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Muzeum se představuje. Příspěvek k otázce využití artefaktů ze zaniklých stranických muzeí nejen ve výuce

100%
Erbenová D.
Historie – Otázky – Problémy (History, Issues, Problems)
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2023
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vol. 15
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issue 2
107-124
EN
This paper is based on the principles of inquiry-based education and on a curatorial approach to working with sources. It presents two practical examples of how materials, such as those from the collection of the Museum of the Working Class Movement, can be used. The paper explores not only the benefits, but also the limitations of the collection given the needs of school teaching. Finally, the potential of the collection is discussed from the point of view of different approaches to interpreting the period in question.
2
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To Think Like a Scientist: an Experience from the Czech Primary School Inquiry-based Learning Programme

100%
Cincera J.
The New Educational Review
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2014
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vol. 36
118-130
EN
The paper presents an evaluation of an inquiry-based learning programme for primary school pupils in the Czech Republic. The programme consisted of two parts: in the first part pupils acquired and practised inquiry skills, in the second they applied them to three independent inquiry-based learning lessons. Both pupils and teachers were highly satisfied with the programme. According to the pre/post non-equivalent experimental/control group designed evaluation research, the pupils who participated in the programme significantly improved their understanding of the research cycle representing the basic logic of scientific work. No such change appeared in the control groups. The programme influenced both boys and girls. Even though no significant gender differences for the groups of the 4th-5th grades and 6th-7th grades were found, the girls from the 8th-9th grade received a better score than the boys in both pre- and post-testing.
3
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Unconventional ways of solving problems in mathematics classes

88%
Doulík P., Eisenmann P., Přibyl J., Škoda J.
The New Educational Review
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2016
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vol. 43
53-67
EN
The contribution enquires into possibilities of application of the heuristic methods in the teaching process, specifically its applications during the classes of mathematics in grammar school. In the frame of the research the influence was monitored of the unconventional way of solving problems during classes of mathematics in relation to the evaluation of educational advancements. Furthermore, pupils evaluated their attitude towards mathematical study including their viewpoint on problematic exercises in maths and the successfulness of solving these mathematical exercises was also evaluated. The results of the experimental group were compared to the same areas in the control group.
4
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Epistemická přesvědčení v dějepise

75%
Ripka V., Sýkorová P.
Historie – Otázky – Problémy (History, Issues, Problems)
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2023
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vol. 15
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issue 2
55-72
EN
The theory of epistemic beliefs has proven valuable in advancing history education through inquiry-based learning. This study uses mixed methods to examine teachers’ epistemic beliefs in the History+ project. New analytical terms are proposed to differentiate the depth and situatedness of epistemic beliefs in order to address the discrepancies between the theory and the new findings, and a set of hypotheses is put forward to enhance the theory.
5
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Město — prostor — dějepis. Didaktický potenciál městského prostoru ve výuce dějepisu (příklad Českých Budějovic)

75%
Kurz M.
Historie – Otázky – Problémy (History, Issues, Problems)
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2018
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vol. 10
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issue 1
89-121
EN
The teaching potential of urban space in history teaching (case study of České Budějovice)
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Elementy edukacji IB na lekcjach języka polskiego w klasach wielokulturowych

45%
Kuźma N.
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców
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2020
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vol. 27
543-558
EN
The purpose of this article is to present the issue of teaching Polish in a school class in which at least one student uses Polish as a second language. Researchers dealing with this issue suggest the need to develop materials for teaching Polish as a second language for all educational stages. This article addresses this issue and also provides an introduction to wider research aimed at developing a workshop for a Polish teacher who teaches in a classroom with students with migration experience. The basic question that guides the considerations here relates to the effectiveness of teaching: how to teach and what educational activities to use to engage in the teaching process for both of the groups of students: for whom Polish is the first language and for whom it is a second language? The text presents teaching methods used in international education and suggestions for their adaptation in Polish language lessons in multicultural classes.
PL
Celem niniejszego artykułu jest przedstawienie problematyki nauczania języka polskiego w klasie szkolnej, w której co najmniej jeden z uczniów posługuje się językiem polskim jako drugim. Badacze zajmujący się omawianą kwestią sugerują konieczność opracowania materiałów do nauczania języka polskiego dla wszystkich etapów edukacyjnych. Niniejszy artykuł podejmuje to zagadnienie, a także stanowi wstęp do szerszych badań mających na celu opracowanie warsztatu pracy nauczyciela polonisty nauczającego w klasie, w której znajdują się uczniowie z doświadczeniem migracyjnym. Podstawowe pytanie, jakie przyświeca podjętym tu rozważaniom, odnosi się do efektywności nauczania: jak uczyć i jakie działania edukacyjne podejmować, by zaangażować w proces nauczania zarówno uczniów, dla których język polski jest językiem pierwszym, jak i uczniów, dla których jest to język drugi? W tekście przedstawiono metody nauczania stosowane w edukacji międzynarodowej oraz propozycje ich adaptacji na lekcjach języka polskiego w klasach wielokulturowych.
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