In this study, the aim has been to investigate how different educational materials in the nature science subjects are designed with the intention of how many and what types of laboratory activities the pupils will encounter to contextualize the abstract nature of science to develop their understanding of the content and working methods of science. In order for the pupils to have the opportunity to develop a scientific understanding, it is necessary that they have the opportunity to use their senses to interpret the text that is presented to them. Through various sensual, experimental, and practical activities, pupils can gain an understanding of the abstract phenomena, concepts, and explanatory models of natural science. In today's schools, there are many teachers who use educational materials as their point of departure when teaching science. Educational materials have an important role in science teaching, but depending on how the educational materials are designed, they provide different conditions for learning. In this study, the number of laboratory activities, that appear in different educational materials for science teaching, is investigated, as well as whether these laboratory activities are designed in terms of their degree of freedom and openness. The following questions have been addressed in order to achieve the purpose of the study: - How many laboratory activities can be found in the various educational materials?-  Are there more laboratory activities in any of the three nature-oriented subjects, biology, physics, or chemistry? - What types of laboratory activities do the pupils encounter in the educational materials and what degree of openness and freedom do they include? The investigation has been carried out through a qualitative and quantitative text and content analysis where various educational materials have been analyzed based on the context-based learning (CBL) theory and the theory of laboratory classification. The results of the qualitative and quantitative text and content analysis showed that certain educational materials give the pupils more opportunities to connect the scientific content to real experiences. The results also showed that some educational materials have a greater variety of different laboratory forms where the pupils have the opportunity to develop an understanding of the different working methods and content of the natural sciences. The conclusion that can be drawn after this study is therefore that it is important that teachers carefully review the various2educational materials to gain insight into their design. Through insight into the design of the educational materials, the teacher can then supplement the educational materials with, for example, laboratories of varying degrees of openness and freedom to give the pupils the opportunity to fulfill the goals in the curriculum.

Teachers, while teaching, are facing to some sections of schoolwork which make serious problems to understand. The main task of this diploma thesis is solving the issue of organic chemistry on the field of Gymnasium. The pedagogical attitude was chosen for the selection of problem parts. New educational materials were purposed on the basis of gathered information and thanks to the research the efficiency of teaching the organic chemistry and its problematic parts should augment the undestanding of the problematic parts as well as the bettering of education. Theoretical part of the diploma thesis looks into the methodology of pedagogical research, curriculum documents, didactic methods and forms and literature exploration of defined problem parts of textbooks of organic chemisty for the high schools. Consequently, the practical part exposes results of the performed pedagogical research and the analyse of schoolbooks. Including noticed facts, the main output of the dissertation is the package of the new educational materials and various methods of education focused on the specific parts of the curriculum of organic chemistry, specificaly the set of the new instructional backgrounds solving the circumstances of organical chemistry. These educational materials and the proposed methods of education were also...

v anglickém jazyce The present M.A. thesis deals with teaching the Czech for foreigners in the preschool education institution. The work with the preschool children is connected with lots of specifics and thus it requires teacherʼs special attitude towards their very young learners. Children- foreigners often come from families, where nobody speaks Czech and their vocabulary is very restricted. Therefore, their inclusion into the Czech educational environment is not easy. In the theoretical part, at first we will focus on analysis of curriculum documents for preschool education, particularly with regard to children-foreigners. Afterwards, we will pay oneʼs attention to possibilities of support of integration of children-foreigners during education in Czech preschool institutions. After that, we will outline the aspects accompanying foreigners' integration into teaching and theoretical ways for child-foreigners integration process. At the end of the theoretical part, we characterize group and individual courses. Two case studies are subject of the empirical part and they contain the complex analysis of situation of children-foreigners in selected preschool institutions.