OJS Karolinum (Charles University)
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Language Issues in the Eighth-Grade Exam in a Polish Primary School
No full textTekst pod tytułem Zagadnienia językowe na egzaminie ósmoklasisty w polskiej szkole podstawowej skupia się wokół obecności wskazanych w temacie zagadnień na egzaminie, który kończy polską szkołę podstawową. Pokazuje on to, jakie kwestie językowe i w jaki sposób są przedstawione w Podstawie programowej do języka polskiego dla szkoły podstawowej, które z nich pojawiają się w arkuszach egzaminacyjnych, a także to, w jaki sposób wiedza językowa/wiedza o języku funkcjonuje na egzaminie ósmoklasisty, czego wymaga się od ucznia po ośmiu latach edukacji. W analizie uwzględniona została także kwestia ortografi i i interpunkcji, pokazane zostały przykłady zadań, które pojawiły się w arkuszach wraz z ich krytyczną analizą. Całości dopełnia ocena egzaminu i wymagań szkolnych w zakresie kształcenia językowego, wskazane zostały postulaty zmian, które należałoby wprowadzić w koncepcji samego kształcenia w Podstawie programowej oraz samym egzaminie.Th e text entitled Zagadnienia językowe na egzaminie ósmoklasisty[Linguistic issues in the eighth-grade exam] at Polish primary schoolfocuses on the presence of the issues indicated in the subject on the exam thatconcludes Polish primary school. It shows which language issues and howthey are presented in the Polish language curriculum for primary school,which of them appear in the examination sheets, as well as how linguisticknowledge/knowledge of language functions in the eighth-grade examination,what is required of the student aft er eight years of education. Th e issue ofspelling and punctuation is also included in the analysis, examples of tasksthat appeared in the worksheets are shown along with a critical analysis ofthem. Th e whole is complemented by an assessment of the examination and86school requirements for language education, as well as postulates for changesthat should be introduced to the concept of education in the core curriculumand the examination itself
Analysis of Complex Sentences: a Probe into the Practice of Beginning Students of Czech Language and Literature
No full textČlánek přináší výsledky výzkumného šetření provedeného pomocí kombinace testové a dotazníkové metody mezi začínajícími studenty bohemistiky a týkajícího se rozboru souvětí. Vedle samotných určení analyzuje též postupy, jakými k nim studenti docházeli. Poukazuje tak na slabá místa didaktické transformace souvětné analýzy.Th e study describes and analyzes research that was done among beginning students of Czech Language and Literature and that focused on the analysis of complex sentences. It focuses on (a) how successfully the respondents performed the tasks, and (b) what methods they used to perform them. Th us it summarizes the critical points of complex sentence analysis
Language Teacher and Learner Motivation Research: Possible Selves Th eory
No full textČlánek představuje možný směr ve výzkumu motivace vyučujících a žáků ve vyučování a osvojování jazyků za využití teorie možných já (TMJ). Text v úvodu představuje východiska TMJ, jež se úspěšně etablovala jako teoretický rámec v psychologii, pedagogice i aplikované lingvistice, a navazuje pak na její uplatnění ve výzkumu dvou klíčových aktérů jazykového vyučování – vyučujících a žáků. Nejprve představuje výzkum profesní identity učitelů jazyků a dále se zaměřuje na vybrané studie v aplikované lingvistice, kde se TMJ výrazně prosadila ve zkoumání motivace k učení se cizímu/druhému jazyku. Představením vybraných studií, jež využily TMJ, nastiňuje text možnosti jejího ověření v oblasti vyučování a osvojování češtiny jako druhého jazyka i ve výzkumu osobnosti učitele druhého jazyka (ať už češtiny či jazyka jiného) v českém prostředí, kde byla TMJ dosud využita minimálně.Th is paper presents a possible direction in research on teacherand learner motivation in language teaching using the possible selves theory(PST), which has successfully established itself as a theoretical framework inpsychology, pedagogy, and applied linguistics. Th e text begins by introducingthe background of PST and then proceeds to discuss its application in research on two key agents of the language learning process: the teachers and thelearners. First, it examines language teachers‘ professional identity. Secondly,it introduces PST in applied linguistics, where it has fl ourished as a frameworkto explore the motivation to learn a foreign/second language. By presentingselected studies that have used PST, the text outlines the possibilities of itsvalidation in the fi eld of teaching Czech as a second language as well as inresearch on the personality of foreign language teachers (whether Czechor another language) in the Czech environment, which is still waiting fora broader scale use of PST.
