Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 2

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  Physics education
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1
Content available remote

Mají dívky a chlapci rozdílné postoje k fyzice a zájem o ni? Co s tím?

100%
Kekule M., Žák V.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
|
2009
|
issue 3
65-88
EN
Physics belongs to the least popular subjects and relatively few people choose their future career in the field of physics. This state could be influenced by the fact that physics as a school subject and a possible field of the future profession is generally perceived as more suitable for men. In order to improve this state, we decided to explore the present state in detail and on the basis of this intimate knowledge we decided to suggest some particular changes making girls and boys to be more interested in physics. Thus, we accomplished a questionnaire investigation to find out attitudes of young people towards physics and classes of physics. Empirical data were obtained from a representative sample of students of lower and upper secondary schools from the whole Czech Republic (more than 4 000 respondents). Among the main research findings belongs that both boys and girls agreed on the following: The majority of lower secondary level pupils like physics (unlike upper secondary level students); they would like to make experiments in their physics lessons; they do not want to solve calculation problems and to derive formulae; as the most interesting they find astrophysics, optics, and topics connected with safety and modern technologies.
2
Content available remote

Učební úlohy ve výuce fyziky na 2. stupni základní školy: vybrané výsledky CPV videostudie fyziky

88%
Vaculová I., Trna J., Janík T.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
|
2008
|
vol. 18
|
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.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.