Inquiry-Based Instruction and Teacher's Competences for Its Realization

Dostál, Jiřı́

doi:10.5507/jtie.2015.001

Cited by 3 publications

(1 citation statement)

References 30 publications

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“…A significant obstacle for implementing IBSE into the educational process is the current teachers' lack of preparedness, as most teachers had not been systematically prepared for IBSE (Petr et al, 2015). The consequence is that teachers either do not understand the substance of the IBSE or do not possess ISSN 1648-3898 /Print/ ISSN 2538-7138 /Online/ a high level of professional and didactic preparedness required for this method of teaching, so teachers do not want to use it or are unable to do so (Papáček, 2010a;Dostál, 2015b;Čížková & Čtrnáctová, 2016;Radvanová et al, 2018). For using the IBSE or any other appropriate and effective method of transforming the subject matter successfully in the teaching lessons, the teacher's understanding of the curriculum content is necessary as well as the teachers´ capacity to handle its subsequent transformation to students on an understandable form (Kansanen, 2007;Shulman, 1987), while students' interest, gender, culture, or possible learning difficulties must be taken into account (Janík, 2007).…”

Section: Introductionmentioning

confidence: 99%

Secondary School Students’ Ability to Work With the Tasks Designed for Biology Olympiad

Novák

Petr

Ditrich

2021

JBSE

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For the possibility of using competitive tasks from the Biology Olympiad (BiO), either directly or after certain adaptations for everyday teaching tasks in the teaching process, it was aimed to determine if students could work meaningfully with them. The success of 2nd-year secondary school students (n = 113) in solutions of tasks (n = 5) designated for BiO was compared with the solutions by the regional round BiO´s participants. One-way analysis of variance and Tukey´s multiple comparison test were used for the statistical evaluation of the data. The research shows that secondary school students achieved an average success rate of 47.58 ± 12.51 % and BiO participants 62.69 ± 9.86 %. Within the results of all selected tasks, at least someone of the class of the secondary students achieved similar results in each of the tasks as BiO participants. That indicates that secondary school students were able to work meaningfully with BiO tasks which confirmed students' eligibility for work with these tasks. Keywords: biology education, Biology Olympiad, difficulty of tasks, learning tasks, science education

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Section: Introductionmentioning

confidence: 99%

Secondary School Students’ Ability to Work With the Tasks Designed for Biology Olympiad

Novák

Petr

Ditrich

2021

JBSE

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Specifics of Educational Field Man and the World of Work in Relation to the Potential for Developing Digital Literacy

Krotký¹

2017

JTIE

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Situation in the Subject of Technology at Primary Schools in Slovakia During Distance Education

BÁNESZ¹,

Lukáčová²

2022

TVV

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Resumé Od roku 2020 celý svet bojuje s pandémiou koronavírusu, ktorá pokračuje až do súčasnosti. Vzdelávanie na základných školách v Slovenskej republike sa preto po krátkej prestávke znovu vrátilo do dištančnej formy. Obsah kurikúl jednotlivých predmetov na všetkých stupňoch škôl bolo treba znovu upravovať tak, aby žiaci získali aspoň základné vedomosti, zručnosti a návyky. Na základných školách je skupina predmetov, ktoré sa podľa usmernenia Ministerstva školstva dostali medzi komplementárne predmety, ktorých výučba v čase pandémie nie je povinná. Medzi takéto predmety patrí aj predmet technika. Tento sa svojím obsahom zameriava na získanie potrebných vedomostí a praktických zručností z rôznych oblastí techniky. Nadobúdanie praktických manuálnych zručností v domácom prostredí bez potrebného technického zabezpečenia je dosť problematické. Z tohto dôvodu príspevok predstavuje možné spôsoby riešenia tohto problému, ktoré autori použili na vybranej základnej škole, kde sa predmet technika vyučuje aj v čase pandémie. Ide o inštruktážne videá, ktoré boli vytvorené pre žiakov tak, aby potrebné zručnosti mohli získať aj v domácom prostredí. Inštruktážne videá obsahujú jednoduché návody na praktické zručnosti, pri zhotovovaní rôznych predmetov. Podľa týchto inštruktážnych videí žiaci postupovali a zhotovovali jednotlivé zadania. V príspevku sú preto prezentované aj postoje žiakov, z osobných rozhovorov, ktoré uviedli po realizácii jednotlivých hodín s inštruktážnymi videami. Príspevok rovnako prezentuje pripravenosť oslovených žiakov na dištančnú výučbu z domáceho prostredia.

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Inquiry-Based Instruction and Teacher's Competences for Its Realization

Cited by 3 publications

References 30 publications

Secondary School Students’ Ability to Work With the Tasks Designed for Biology Olympiad

Secondary School Students’ Ability to Work With the Tasks Designed for Biology Olympiad

Specifics of Educational Field Man and the World of Work in Relation to the Potential for Developing Digital Literacy

Situation in the Subject of Technology at Primary Schools in Slovakia During Distance Education

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