 
Writing the Forbidden: A Study of Three Texts, Three Genres, and Three Communities
Get PDFThree texts have been chosen for this study: Daya Pawar’s life-narrative Baluta, Perumal Murugan’s historical fiction One Part Woman, and Hansda Sowvendra Shekhar’s short story collection The Adivasi Will Not Dance. These writers hail from various subaltern groups of the Indian subcontinent, with diverse ethnicities. Besides subalternity, a significant thread connecting these texts is that the writers’ respective communities took offence at the portrayal of their cultures. This study explores the self-representation of the community through a close reading of the texts, and theorizes the relationship between the writer, narrator, characters, and the community. The paper analyses how the writer employs the community in the narrative and the role this plays in the respective spatiotemporal contexts of the texts. Given the chosen texts are of different genres – a Dalit life-narrative, a historical novel, and short stories – the paper also explores the genre-ic/form-al differences in the representation/use of the community
How lower-secondary pupils approach and perceive understanding mathematics
Get PDFMathematics requires deep thinking. It may be educationally beneficial if pupils are aware of their own shortcomings in understanding. We investigated how pupils of lower-secondary schools in Prague perceive their understanding mathematics, with a particular focus on whether they have distinctive attitudes towards the quality of their understanding. In the first, quantitative stage, a diagnostic test of surface knowledge and a questionnaire about mathematical understanding were developed and administrated. Using a factor analysis, t-tests and methods of descriptive statistics, we created indices of understanding and ascertained that the respondents were often mixing various levels of depth of their understanding mathematics. The quality of a pupil’s understanding was also influenced by many latent factors, including strategic approach to learning, volition to remember facts, ability to solve tasks independently, perfectionism, and also, to some extent, the parental view of mathematics. In the second stage of the research, some individual semi-structured interviews were conducted to illustrate and validate the results. The findings of the study highlight the need to raise pupils’ awareness of the quality of their mathematical understanding, since it may influence their willingness to deepen their knowledge in mathematics and subsequently their school performance.Mathematics requires deep thinking. It may be educationally beneficial if pupils are aware of their own shortcomings in understanding. We investigated how pupils of lower-secondary schools in Prague perceive their understanding mathematics, with a particular focus on whether they have distinctive attitudes towards the quality of their understanding. In the first, quantitative stage, a diagnostic test of surface knowledge and a questionnaire about mathematical understanding were developed and administrated. Using a factor analysis, t-tests and methods of descriptive statistics, we created indices of understanding and ascertained that the respondents were often mixing various levels of depth of their understanding mathematics. The quality of a pupil’s understanding was also influenced by many latent factors, including strategic approach to learning, volition to remember facts, ability to solve tasks independently, perfectionism, and also, to some extent, the parental view of mathematics. In the second stage of the research, some individual semi-structured interviews were conducted to illustrate and validate the results. The findings of the study highlight the need to raise pupils’ awareness of the quality of their mathematical understanding, since it may influence their willingness to deepen their knowledge in mathematics and subsequently their school performance
Pre-service teachers’ noticing: On the way to expert target
Get PDFUnlike prevailing research focusing on what pre-service teachers attend to in a lesson and how they interpret it, the study investigates the content of their comments, knowledge-based reasoning and whether it agrees with experts’ views. Study 1 determined the dimensions of quality teaching pertinent to lessons in which a new subject matter is introduced and made a noticing target. In Study 2, pre-service teachers (n = 174) at the end of their university study made a written reflection of a video lesson, which was compared against the target. Most could not discern situations important for deep work with the content in the lesson. They failed to apply their theoretical knowledge in their interpretation of the ones they mentioned. Only half of their comments included knowledge-based reasoning, and their views were mostly partially consistent or inconsistent with the experts’ ones. This highlights the need to focus on content-related important situations in a lesson and their interpretation in teacher preparation and