Filamentous microfungi play an important role in the environment and they can have either a positive impact on a man, e.g. in a form of medicine or food production, or a negative one, when filamentous microfungi may cause diseases or deteriorate food. Pupils usually start learning about filamentous microfungi in form 6 of a primary school, or they get some tangential information in the first year of an eight-year grammar school. In addition, in most of student's books, microfungi are incorrectly referred to as moulds, which is an unprofessional term. The objective of my thesis is to elaborate two practical tasks for the presence form of study in which pupils find out the difference between unicellular and multicellular fungal organisms, acquaint themselves with the fungal phytoparasite - mildew, take the substrate, make native and coloured mounts which are then observed under the microscope. The other two practical tasks have been elaborated for the distance form of study via exploration tasks, which can be carried out at home conditions. It means creation of a mycological garden and observation what kind of bakery products is more prone to be affected by microfungi. The other elaborated tasks relate to across-the-curriculum use of the filamentous microfungi topic in Maths and Czech, in which some...

Research-oriented teaching is a constructivist form of teaching, where the student is not only passed on the material passively, but the student is actively involved in solving the problem. In the role of researcher, he makes hypotheses, conducts experiments and draws conclusions. The main goal of this work was to find out the development of students' skills to plan the research process in science research at the 2nd Dobříš Primary School. The work was divided into three parts. In the introduction to the theoretical part, the aim was to introduce readers to research- oriented teaching in biology lessons at the second level and the characteristics of concepts. The practical part was focused mainly on observing and evaluating the development of the ability to plan progress on already created topics for BOV. It was found that more than half of the students are able to formulate the procedure correctly for a given task and the rest are able to create a partial procedure or none at all. It would therefore be appropriate to focus on deepening knowledge and practical skills in research- oriented teaching. KEYWORDS Research-oriented teaching, research, process development, biology

The present diploma thesis concentrates on the usage of inquiry based education in the primary stage of education in the course of teaching science. Attention is firstly given to the students' skills which this type of education utilizes and without which it would be impossible to apply it in practice. These skills are analyzed on a theoretical level and consequently, by means of a didactic test, are practically tested with pupils at primary school level. Another part of the thesis are materials for selected science topics which evolve from the inquiry based education principle. The topics are chosen in accord with the official educational programme of the Czech education systém and contribute towards a more effective educational process and the heightening of the interest of students in science. Powered by TCPDF (www.tcpdf.org)

VOMÁČKOVÁ V. 2016: Inquiry based education in Human Physiology lessons with using school experimental systems. MSc. Thesis. Faculty of Education, University of South Bohemia in Ceske Budejovice. 47 pp. Inquiry-based education represents a modern approach to science education. This approach aims to enhance students' interest in these subjects. Nowadays, the laboratory experimental systems are available for use in the inquiry-based tasks so students have possibilities to try in practice what a scientist's work involves. The aim of this thesis was to design inquiry based tasks related to human physiology. In these tasks various kinds of laboratory experimental systems were applied. These tasks have been verified in classes at selected primary schools and at one grammar school. A partial goal of this thesis was to investigate whether inquiry based classes using laboratory systems result in acquiring better knowledge and research skills development compared with the usual laboratory work classes, where students work according to their teacher's instructions. For these purposes a pre-test and a post-test had been created and the students were divided into two groups the experimental group was applying the inquiry based work procedures and the control group was working using the teacher's instructions. The individual tasks have been verified in practice and their impact on the students' knowledge and skills level was monitored. The results have shown that inquiry based education does not lead to worse results compared with the usual conventional teaching methods. The level of students' knowledge and skills has risen after completing the experimental classes. However, the difference between the control and experimental groups was not statistically significant.

