2 research outputs found
Drama-Based Science Teaching
Diplomová práce se zabĂ˝vá dramatizaÄŤnĂmi metodami ve vĂ˝uce pĹ™ĂrodnĂch vÄ›d. V teoretickĂ© části práce ÄŤtenář nalezne informace zĂskanĂ© rešeršà dostupnĂ© ÄŤeskĂ© i zahraniÄŤnĂ literatury. Práce pĹ™edkládá základnĂ informace o dramatizaÄŤnĂch metodách, uvádĂ na pravou mĂru nÄ›kterĂ© miskoncepce a kategorizuje konkrĂ©tnĂ dramatizaÄŤnĂ metody nejednotnĂ˝ch názvĹŻ. Je diskutována role hry a simulacĂ v procesu uÄŤenĂ. Autorka dále poukazuje na vhodnost vyuĹľĂvánĂ dramatizaÄŤnĂch metod pro rozvoj klĂÄŤovĂ˝ch kompetencĂ a realizaci prĹŻĹ™ezovĂ˝ch tĂ©mat RámcovĂ©ho vzdÄ›lávacĂho programu pro gymnázia. Vhodnost zaĹ™azovánĂ dramatizaÄŤnĂch metod do vĂ˝uky pĹ™ĂrodnĂch vÄ›d je dokreslena konkrĂ©tnĂmi ukázkami pĹ™ĂkladĹŻ publikovanĂ˝ch v literatuĹ™e. V závÄ›ru teoretickĂ© části jsou rozebĂrány pĹ™Ănosy a ĂşskalĂ tÄ›chto metod. Praktická část popisuje vznik autorskĂ©ho vĂ˝ukovĂ©ho materiálu vyuĹľĂvajĂcĂho dramatizaÄŤnĂ metodu pro vĂ˝uku hydroxyderivátĹŻ, jehoĹľ hlavnĂm cĂlem je pĹ™ivĂ©st žáka k pochopenĂ vzniku a rozdĂlu mezi metanolem a etanolem. Tento materiál byl zaĹ™azen do vĂ˝uky celkem 150 žákĹŻ stĹ™ednà školy v Praze. FinálnĂ verze tohoto materiálu je pĹ™edloĹľena v pĹ™Ăloze práce. Nedostatky pĹŻvodnĂ verze byly odladÄ›ny na základÄ› nÄ›kolika polostrukturovanĂ˝ch skupinovĂ˝ch interview s žáky a uÄŤitelkami po uskuteÄŤnÄ›nĂ tĂ©to aktivity. SoučástĂ diplomovĂ© práce je takĂ©...The master thesis deals with Drama-Based Science Teaching. The theoretical part of the work deals with the literature research on the topic. It presents basic information about dramatization methods, sets straight the record on some common misconceptions and categorizes dramatization methods. Furthermore the fundamental role of plays and simulations in the learning is discussed. Research also provides evidence that dramatization methods can be and should be included in science teaching. They are suitable e.g. for the implementation of key competencies and teaching of Cross-Curricular Subjects as defined by The Framework Educational Programme (for Secondary General Education). Finally, specific examples of dramatization methods are shown, and the benefits and pitfalls of these methods are discussed. Practical part describes a dramatization teaching material created by the author. The topic is alcohols with a focus on pupils' understanding the formation of methanol and ethanol and the difference between these two. This material was tested on the sample of about 150 high school pupils in Prague. There is also author's solution as well as several pupils' worksheets included. The impact of the activity on the pupils' knowledge was measured and evaluated. The shortcomings of the original version were...Katedra uÄŤitelstvĂ a didaktiky chemieDepartment of teaching and Didactics of ChemistryFaculty of SciencePĹ™ĂrodovÄ›decká fakult
Drama-Based Science Teaching
The master thesis deals with Drama-Based Science Teaching. The theoretical part of the work deals with the literature research on the topic. It presents basic information about dramatization methods, sets straight the record on some common misconceptions and categorizes dramatization methods. Furthermore the fundamental role of plays and simulations in the learning is discussed. Research also provides evidence that dramatization methods can be and should be included in science teaching. They are suitable e.g. for the implementation of key competencies and teaching of Cross-Curricular Subjects as defined by The Framework Educational Programme (for Secondary General Education). Finally, specific examples of dramatization methods are shown, and the benefits and pitfalls of these methods are discussed. Practical part describes a dramatization teaching material created by the author. The topic is alcohols with a focus on pupils' understanding the formation of methanol and ethanol and the difference between these two. This material was tested on the sample of about 150 high school pupils in Prague. There is also author's solution as well as several pupils' worksheets included. The impact of the activity on the pupils' knowledge was measured and evaluated. The shortcomings of the original version were..