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Managing cognitive dissonance: experience from an environmental education teachersí training course in the Czech Republic

100%
Cincera J.
Journal of Teacher Education for Sustainability
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2013
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vol. 15
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issue 2
42-51
EN
This paper presents a qualitative evaluation of seven in-service environmental education teacher training courses conducted in the Czech Republic in 2009-2011. The evaluation applied a grounded theory approach. 14 focus groups, 13 interviews and two postprogramme questionnaires were used. The evaluation describes a process of managing cognitive dissonance between the participants' concepts of effective teaching and environmental education and concepts presented by the courses. The paper discusses the strategies applied by the course managers for facilitating a conflict and defensive mechanisms used by the participants. The paper also discusses the implication of this experience for future courses
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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.
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