This paper deals with interactive teaching of stereometry at a secondary vocational school. All the created educational materials are mainly focused on the teaching of stereometry at a Secondary Vocational School of Engineering and are based on the Framework Educational Programme valid for this type of study. However the application of these interactive materials in teaching of stereometry at other schools is also possible. The aim of this thesis is to present stereometry, which is a relatively difficult chapter of study, in an easy way, using modern means provided by the present time. To make the teaching of stereometry more effective, in my thesis I use an optimal number of programs as well as a lot of dynamic applications that facilitate the teachers´ and students´ work.

In this thesis, I explain to pupils principle accessible form of computer networks, the method of their protection and monitoring. I created an interactive teaching material for primary school pupils, who is familiar with this issue so that your concept of what a computer network works, how it can be secured against intruders, and how we can monitor the operation of the network.

In my thesis I deal with the interactive teaching functions and statistics thanks to computer learining materials I have created. The thesis is divided into three parts. The first part is theoretical, that contains basic educational knowledge about teaching functions, statistics and mathematics in general. The second part is devoted to the description of learning environment and learning materials. In the third part i tis described the research done in the second year of secondary school.

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<p>Ova disretacija bavi se korpusnom<br />IZ lingvistikom, ali iz perspektive teorijskih<br />metodolo&scaron;kih i praktičnih aspekata<br />koncipiranja kursa korpusne lingvistike koji<br />je utemeljen na principima interaktivne<br />nastave. Glavni cilj ovog istraživanja jeste<br />da se u njemu formuli&scaron;u principi<br />projektovanja interaktivnih kurseve koji su<br />usklađeni sa sadržajima studijskih programa<br />i sadržaja ostalih kurseva, ali i koji su<br />pedago&scaron;ki efikasni i orijentisani na studenta.<br />Drugi cilj istraživanje jeste da se u skladu<br />sa ovim principima koncipira kurs korpusne<br />lingvistike koji je optimalno prilagođen<br />uvođenju korpusne lingvistike i interaktivne<br />natave na diplomske akademske studije<br />anglistike u Srbiji. Treći cilj istraživanja je<br />da proveri inicijalnu hipotezu da će kurs<br />korpusne lingvistike projektovan u skladu sa<br />principima koncipiranja interaktivne natave i<br />sproveden u hibridnom okruženju biti<br />superioran u odnosi na kurs istih sadržaja ali<br />sproveden isključivo primenom<br />tradicionalnih metoda nastave.</p> / <p>This thesis deals with corpus linguistics, but<br />AB from the point of view of theoretical,<br />methodological and practical aspects of<br />designing a course in corpus lingusitics<br />which is based on the principles of<br />interactive teaching and learning. The main<br />aim of the research is to formulate principles<br />of designing interactive courses which are<br />alligned with curricula and syllaby, but<br />which are also pegogically efficient and<br />student-friendly. The secondary aim is to<br />design a course in accordance with these<br />principles which is optimally suitable for<br />introducing corpus linguistic and interactive<br />teaching methods to MA studies of English<br />language and linguistics in Serbia. The third<br />aim of the research is to test the initial<br />hypothesis that a course designed in accordance with interactive principles of course design and realized as a hybrid course will be superior to the same course based entirely on traditional teaching methods.</p>

v anglickém jazyce: This Diploma thesis aim is to describe the issue of the interactive whiteboard use, as well as its advantages and disadvantages at the lessons of Music. The goal of the Theoretical part is to cover the history of the interactive whiteboard application, the main types of boards, their characteristics, programmes, available learning programmes etc. The Practical part offers several personal examples of the work with the interactive board proven to be successful in my educational music practice. A research of the use of the interactive whiteboard by the primary teachers at a chosen sample of elementary schools will also be included.

