Study of Teachers¡¦ and Students¡¦ Thinking Styles and their Interactions in Instruction Abstract The purposes of this study were (1) to compare the relationship among teachers and students¡¦ thinking styles and their background. (2) to explore the relationship among teachers¡¦ background, teachers¡¦ thinking styles, and teaching behaviors. (3) to investigate the relationship among teaching behavior, students¡¦ thinking styles, learning perception satisfaction, and achievement. (4) to explore the influences of different matching of teachers¡¦ thinking styles and students¡¦ thinking styles on learning perception satisfaction and achievement. (5) to investigate the changing condition of students¡¦ thinking styles. (6) to explore the impact of teachers¡¦ thinking styles on students¡¦ thinking styles. Two groups of subjects were arranged: with one including 254 high school teachers in Taiwan area, and the other including 14 teachers and their 507 students in Koashuing. Teachers were asked to fill out Thinking Styles Questionnaire for Teacher (TSQT¡¨ and Teaching Behavior Scale (TBS), while students Thinking Styles Questionnaire (TSQ) and Learning Perception Satisfaction Check List (LPSCL). Qualitative research (Classroom observation) is applied to explore the interaction of teachers and students. The data were analyzed by Pearson¡¦s product-moment correlation, t-test, canonical correlation, Hotelling¡¦s T , one-way MANOVA, Repeat Measure Analysis, and Multivariate Analysis of Covariance. The conclusion were drawn as follows: 1. On teachers¡¦ background: (1) There were significant differences between male and female in judicial, and liberal styles. (2) There were no significant differences between high, mid and low years groups in thinking styles. (3) There were significant differences between high, mid and low age groups in executive thinking styles. (4) There were significant differences between high, mid and low father¡¥s education in conservative thinking styles. (5) There were significant differences between high, mid and low mother¡¦s education in conservative thinking styles. 2. On students¡¦ background: (1) There were significant differences between male and female in executive, judicial, and local thinking styles. (2) Birth orders, father¡¦s education, and mother¡¦s education have no significant differences with thinking styles. 3. Students¡¦ is more inclined to legislative, global, liberal, and conservative styles in pre-test than in post-test. 4. Teachers¡¦ background had no canonical correlation with teachers¡¦ thinking styles. Teachers¡¦ thinking styles had canonical correlation with teaching behavior. Three canonical factors of Teachers¡¦ thinking styles efficacy explained 43.4% of all teacher behavior. 5. Teachers¡¦ legislative, executive, and liberal thinking styles had significant effects on students¡¦ thinking styles. 6. Some teaching behavior had significant correlation with students¡¦ thinking styles. 7. Teaching behavior had significant correlation with learning perception satisfaction, but not achievement. 8. Teachers¡¦ thinking styles had significant correlation with students¡¦ thinking styles. 9. Matching of teacher-student¡¦s thinking styles had significant correlation with learning perception satisfaction and achievement.

Denna studies syfte är att sammanställa vad aktuell forskning säger om spels inverkan på grundskoleelevers motivation i matematikundervisningen. Genom en systematisk litteraturstudie sammanställs och analyseras aktuell forskning på området. Resultatet tyder på att implementerandet av spel i matematikundervisning har en positiv inverkan på elevers motivation i matematikundervisning. Inre och yttre motiverande faktorer motiverar eleverna i olika grad och undervisningsformen kan innehålla både inre och yttre motiverande faktorer. Vidare studier om långvarig användning av spel i matematikundervisning rekommenderas. / The purpose of this study is to compile what current research says about the impact of games on primary school students' motivation in mathematics teaching. Through a systematic literature study, current research in the field is compiled and analyzed. The results indicate that the implementation of games in mathematics teaching has a positive impact on students' motivation in mathematics teaching. Internal and external motivating factors motivate students to varying degrees and the form of teaching can contain both internal and external motivating factors. Further studies on the long-term use of games in mathematics teaching are recommended.

(in English): In my work I deal with the occurrence of risk behavior of students of the 2nd grade of primary schools (in Prague 5). In the first, theoretical part of this work I deal with the explanation of concepts that relate to the issue and form the basis of the work. These theoretical findings are applied in the second, practical part, in which I am interested in whether the students of the 2nd grade are sufficiently informed about the manifestations of risk behavior, whether they are already in some form, whether in the school environment or outsider it, and also which manifestation of risk behavior is currently most pronounced in schools. In my work I also try to point out the short comics of the minimum preventive programs of primary schools. These data are read from the annual reports of primary schools, for a period of 2 years. For my work, I chose quantitative research, which includes a larger number of respondents, specifically online questionnaires. I chose students of the 8th and 9th grades of primary schools in Prague 5, because I find this target group is the most endangered by risk behavior.