MÍSAŘOVÁ, A. (2019). Peer-feedback in inquiry-based education in biology lessons at lower-secondary level. Diploma thesis. Faculty of Education, University of South Bohemia in Ceske Budejovice. 46 pp. This thesis deals with the use of formative assessment methods in inquiry-based education. Particularly, it is focused on the peer-feedback in which the students provide the written feedback to their classmates. The objective of the thesis is finding if the lower-secondary level students are able to provide quality and adequate feedback to their classmates. The process of the peer-feedback was incorporated into the realization of inquiry-based tasks focused on the water regime of the plants. In the beginning, the students created a proposal solution protocols for the given tasks; then the protocols were collected and given away by codes to the other students for the assessment and provision of the written feedback. After the end of the research, the interview was done with the chosen students to obtain their subjective opinions on the process of the peer-feedback. The found results have shown that the majority of the students was able to provide adequate feedback. The feedback quality depended on what part students had an assessment. The students mostly tried to provide adequate advice which led to the improvement of the protocol content, but there were found a few protocol quality decreasing advice also. In these cases, the students did not acceptthis advice. The biggest problem for the students was the assessment of the chosen tools. In the none protocol were the tools correctly chosen, so the result was that the evaluating students were not sure of the correct solution. The research has been proven that peer-feedback can be the useful method of the formative assessment which is easy to incorporate to the various biology lesson tasks, mainly to the inquiry-based activities. The main potential of this assessment method is that the students formulate the feedback with their words and that makes it easier to understand to the particular problematics. During the protocols assessment, the students also have the possibility to compare and look to the other protocols, find their own mistakes and take an edification.

Introduction of the thesis deals with inquiry-based science learning - from the level of research to its evaluation. The following practical advice summarize information about the possibilities of obtaining natural material for teaching, creating permanent diatom preparations and examples of suitable determination literature for teachers. The main part of this work presents 12 elaborated study materials for research teaching method divided into five phycologically oriented topics: (1) cyanobacterial and algal physiology, (2) biodiversity of standing waters, (3) algae defense mechanisms, (4) cyanobacteria and algae like bioindicators, (5) substances in cyanobacteria and algae and their importance for humans. Individual study materials contain information on the level of research, methodological guidance for teachers with a theoretical basis and introductory questions to motivate students, as well as a recording sheet for students and, in conclusion, own proposed solution for teachers. Another part of this thesis is a comparison of inquiry-based science learning with frontal education, which is done by didactic test.

This diploma thesis deals with the issue of inquri-oriented teaching physics in elementary school and outlines options for practical implementation examples from practice. The thesis is divided into two parts. The first part of the thesis discusses the basic theoretical background of pedagogy and Didactics of basic education and the problems of the theory of inquri-oriented teaching. The second part of the thesis deals with the specific suggestions for inquri-oriented teaching and practical example of the implementation of the two topics included in the teaching of Physics in elementary school.

This diploma thesis responds to the innovative trends and the causes of these changes in the science education.. The theoretical part of the thesis deals primarily with Inquiry-Based (Science) Education. It is focused on its definition, main features and its position in the Czech educational system. The main goal of this thesis and an output of the practical part is creating a portfolio with Inquiry-Based Science Education tasks in the physical geography (geology, geomorphology, pedology and biogeography) intended for the 2nd stage of primary schools.

This diploma thesis evaluates the knowledge of plants' anatomy and morphology at primary schools. There is very important the type of textbooks used in biology education. The present work is divided into 2 parts: theoretical and practical. The theoretical part describes methods of evaluation of textbooks and educational results and also formation of didactic test, statistical methods and inquiry-based education. Because we wanted to know frequency of use of this approach in biology lessons. The practical part contains research results.

This diploma thesis called Estimations in Mathematics at Elementary School is created as an auxiliary teaching material. It acquaints the readers with the concept of mathematical estimation and presents its basic divisions. It also provides graphic instructions how to make estimations and it contains plenty of problems which serve as a systematic practicing and training of the ability of estimating. In addition, the form of individual problems shows spheres in which estimating is convenient to develop. At the end of the work there are presented research-oriented problems with the need of estimation.