L’objectif de la thèse est d’étudier l’usage du jeu dans l’enseignement des mathématiques à l’école maternelle ; il s’agira de :* Décrire le rôle du jeu à visée didactique dans le domaine des mathématiques en grande section d’école maternelle. Permet-il de construire les connaissances ? À quelle condition ? Donne-t-il un sens aux connaissances visées ? Nous décrirons ces situations dans la perspective de la théorie des situations didactiques qui considère la situation comme un système au sein duquel interagissent un certains nombre de sous-système (Brousseau, 1998) : l’élève, le maître, la connaissance ;* Caractériser les types de jeu et définir les fonctions des divers jeux utilisés à l’école maternelle à la fois du point de vue externe – analyse didactique du jeu – et interne (du point de vue des enseignantes et des élèves) et nous examinerons les rapports entre les fonctions déclarées (par les professeurs), les attentes qu’ils entretiennent à l’égard des jeux qu’ils proposent… et les fonctions effectives des jeux que nous dégagerons à partir d’une analyse didactique classique.Tel sera le point central de la thèse : examiner le niveau de recouvrement entre les fonctions déclarées (attendues, espérées…) en terme d’acquisition de connaissances nouvelles, ou de renforcement de connaissances déjà acquises… et les fonctions effectivement assurées par ces jeux ; par exemple, le jeu de l’oie ne permet pas d’enseigner la suite numérique puisque précisément cette connaissance est nécessaire pour pouvoir jouer : ainsi, le jeu de l’oie permet un renforcement, un exercice de connaissances déjà-là et non de créer les conditions de leur acquisition. Il s’agira ensuite d’examiner (ou de discuter) les effets de ces éventuels décalages.La thèse permet de repérer trois styles dominants dans l’usage du jeu : un style didactique motivationnel spontané sous la direction subtile des enseignantes (ouvert, essais et erreurs, stratégies centrées sur l'élève) ; un style directif (les tâches données et les activités sont conduites pas à pas par l'enseignant qui conduit et étaie une démarche tout en attendant un résultat précis) ; un style associatif incitatif (non directif, très centré sur les élèves et leur capacité de travail en groupe, où l’enseignante fait confiance aux élèves et a un rôle essentiel pour faciliter les apprentissages). / Our work confronts the educational aspect proposed by Brougère and didactic aspect defined by Brousseau. Our goal is to study the educational situations and particularly the role of "didactic game" for pre-primary students in learning mathematics; identify the types of play on all games observed and classify them taking into account variables, through a hierarchical cluster analysis or HCA, in three different categories of functions: interest function, function of contextualization, function of confrontation; to look for the link between the functions reported by teachers and effective functions, by our own analysis of games. This analysis allows us to identify three styles dominating the use of game: the spontaneous motivational teaching style under the discreet direction of the teachers (open, trial and error, student-centered strategies); the directive style (the given tasks and the activities are carried out step by step by the teacher who leads and underpins an approach while waiting for an accurate result); the incentive associative style (non-directive, very focused on students and their ability to work in groups, where the teacher relies on students and has a key role to facilitate learning).

1 ABSTRACT The current chemistry education solves problems related primarily to the setting of the curriculum contents, which would be professionally correct, appropriately extensive, and at the same time connected with current aspects of life in modern society, and to problems of teaching strategies that would stimulate the students into an interest in science and commitment to it. The main goal of this dissertation is to create an educational website with an interactive chemistry course for lower secondary schools (ISCED 2) and verify its effectiveness in school practice. The first part of the dissertation describes methods of interactive chemistry teaching supporting the increase of the students' cognitive activity and the effectiveness of the learning process using ICT. The second part characterizes the chemistry course thus created and lists various ways to apply interactive teaching in it. Our interactive course contains a total of 14 thematic units, each with 2-6 subthemes. All themes are processed with respect to the practical application of the subject matter using the listed interactive education methods. This course was tested in 2018-2020 during chemistry lessons in Kazakhstan and Czech Republic, and the students' opinions toward interactive teaching in this study were tested using a simple...