on developing the ability to discern the dimensions of instructional quality in concrete lessons.Unlike prevailing research focusing on what pre-service teachers attend to in a lesson and how they interpret it, the study investigates the content of their comments, knowledge-based reasoning and whether it agrees with experts’ views. Study 1 determined the dimensions of quality teaching pertinent to lessons in which a new subject matter is introduced and made a noticing target. In Study 2, pre-service teachers (n = 174) at the end of their university study made a written reflection of a video lesson, which was compared against the target. Most could not discern situations important for deep work with the content in the lesson. They failed to apply their theoretical knowledge in their interpretation of the ones they mentioned. Only half of their comments included knowledge-based reasoning, and their views were mostly partially consistent or inconsistent with the experts’ ones. This highlights the need to focus on content-related important situations in a lesson and their interpretation in teacher preparation and on developing the ability to discern the dimensions of instructional quality in concrete lessons
Opportunities for the use of neuroscience knowledge in the theory of physics education
Get PDFV 20. storočí teóriu vyučovania fyziky, podobne ako iné odborové didaktiky, významným spôsobom ovplyvnili výsledky práce empirických psychológov. Takmer určite každý učiteľ pozná mená ako Piaget, Bruner, Maslow a každý učiteľ pozná Bloomovu taxonómiu. V súčasnosti začína byť celkom zrejmé, že časť teoretického pozadia procesov dejúcich sa v rámci učenia sa fyziky sa presúva do novej oblasti nazývanej neurovedy, vedy o učení sa, vedy nazývanej aj veda o myslení, mozgu a učení sa. Tímy neurovedcov vybavené kvalitnými medicínskymi zobrazovacími metódami pátrajú po tom, v ktorých častiach mozgu prebiehajú ktoré operácie, ako tieto časti navzájom spolupracujú a ako možno vysvetliť, spresniť a doplniť zistenia psychológov 20. storočia. Prípadne upozorňujú na závery, ktoré sa javia ako nepodložené. Príspevok podrobne rozpracúva jednu z teórií súvisiacu s fungovaním našej mysle. Teória klasifikuje spôsoby uvažovania do piatich kategórií, symboly, vzory, usporiadania, kategórie a vzťahy. Pilotné vedomé používanie týchto kategórií vo fyzikálnom vzdelávaní sa javí ako sľubné a zdá sa, že má potenciál ho skvalitniť prostredníctvom zapracovania do učebníc, ako aj do práce učiteľa.In the 20th century, the theory of physics education, like other subject didactics, was significantly influenced by results of the empirical work of psychologists. Certainly, almost every teacher knows names like Piaget, Bruner, Maslow, and every teacher knows Bloom’s taxonomy. Nowadays, it is becoming quite obvious that the theoretical background of the processes taking place while learning physics is moving into the new field called neuroscience, the science of learning, sometimes called the science of mind, brain and education. Teams of neuroscientists equipped with high-quality medical imaging methods seek for the parts of the brain that are undergoing certain operations, how these parts cooperate with each other, and how the findings of psychologists of the 20th century can be explained and refined, or they draw attention to conclusions that appear to be unfounded. This paper elaborates on one of the hypotheses about how our mind works. The hypothesis classifies ways of thinking into five categories, symbols, patterns, ordering, categories, and relationships. Piloting the conscious use of these categories in physics education appears promising and seems to have the potential to improve it through incorporation into textbooks as well as teachers daily work
Metodické materiály typu Nedokončené strategie jako nástroj pro rozvoj schopnosti řešit slovní úlohy
No full textV článku představujeme jeden nový typ úloh, který vznikl v projektu TAČR – Podpora integrace matematické, čtenářské a jazykové gramotnosti u žáků základních škol (2020-2023) a jehož hlavním cílem je obohatit spektrum žákovských řešitelských strategií, rozvíjet schopnost žáků řešit slovní úlohy a s tím úzce propojenou metakognici. Dalším cílem je využít specifika slovních úloh jako textu a vhodnými aktivitami zaměřenými na rozvoj čtenářské a jazykové gramotnosti žáků přispět k jejich porozumění slovním úlohám. Nový typ úloh je v článku metodicky popsán a ilustrován dvěma konkrétními úlohami. První z nich lze zadat třem různým úrovním žáků (2. a 3. ročník, 4. až 6. ročník, 7. až 9. ročník). Druhá úloha je určena pro žáky 7. až 9. ročníku
oznámení o konání konference EME2023
No full textKatedra matematiky Pedagogické fakulty Univerzity Palackého v Olomouci ve spolupráci s Jednotou českých matematiků a fyziků zve na 27. vědeckou konferenci s mezinárodní účastí EME2023 „Výzvy primárního vzdělávání matematice jako součást učitelství pro 21. století“. Konference se bude konat 19. – 21. 4. 2023.
Veškeré informace budou dostupné na webu konference: http://eme.upol.cz