Students' Perception of Selected Teaching Methods within the Educational Program on the Topic of Owls

This study focuses on the perception of differences between frontal and inquiry-based learning (IBL) from the perspective of elementary school students. The theoretical part of the thesis provides information about owls and the theoretical foundation of teaching. It describes the Czech curriculum and its objectives of biology education. Furthermore, the thesis delves into a detailed description of the transmissive and constructivist approaches to teaching, along with their associated didactic tools. Special attention is given to teaching methods which are the subject of research in the practical part of the study, specifically IBL and frontal teaching. This section presents their basic rules, and implementation procedures. The practical part of the study compares IBL with frontal teaching, as perceived by seventh-grade students during biology classes at lower secondary school. A self-evaluative reflective questionnaire was used for the research. This part not only presents the research results but also addresses lessons preparation and implementation. The results demonstrate how students perceive the differences between IBL and frontal teaching. More precisely, which type of teaching they find more interesting useful, and during which type they believe they better develop their communication and...Tato práce se zaměřuje na percepce rozdílů mezi frontální a badatelsky orientovanou výukou z perspektivy žáků základní školy. Teoretická část práce poskytuje informace o řádu sovy a teoretickém základu výuky. Je zde popsáno české kurikulum a jeho cíle v oblasti přírodovědného vzdělání. Dále se práce zabývá podrobným popisem transmisivního a konstruktivistického přístupu k výuce a s tím souvisejícími didaktickými prostředky. Zvláštní pozornost je věnována metodám výuky, které jsou předmětem výzkumu v praktické části práce, konkrétně badatelsky orientovanému vyučování (BOV) a frontální výuce. Tato část představuje jejich podstatu, základní pravidla a postupy provedení. Praktická část práce porovnává badatelsky orientované vyučování s frontálním vyučováním z pohledu žáků sedmých tříd základní školy během hodin přírodopisu. Pro výzkum byl použit sebehodnotící reflektivní dotazník. Tato část se nezabývá pouze výsledky výzkumu, ale také samotnou přípravou na hodiny a jejich realizací. Výsledky ukazují, jak žáci vnímají rozdíly mezi badatelsky orientovanou a frontální výukou. Přesněji jaký druh výuky vnímají jako zajímavější, užitečnější a při kterém se domývají, že si lépe rozvíjejí své komunikativní a intelektové dovednosti, konkrétně dovednost spolupráce a zpracování informací.Katedra biologie a environmentálních studiíFaculty of EducationPedagogická fakult

The Eagle Owl (Bubo bubo, Linnaeus, 1758) and the Development of the Number of its Nesting Sites in the Czech Lands

The presented work deals with the development of the population of the Eurasian eagle-owl (Bubo bubo) in the Czech Republic in the period 1940 - 1979. The data are obtained from the archive of the Ringing Station of the National Museum in Prague and supplemented from available literature. The Eurasian eagle-owl (Bubo bubo) is our largest owl, which currently occurs in Europe, Asia and North Africa. However, especially in European countries, it has been abundantly hunted in recent history and its population is still recovering to this day. The work presents a brief history of man's relationship with this owl and describes its difficult path to legal protection. It also briefly presents the known nesting sites and the history of ringing of this owl before the years thoroughly examined in this work. The work also documents the increase in the number of eagle owls in the territory of our state during the 20th century (the lowest number of recorded nests in one year in the observed years is 0 and the highest 21 nests), including re-occupation of the area where the owl was at the turn of the 19th and 20th century completely exterminated. Furthermore, these data on the occurrence are processed into maps and tables, on which we can clearly see the locations of the owl's nesting grounds, which were..

Students' Perception of Selected Teaching Methods within the Educational Program on the Topic of Owls

This study focuses on the perception of differences between frontal and inquiry-based learning (IBL) from the perspective of elementary school students. The theoretical part of the thesis provides information about owls and the theoretical foundation of teaching. It describes the Czech curriculum and its objectives of biology education. Furthermore, the thesis delves into a detailed description of the transmissive and constructivist approaches to teaching, along with their associated didactic tools. Special attention is given to teaching methods which are the subject of research in the practical part of the study, specifically IBL and frontal teaching. This section presents their basic rules, and implementation procedures. The practical part of the study compares IBL with frontal teaching, as perceived by seventh-grade students during biology classes at lower secondary school. A self-evaluative reflective questionnaire was used for the research. This part not only presents the research results but also addresses lessons preparation and implementation. The results demonstrate how students perceive the differences between IBL and frontal teaching. More precisely, which type of teaching they find more interesting useful, and during which type they believe they better develop their communication and..