The aim of this thesis was to create a teaching programme on the principles of research oriented teaching on the topic called ?Aromatic compounds substances in spices?. This programme could be used in the lessons and examine the level of students' knowledge gained after passing such training. The educational program was applied in two groups of respondents, one of which attended lessons where a research oriented teaching approach was used, working with a specially created worksheet. On the contrary, the second group attended lessons of frontal teaching. Then a comparative survey for these groups was conducted in a didactic test. A statistically significant difference of observed results was tested in Student t-test at the significance level of 0.05. In terms of statistical evaluation of the results of both tested groups was obvious the influence of research-oriented teaching on student's knowledge level.

The aim of this work is to prepare an educational program with the elements of inquiry teaching (BOV) and at the same time to make sure whether the suggested activities from the point of view of the aims of teaching natural science at the 1 grade of the basic school are effective. This thesis shows some possibilities how to work out with this method and how to incorporate it to the process of teaching. As a purpose - built example there were used topics connected with the physiology of plants. Different teaching methods appropriate for the realization of BOV in the frame of the Educational program with respect to the relevant content of the textbooks of natural science are applied here. The thesis was dealt within the bounds of the project GA JU č. 065/2010/S a GA JU č. 078/2013/S

The thesis analyses how often the teachers in primary schools and in lower classes of multi-year grammar schools integrate practical exercises and experiments into the biology lessons in the issue of water invertebrates. A proposal of laboratory and field practices has also been created and carried out in the school practice in pursuance of water invertebrates with the use of stimulating educational methods, so called Inquiry-based science education.

This thesis deals with a creating educational programmes for interactive boards usable in Science lessons at higher level of primary schools. Programme presentation was made in the seventh form of three primary school, where also a comparative research in the form of didactic test was placed. The aim of this test was to compare a knowledge level of pupils who were taught by the interactive programme, and those pupils who were taught by the traditional form of frontal teaching. The thesis is supplemented by a DVD with educational presentation for interactive boards and a printed manual necessary for the control of the programme.

This master thesis deals with the issue of inquiry based learning in sciences at primary school level. The theoretical part of the thesis is focused on the development, realization and pros and cons of inquiry based learning. Additionally there is an overview of inquiry based activities in the commonly used textbooks for first level of primary schools and the list of extended literature intended to inspire the teachers to practise inquiry based learning. The practical part of the thesis is based on information gained from interviews with primary school teachers. The aim was to find out how inquiry based learning is perceived by teachers. Their opinions, advanatages and disadvantages of inquiry based learning and its practical use in education is discussed. Consequently, overlaps and influence of such education methods on the integration of pupils to a society is presented here. The thesis provides a complete overview on the issue of application of inquiry based learning to traditional education methods. This research informs readers about possible problems related to the implementation of inquiry based learning to practice. Based on the described situations, the realization can be easier due to the identification of possible difficulties and their solution. Keywords inquiry based education, primary...

This thesis is focused on interconnection between education of plant pigments and inquiry- based science education in upper primary school. The theoretical section of this thesis deals with the current quality of education and knowledge level of Czech pupils in science subjects, as well as characteristic of inquiry based science education and description of various types of plant pigments. Evaluation of publications focused on occurrence of plant pigments in curricular document is another part of this thesis. The study revealed that plant pigments represent only a marginal topic of these publications. The next section of this thesis is a questionnaire survey about utilization of inquiry based science education among the teachers of biology in upper primary school. The results showed that most of the teachers were well acquainted with the method and applied it during their teaching. The last section of this thesis contains two proposals for experimental tasks of inquiry-based science education of plant pigments, which are focused on interface of biology and chemistry. Both tasks were successfully solved.

The aim of the dissertation is to compare the efficiency of inquiry-based teaching versus standard frontal teaching on the topic of the human excretory system at secondary school. In the theoretical part of the thesis a content analysis of pedagogical and psychological literature, focusing on the efficiency of education and inquiry-based teachig, was conducted. Furthermore current Czech curricular documents were analyzed, i.e. the Framework Education Programme for secondary schools and available biology textbooks for secondary schools. In the practical part, based on these analyses and the study of pedagogical and psychological literature, lesson plans for the frontal teaching and inquiry-based teaching were prepared, including a proposal for research activities for experimental education. To compare the efficiency of selected teaching methods, a research tool was created - a pre-test, a post-test 1, a post-test 2 and questionnaires for students and teachers. Students and teachers of seven grammar schools in Prague were involved in the didactic experiment. The aim of the questionnaire was to provide further data and describe in detail the statistical data collected from the testing of the students. The analysis of the questionnaire data revealed a large consensus between students and their...

The main target of the thesis is to find the impact of using inquiry-based science education (IBSE) on pupils' inner motivation and the level of knowledge gained for ISCED 2. To reach that, two consecutive research surveys have been held. In the first part the reaction of pupils to including an IBSE task into a regular lesson has been observed. The impact on their inner motivation has been studied. The correlation between various factors (e.g. type of school, sex) and their changes in inner motivation on observed scales has been evaluated. In the second part, the existence of statistically significant difference between experimental and control group relating the motivation of pupils to do ordinary laboratory tasks has been questioned. That was studied also after implementation of IBSE. The level of knowledge of all the pupils was examined in a similar way. Implementation of IBSE itself was evaluated by an observation of pupils while performing the implemented task as well as by standardized questionnaire Intrinsic Motivation Inventory (IMI) (McAuley et al., 1989; Ryan, 1982). Acquired data have been processed by specialised software IBM SPSS Statistics 25 (IBM Corp., 2017), choosing suitable statistical methods. The results have shown that implementing IBSE tasks in chemistry education decreases...

This diploma work deals with the issues of inquiry methods of teaching at primary schools. The theoretical part provides some reflections on contributions and limits of inquiry methods and defines basic inquiry skills. Activities concerning the theme "seeds, fruit, young plants" for the pupils of the 1.-4.grade are suggested in the practical part. Nine of them were tried out in classes. The results of the action research are summarized in the conclusion. They are related to these research questions: 1. How to adjust inquiry activities in a suitable way for their use in the given classes at primary schools? 2. How do children react to this work style? 3. What demands does this work style make on teachers? 4. What problems concerning partial inquiry skills could emerge? How to continue working at them?

The main concept of this final thesis is the genesis of educational material within the application concept of inquiry based education in geography at primary school or lower level schools. The central theoretical framework was chosen issue urban geography, as one of the most actual discussed geographic sub-disciplines. The newly formed educational material will have a complexial form - except themselves textbooks for pupils will be created methodological guide for teachers. Inquiry based education wants in a school closer to real scientific process , pupils and use to anchor the separate handling of information. Pupils tries to fix minor problems, verify their hypotheses using the process set out by research, analyze everything and then synthesized. The method , together with the knowledge of geography of the city are developed through work with GPS logger. The educational material is within the next stopover implemented in selected schools . Using the questionnaire, pupils and teachers the author provide valuable feedback.