This thesis deals with the laterality and the ways of diagnosis at children. It is divided into three parts - theoretical, practical and appendixes. The theoretical part deals with laterality, methods of diagnostic and methodology of work with left-handed pupil at the beginning of the school attendance. The aim of research in the practical part of the thesis was to find information about working with left-handed pupils between the students of primary teaching and teachers in practise. The appendixes of this thesis include the questionnaires used for the practical part of the thesis and worksheets for pupils to relax their hand while writing.

Данная работа посвящена исследованию цифровой технологии “Digital storytelling” в обучении говорению на английском языке учащихся начальных классов в рамках проектной деятельности. Актуальность исследования обусловлена необходимостью выявления новых путей развития и пополнения средств обучения, направленных на улучшение навыков говорения в обучении английскому языку. Объект исследования – процесс обучения монологической речи на иностранном языке в начальной школе. Предмет исследования – цифровая технология “Digital storytelling” при обучении монологической речи на иностранном языке. Цель исследования – выявление, определение и обоснование особенностей использования цифровой технологии “Digital storytelling” в обучении монологической речи на иностранном языке учащихся младшей школы. / This work is devoted to the study of digital technology "Digital storytelling" in teaching English speaking to primary school pupils during the project activities. The relevance of the study is determined by the necessity to identify new ways of development and updating of means of education aimed at improving speaking skills in teaching English. The object of the research is the process of teaching monologue speech in a foreign language in primary school. The subject of the research is the digital technology “Digital storytelling” in teaching monologue speech in a foreign language. The goal of the study is to identify, define and substantiate the peculiarities of using the digital technology “Digital storytelling” in teaching monologue speech in a foreign language of primary school pupils.

