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Dovednosti žáků základní školy ve výuce fyziky: výzkum dovedností a procesu jejich osvojování

100%
Vaculová I.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2008
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vol. 18
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issue 2
3-21
EN
The study presents methodology and preliminary results of the research dealing with the topic of skill acquisition in basic school pupils. The work within this project is divided into several parts. First, the level of acquisition of the selected skills by the pupils (basic school, 6th class) was investigated using a specific didactic test. Within this test the most difficult tasks for the pupils were identified and the results between the groups of girls and boys were compared. Next, the process of skill acquisition was studied in detail. Using videostudies, i. e. the investigation of teaching based on analysis of video records, the author examined the role of the tasks in the process of skill acquisition. The videostudies involve 27 physics lessons, focused on the topic of Composition of forces.
2
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Mylné představy žáků II. stupně základních škol: Možnost jejich zkoumání na příkladě tématu Ptáci

51%
Kubiatko M., Vaculová I., Pecušová E.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2010
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vol. 20
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issue 2
93-109
EN
Wrong ideas of pupils about animals have been the focus on many research papers. This study concentrates on investigating of basic school pupils’ wrong ideas. The age of the pupils was from 10 to 16. The research tool included 30 open-ended and multiple choice questions, one question was pictorial. The total number of 719 questionnaires from 7 Slovakian basic schools was included in the analyses. The items were divided into five categories, namely: 1. Identification of birds; 2. Reproduction of birds; 3. Food of birds; 4. Birds senses; 5. Migration of birds. The study is focused on finding differences in results of pupils in different age groups. The large amount of wrong ideas was found in all age groups and categories.
3
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Učební úlohy ve výuce fyziky na 2. stupni základní školy: vybrané výsledky CPV videostudie fyziky

51%
Vaculová I., Trna J., Janík T.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2008
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vol. 18
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issue 4
34-55
EN
Learning tasks are sets of specific requirements on the pupil’s learning. Didactically, the key question is what potential learning tasks carry for the process of pupils’ learning. This paper brings the results of a systematic analysis of the video recordings of 27 lower-secondary lessons of physics. Answers to the following questions are sought: How many learning tasks take place in a lesson? How long are they? How long do different phases of a learning task take (instruction, solving, check)? Who is the solver of the learning tasks? What approach do the learning tasks require? The findings show that solving learning tasks takes up 63 per cent of the lesson time; there are 6 learning tasks in an average lesson. Typically, the teacher solves the task in interaction with the pupils. Most of the learning tasks require verbal solution; experimental learning tasks are rare.
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