This diploma thesis deals with the topic of phylum cnidaria as it is being taught in biology classes at primary schools and grammar schools. This work is divided into three parts. The first part deals the position of the topic of phylum cnidaria among curricular documents. It states its classification in the Czech Framework education programme (for Elementary Education) and some chosen School Education Programme. Furthermore, this part analyses the topic as it is written in biology class books, with the clause by the Ministry of Education, Youth and Sports of the Czech Republic. Representatives of phylum cnidaria that are mentioned in biology class books are characterised more thoroughly within the scope of the analysis. The second part of the thesis deals with the teaching methods and forms that are used in teaching biology the most frequently and the questionnaire research that tells us which forms and methods are being used the most by teachers to teach about phylum cnidaria and what specific activities they employ in class. The last part of the thesis consists of suggestions for practical activities for teaching the topic of phylum cnidarian inspired by the results of the survey and a description of educational excursion to the World of Jellyfish aquarium with 6th grade pupils. KEYWORDS phylum...

This diploma thesis focuses on the issue of human game, from several points of view, namely philosophical, pedagogical and didactic. The work is structured into three parts. The theoretical part deals with the philosophical considerations concerning the game phenomenon, where the game is based mainly on the ontological principle and the game theory, which is analyzed by selected authors. The second part then deals with the game used in the pedagogical processes, or the game as a teaching method in the field of social science and its importance in teaching at primary and secondary schools. The practical part is focused on simulation games implementation within the social science - education.

This Master's thesis discusses the Problem - based learning as one of the constructive teaching concept methods, it's position in the system of teaching methods and the possible uses in primary school regard to the key competencies of solving the problems. This theme is very actual because of the influence in the real life. The objectives of the Master's thesis is to define the basic concept of the Problem-based learning (problem, problematic situations, types of the problematic tasks and the way of their solving), key competencies and appropriate organizational forms of the teaching. The objective of the practical level is to define the principles of the effective use of this method in teaching, to verify the possibilities of uses of the Problem-based learning and focus on the way of fulfilling of the key competencies of solving the problems using various organizational forms of teaching. The thesis contains the empirical and theoretical part. The empirical part comes from the analysis and the comparation of the study of the vocational literature. This part focuses on the research as the method of achieving the goals. The research uses two basic methods; the method of the observation of the pupils during their work and method of the collection and analysis of the outcome of the pupils work. The...

Forskning visar att taluppfattning är grundläggande för elevers förståelse och utveckling av matematik. Läraren har en central roll i att utveckla elevers taluppfattning. Denna kvalitativa studie undersöker hur nio lärare arbetar med och för taluppfattning hos elever i förskoleklass och årskurs 1. Studien syftar till att komplettera det aktuella forskningsläget med lärares kunskaper och erfarenheter och utgår från frågeställningen: Hur uttrycker dessa lärare att de arbetar med och för taluppfattning i förskoleklass och årskurs 1? Kvalitativa semistrukturerade intervjuer med lärarna genomfördes och analyserades genom tematisk analys varpå resultatet ytterligare analyserades genom det teoretiska ramverket FONS och dess åtta komponenter av taluppfattning. Sedan diskuterades resultatanalysen i relation till det aktuella forskningsläget. Resultatet visar att lärares arbete med och för taluppfattning till stor del överensstämmer med både tidigare forskning och det teoretiska ramverket FONS. Lärarnas arbete sammanfattas inom följande teman: planering, grunden, begrepp, instruktioner, samlärande, matteboken, metoder, färdighetsträning och talsystemet. Det resultat som särskiljer sig från tidigare forskning och det teoretiska ramverket är lärarens avsikt och förmåga att arbeta med automatisering av taluppfattning, användandet av matteböcker för utveckling av taluppfattning, samt förmågan att anpassa undervisningen utefter elevgruppen. / Research shows that foundational number sense is vital to children’s understanding and development of mathematics. Teachers have an essential role in the development of children’s foundational number sense. This qualitative study investigates how nine teachers in Sweden work to develop foundational number sense with six- and seven-year-olds (corresponding grade 0 and grade 1 in Sweden). The research question: How do these teachers express their work to develop foundational number sense for six- and seven-year-olds? is answered by qualitative semi structured interviews with the teachers. The teacher interviews were analyzed using thematic analysis, establishing the following themes: Planning, The foundation, Concept, Instructions, Co-learning, The math book, Methods, Skill training and Number system. These themes were then analyzed by the theoretical framework FONS and its eight components of foundational number sense, establishing several corresponding results. The results were discussed in relation to previous research within the field and concluded that the teachers' work to develop foundational number sense is mainly in line with both previous research and the theoretical framework FONS. Results that stand out are the teachers' abilities to adjust their teachings to their particular group of students/children, their work with automatization of number sense and the use of math books.

