Interdisciplinární pokusy s badatelským zaměřením
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Date
2024-06-12
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Abstract
Teoretická část diplomové práce se zabývá úvodem do teorie kurikulárních dokumentů, vyučovacích metod, organizačními formami vyučování, kompetencemi ve vzdělávání a průřezovými tématy. Závěrem teoretické části byl proveden rozbor interdisciplinárních vztahů mezi tématy RVP ZV ve vyučovacích předmětech: přírodopis, chemie a fyzika. V rámci praktické části bylo vytvořeno 10 interdisciplinárních úloh s badatelským zaměřením. Úlohy byly následně otestovány na základních školách v Liberci. Zpětná vazba od učitelů byla získána pomocí dotazníků a rozhovoru. Žáci poskytli zpětnou vazbu písemně nebo formou diskuze na konci vyučovací jednotky.
The theoretical part of the thesis deals with an introduction to the theory of curriculum documents, teaching methods, organizational forms of teaching, competencies in education, and cross-cutting themes. In conclusion of the theoretical part, an analysis of interdisciplinary relationships between the topics of the Educational Program Framework for Basic Education in the subjects of biology, chemistry, and physics was conducted. In the practical part, 10 interdisciplinary tasks with elements of inquiry based learning were created. These tasks were tested in primary schools in Liberec. Feedback from teachers was obtained through questionnaires and interviews. Students provided feedback either in writing or through discussion at the end of the teaching unit.
The theoretical part of the thesis deals with an introduction to the theory of curriculum documents, teaching methods, organizational forms of teaching, competencies in education, and cross-cutting themes. In conclusion of the theoretical part, an analysis of interdisciplinary relationships between the topics of the Educational Program Framework for Basic Education in the subjects of biology, chemistry, and physics was conducted. In the practical part, 10 interdisciplinary tasks with elements of inquiry based learning were created. These tasks were tested in primary schools in Liberec. Feedback from teachers was obtained through questionnaires and interviews. Students provided feedback either in writing or through discussion at the end of the teaching unit.
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interdisciplinarita, badatelská výuka, pokusy, přírodopis, chemie, fyzika