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EN
Based on the findings of Shulman and Bromme the construct “tacit knowledge” was paid a lot of attention in the 1990s – primarily in the area of (natural) sciences. The investigation in hand, carried out as a research assignment at the State College of Education, aims at the identification of subjective theories and their modifications with teacher trainees (lower secondary pathway) over a period of four semesters of study. The main results of the total analysis of the data show modifications in the perception of their own roles (from students to teachers) in connection with self-related cognitions and self-efficacy, the perception of the child and/or the perception of the child in his/her role as a pupil; various aspects of tuition connected to their own roles as teachers and the pressure to act in challenging situations, the increasing understanding of a teacher’s job in the dimension of education as well as a shift from mainly cognitive learning to social learning.
EN
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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