The thesis "Critical thinking and its application in libraries", aims to become familiar with the term "critical thinking". It informs about the program Reading and Writing for Critical Thinking and its Czech version. It represents some of the modern teaching methods, which are generated by its ideas and principles. It deals mainly with the description of activating methods, which are crucial for the program. The methods are divided into three groups according to whether they use more reading, writing and discussion. The practical part deals with the preparation of information education lessons in which methods are applied to developing critical thinking. The lessons are divided into three parts, according to a three-phase model of learning - evocation, awareness of the importance and reflection. Model lessons are adapted to the university library. As the lecture topics have been selected areas of critical thinking, information smog, invisible web, the credibility of information retrieval techniques and information security.

TITLE: Methods and Forms of Educating Gifted Students AUTHOR: Zuzana Staňková DEPARTMENT: Department of Primary Education of the Faculty of Education of the Charles University in Prague SUPERVISOR: PaedDr. Nataša Mazáčová, Ph.D. ABSTRACT: The aim of this dissertation is to analyze all significant components entering the process of educating gifted students, with the objective to positively influence and develop their potential, in a complex manner. These components are the initial theoretical pieces of knowledge that should be incorporated into specialized competence of each educator. Among the components are, in particular, characteristics of a gifted student, defining the terms talent and aptitude, specification of a gifted student's motivation, talent models analysis, description of educational and psychological diagnostics of talent, and legal documents related to working with gifted students at schools. Principal part of the theory section focuses on the issue of adjusting the education and training process to the needs of gifted students. It summarizes current educational approaches to training and raising gifted students. It also provides close analysis of individual education strategies and their modifications, based on the principle of individualization and differentiation of the...

This student thesis seeks answers on history teachers´ view on the purpose of their subject, how their view on the purpose affects their teaching and how all of this affects the possibilities given to the students who study the past. The Swedish teaching plan and the curriculum of the subject history are loaded with tension. Based on this tension Swedish students attending secondary school are, on one hand supposed to affirm a certain way of understanding the past while on the other hand be educated in critical and independent thinking. In other words, the subject of history could either confirm a certain view of the past or critically view it. It is also worth pointing out that one does not cancel the other out. History teaching can contain both perspectives. While it would be interesting to apply our main questions on the whole course of the subject of history the main focus of this thesis lies within the theme of genocide. Based on interviews with Swedish history teachers this thesis explores what they see as the purpose of their subject and in particular the purpose in the theme of genocide teaching. What approach does teachers have in their teaching and how does this affect the possibilities given to the students? The result shows that history teachers´ main focus lies in more concrete knowledge, thereby excluding the previous statement about critical thinking. History teachers are also dissatisfied with the time given to the subject of history in upper secondary school. Although the teachers mainly focus on confirming certain views of the past there are teachers who, in some cases, lean towards a teaching method with critical thinking as the focal point. The respondents also vary in the way they give students possibilities to meet the past. These possibilities are often predetermined by the teachers and students’ possibilities to express critical thinking is therefore reduced and limited. While this student thesis is based around the theme of genocide teaching, the result does not necessarily suggest that the students never get the opportunity to express free critical thinking. Therefore, the result shows that the purpose of the subject of history, as presented by the interviewees, is multilayered and seldom based around only one given perspective.

Syftet med den systematiska litteraturstudien är att ge en översikt över forskning om i vilka sammanhang elever är tystlåtna och hur tystlåtenheten relateras till elevernas personliga drag och kompetenser samt om hur alla elever kan involveras i muntligt aktiva klassrum. Studien grundas i tidigare forskning som samlat in sitt material framför allt genom empiriska metoder, som intervjuer, observationer och enkäter. Resultatet visar att det finns många bakomliggande faktorer till att vissa elever håller sig tysta under lektionerna. Rädsla, ångest och blyghet tas upp som orsaker till tystlåtenheten i flera av de publikationer som ingår i översikten. I forskningen som ingår i studien finns även vad läraren kan göra för att hjälpa sina tystlåtna elever. Dessa insatser kan vara att se över lektionsplaneringen och skapa en bra klassrumsmiljö med tydliga regler och riktlinjer men även att skapa goda relationer med eleverna för att kunna möta dem och gynna var och en av dem. Lärarna behöver möta eleverna på olika sätt för att undervisningen ska gynna varje individ. Deltagarna i de empiriska studierna är elever eller studenter, vilket betyder att lärarröster saknas i översikten. Majoriteten av all forskning som studien inkluderar är forskning som berör äldre elever och studenter. Detta visar att forskningen som utförts såväl i Sverige som i andra länder gällande lågoch mellanstadieelevers tystlåtenhet är begränsad.