Abstract in English, Afrikaans and Venda / Constructivism is a relatively recent theory of learning which focuses on using learner-centred strategies in learning. Reform efforts in education in Zimbabwe have been aimed at incorporating constructivist-inspired strategies in the classroom, with mixed results. Some teachers continue to prefer traditional approaches to learning in their classrooms, despite these being teacher-centred and generally looked down upon. The study examined the perceptions of primary school student teachers regarding the practical application of constructivism in the classroom. A qualitative research design was adopted, and the study was grounded in a constructivist and interpretivist paradigm aimed at understanding perceptions emanating from the lived experiences of the student teachers. In all, eight student teachers were sampled for the study by means of purposive, convenience and stratified random sampling. Data was collected through a literature review, lesson observations and semi-structured individual interviews. The rigour of the study was maintained by ensuring trustworthiness and the credibility of the findings. Ethical issues were adhered to. Data was analysed using Tesch’s method of data analysis, through which the researcher identified categories and themes, and reported on in narrative format. The study findings indicate that student teachers have a positive perception of the practical application of constructivism in learning. Participants expressed the view that the practical application of constructivism leads to deeper learning and greater understanding by learners. Participants nevertheless stated that in their efforts to implement constructivism in learning and teaching during their practicums they experienced a lack of support from mentor teachers and shortages of resources. Considering these findings, the researcher made several recommendations to various stakeholders with the aim of helping student teachers to be more effective constructivist teachers. The recommendations include the need to carry out more research on the constructivist learning theory and its practical application in the classroom as well as encouraging teachers to apply constructivist learner-centred strategies in their classrooms. The researcher also made recommendations for further research. / Konstruktivisme is ʼn leerteorie wat betreklik nuut is en wat fokus op die gebruik van leerdergesentreerde strategieë vir leer. Inisiatiewe vir opvoedingshervorming in Zimbabweis daaropgerig om konstruktivisme-geïnspireerde strategieë in die klaskamer te inkorporeer – met gemengde resultate. Sommige onderwysers verkies om steeds tradisionele benaderings tot leer in hul klaskamers te volg, al is dit onderwysergesentreerde benaderings waarop daar oor die algemeen neergesien word. In hierdie studie is die persepsies van laerskool studentonderwysers rakende die praktiese toepassing van konstruktivisme in die klaskamer ondersoek. ʼn Kwalitatiewe navorsingsontwerp is gebruik en die studie is gegrond in ʼn konstruktivistiese en interpretivistiese paradigma wat ten doel het om die persepsies vanuit studentonderwysers se werklike (‘lived’) ervarings, te verstaan. ʼn Steekproef is onder altesaam agt studentonderwysers gedoen deur middel van doelbewuste steekproefneming, gerieflikheidsteekproefneming en gestratifiseerde ewekansige steekproefneming. Data is ingesamel deur middel van ʼn literatuurstudie, leswaarnemings en semi-gestruktureerde individuele onderhoude. Die akkuraatheid van die studie is gehandhaaf deur betroubaarheid en die geloofwaardigheid van die bevindinge te verseker. Algemeen ooreengekome etiekvoorskriftewat by die meeste instellings geld, is nagekom.Data is ontleed met behulp van Tesch se metode van data-ontleding, en sodoende kon die navorser kategorieë en temas identifiseer en in narratiewe formaat daaroor verslag doen. Die navorsingsresultate toon dat studentonderwysers ʼn positiewe persepsie van die praktiese toepassing van konstruktivisme in leer het. Deelnemers het hul oortuiging gedeel dat die praktiese toepassing van konstruktivisme, tot ʼn dieper vlak van leer en beter begrip by leerders lei. Deelnemers het egter ook aangedui dat hulle ʼn gebrek aan ondersteuning van mentoronderwysers, sowel as ʼn tekort aan hulpbronne, ondervind het in hul pogings om konstruktivisme in leer en onderrig te implementeer tydens hul praktiese onderwys. Met inagneming van hierdie bevinding doen die navorser verskeie aanbevelings aan verskillende belanghebbers, met die doel om studentonderwysers te help om meer doeltreffend in konstruktivistiese onderwys te wees. Die navorser hetook aanbevelings vir verdere navorsing gedoen. / Thyeori ya u fhaṱa nḓivho na mihumbulo miswai tou vha thyeori ya u guda ya zwinozwino yo sedzaho kha zwiṱirathedzhi zwo ḓisendekaho nga mugudi kha u guda. Nungo dza u vhuedzedza pfunzo Zimbabwe dzo livhiswa kha u ṱanganyisa zwiṱirathedzhi zwa u fhaṱa zwo ṱuṱuwedzwaho kiḽasini, na mvelelo dzo ṱanganyiswaho. Vhaṅwe vhadededzi vha khou bvela phanḓa na u takalela u shumisa maitele a kale a u guda kiḽasirumuni, naho izwi zwi tshi ḓisendeka nga mudededzi na u dzhielwa fhasi. Ṱhoḓisiso yo sedzulusa kuvhonele kwa vhadededzi vha matshudeni vha tshikolo tsha phuraimari musi zwi tshi ḓa kha u shumisa nyito ya thyeori ya u fhaṱa nḓivho na mihumbulo miswa kiḽasirumuniHo shumiswa kuitele kwa ṱhoḓisiso ya khwaḽithathivi, ngudo yo ḓitika nga tshiedziswa tsha u fhaṱa nḓivho na muhumbulo miswa na u ṱalutshedzayo livhiswaho kha u pfesesa kuvhonele kubvaho kha tshenzhemo ine ya khou itea zwenezwo nga vhadededzi vha matshudeni.Kha vhadededzi vha matshudeni vhoṱhe vha malo, vhe vha itwa tsumbonanguludzwa kha ngudonga nḓila ya zwine zwa khou sedzwa khazwo, u swikelelea na tshigwada tshiṱuku tsho nangwaho. Data yo kuvhanganywa nga kha u sedza hafhu maṅwalwa, u sedza ngudo na inthaviwu dza u vhudzisa muthunga muthu dzo dzudzanywaho. Ndeme na u itwa nga vhuronwane ha ngudo zwo itwa nga u vhona zwauri hu na u fulufhedzea na u khwaṱhisedzwa ha mawanwa. Mafhungo a vhuḓifari e a tendelaniwa khao nga u angaredza nga zwiimiswa zwinzhi o tevhedzwa. Data yo saukanywa hu tshi shumiswa kuitele kwa Tesch kwa u saukanya data, hune muṱoḓisisi a topola khethekanyo na thero, na u vhigwa nga nḓila ya u tou ṱalutshedza. Mawanwa a ngudo o sumbedzisa uri vhadededzi vha matshudeni vha na mbonalo yavhuḓi ya nyito i re khagala ya u fhaṱa nḓivho na mihumbulo miswa kha u guda. Vhadzheneleli vho bvisela vhupfiwa havho khagala uri nyito dzi re khagala dza u fhaṱa nḓivho na mihumbulo miswa zwi livhisa kha vhudzivha ha u guda na u pfesesa huhulwane nga vhagudiswa. Vhadzheneleli naho zwo ralo vho bula zwauri kha nungo dzavho dza u shumisa thyeori ya u fhaṱa nḓivho na mihumbulo miswa kha u guda na u funza nga tshifhinga tshavho tsha ngudo dza nyito vho tshenzhela u shaya thikhedzo u bva kha vhadededzi vhane vha khou guda khavho na ṱhahelelo ya zwiko. Musi hu tshi khou dzhielwa nṱha mawanwa aya, muṱoḓisisi o ita themendelo dzo vhalaho kha vhadzhiamikovhe vho fhambanaho hu na nḓivho ya u thusa vhadededzi vha vhagudiswa uri vha vhe vhadededzi vha re na vhukoni kha u fhaṱa nḓivho na mihumbulo miswa. Muṱoḓisisi o dovha a themendela ṱhoḓisiso i yaho phanḓa. / Psychology of Education / Ph. D. (Psychology of Education)