of teachers. The research, which follows the video analysis of physics carried out by the Educational Research Centre, Faculty of Eduation, Masaryk University (Janík a Miková, 2006), involved eleven teachers with whom semi-structured interviews were held. The teachers’ statements were then coded using a categorial system covering various aspects of their subjective theories (teaching goals, conceptions of subject matter, teaching and learning, pupils’ preconceptions, role of experiments). In this paper we present only the results related to the issue of teaching goals. We offer answers to these two questions: 1) What goals should be pursued in physics instruction according to teachers? 2) How do teachers achieve these goals through physics instruction? The results suggest that teachers consider the most important goal in physics instruction improving pupils’ awareness of the significance of physics for understanding everyday problems and basic physical concepts and principles. Concerning achieving teaching goals we mostly identified explicit work with goals whereas the category of „goals“ is in most cases matched with the category of „content“. Teachers scarcely referred to achieving the goals that would enhance reflection and awareness of a learning situation of pupils.
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