The diploma thesis maps interactive teaching in high school as a actual phenomenon. The aim of the thesis is to understand the current situation within the interactive teaching and to introduce possibilities how to realize the teaching with the elements of interactivity. The theoretical part describes various views of interactivity and its wildcards. This results in the characteristic elements of interactive teaching and the benefits that interactive teaching brings. The thesis also introduces current digital technologies that can be used in school education. It specifies what the specific technologies can be used for, what their advantages and disadvantages are. In the empirical part, the thesis examines one secondary school in Prague Hostivař for a closer understanding of the current situation of interactive teaching. This is done by using a questionnaire survey. The part of the empirical part is the design and implementation of teaching activities using interactivity, which are based on the theoretical basis and information found by the research. The activities are carried out directly in the classroom and subsequently evaluated by the pupils themselves. Subsequently, the activities are evaluated by the usability within the classroom, their versatility of use and the risks that they may face in...

This thesis explores senior high school student learning in biology in Taiwan. The Confucian-heritage culture and beliefs associated with high stakes examinations influences the learning context in biology. There is a considerable body of international research on teaching and learning in senior high biology. There appears to be limited research on student and teacher views of learning in biology in this context. A social constructivist view of learning underpins this study. Using an interpretive paradigm, this study explores student and teacher perceptions of student learning experiences in senior high school biology. There are three phases in this study. In the first phase, Grade 11 and Grade 12 students and teacher perceptions of the existing teaching and learning situation in biology was explored. In the second phase, an intervention was designed and implemented for Grade 12 students. In the third phase, the intervention was evaluated. The findings of this study indicate that most students take biology to increase their options for entering tertiary education. Noticeably, they were using learning approaches that they most disliked to increase their biology marks. Most of them considered the current biology classes were very effective in coping with the major examination, but the teaching was monotonous and teaching content as seemingly unrelated to real life. The teachers perceived that student learning was passive, which contributed to the teachers feeling of exhaustion. Qualitative and quantitative data indicated that both the students and teachers were dissatisfied with the current teaching and learning situation. A more interactive teaching and learning approach and more student responsibility in investigations were suggested by the respondents. An intervention programme based on a social constructivist view of learning, including interactive teaching and open investigation, was designed and implemented. The intervention (70% lecture classes and 30% experiment classes) problematised the traditional lesson structure (90% lecture classes and 10% experiment classes) of senior biology in Taiwan, seeking a more cohesive and integrated overall structure for learning biology. Evaluation of the intervention programme suggested that through student-teacher and student-student interactions student conceptual and procedural understanding of biology was facilitated and their attitudes towards learning were enhanced. A few of the students could not accept the intervention as it conflicted with their view of learning in an examination culture. The implications of this research are that more teacher-student and peer interactions and open-ended investigations can lead to enhanced learning in biology in Taiwan for most senior high school students. Social constructivist approaches to teaching and learning are viable in a Taiwanese biology classroom context. The study also showed the potential for open investigations in this context.

Life alteration stipulates the changing of education ideas, the search of new teaching and learning theories and methods is going on. For a contempory pupil it is not enough to have only formal knowledge and abilities. He/she must become an initiative person having a critical way of thinking and being able to work and create in this constantly changing world. A modern person should be able to learn continually and improve himself/herself as well as his/her activities. From this point of view it is important to understand that studies for each person are not over when he finishes school or any other educational institution, he is an active learner in everyday life and activities. In order to estimate our unique experience, to improve our knowledge and to see what else we need for our improvement we must master modern methods of active teaching which deliberately help to plan learning activity. Such learning activity should be full of sense. In the documents regulating the content of education at comprehensive schools in Lithuania the constructive direction of education is encouraged, the creation of the system of valuable rules is underlined, the importance of educating different kinds of abilities is mentioned, by various methods teachers are stimulated to encourage pupils’ self-dependence and to create auspicious conditions for this at the lessons. Searching to combine these two spheres it is relevant to encourage cognitive processes employing interactive learning strategies... [to full text]

This thesis deals with implementation of computer technologies to teaching practice of mathematics in the 7th year of elementary school. The thesis is divided into two parts ? a theory and an application. The theory includes the most important knowledge of interactive teaching divided into teaching with interactive whiteboard and computer assisted learning. It also discusses approaches to teaching mathematics as an important part of education and connecting problem solving into education. The application includes worksheets that introduce the usage of interactive issues in education and description of a trial performed in the 7th class of elementary school. The aim of the trial was to find out the influence of interactive education to dealing with mathematical problem solving