This diploma thesis deals with the use of interactive whiteboards in the second grade primary Cicics lessons. The theoretical part focusees on the general approach to interactive whiteboard and their significance in the Framework Educational Programe; the importance, principle and features of interactive whiteboards. A key part of interaktiv whiteboards is also their technology and available programmes for teaching. Texttbooks are another Essentials part especially in these case so-called interactive textbooks. The practical part analyse the questionnaires which serve to evaluace the importance of interactive teaching, its advantages and disadvantages in teching Civics.

This diploma thesis is aimed at teaching geometry at basic schools with the computer support in Elica Dalest programme. The main target is to create worksheets with the support Elica Dalest programme. These worksheets are put not only in printed form and on CD but they can be found on the Internet. The content of the diploma thesis is the introduction with the teaching of geometry at basic schools, showing particular applications of Elica Dalest, description and evaluation of created worksheets. Worksheets should approach given software to the teachers and make the teaching of geometry special.

The importance of effective and content specific professional development, particularly civic education, is well established in the literature. This study sought to determine if the Mississippi We The People Summer Institute (MSWTPSI) had an impact upon content knowledge, teaching strategies, and dispositions of social studies teachers. The MSWTPSI professional development model is consistent with civic education scholars? and education researchers? recommendations for effective professional development. This study employed a mixed methodology to address three research questions. Data originated from pre- and post-tests and surveys of 27 MSWTPSI participants. Additionally, from a volunteer pool of 15, six teachers participated in interviews, observations, and lesson plan reviews. Regarding the impact of the MSWTPSI upon participants? content knowledge, from the qualitative analysis, findings indicated that participants were impacted (i.e., increased knowledge, rekindled interest in the Constitution), while findings from the quantitative analysis showed no statistically significant difference. From the quantitative analysis, findings regarding the MSWTPSI?s impact upon participants? teaching strategies indicated a statistically significant difference (p < .02). Concurrently, findings from the qualitative analysis indicated the MSWTPSI did impact participants? teaching strategies. Findings from the quantitative analysis regarding the Institute?s impact on participants? dispositions indicated a statistically significant difference (p < .04) likewise; qualitative findings indicated an impact upon participant dispositions (i.e., more confidence, more enthusiasm). Results suggested that participation in the MSWTPSI did impact participants? content knowledge, teaching strategies, and dispositions. Conclusions drawn from the results indicated that the MSWTPSI was effective. Results also support the recommendation of researching more state institutes. Additionally, it is recommended that a longitudinal study examining participants? content knowledge, teaching strategies, and dispositions be conducted through principal evaluations to disclose MSWTPSI effects. Overall, participants? comments concerning the MSWTPSI were positive.

This diploma thesis contains two main themes in the education of students in secondary vocational schools. The first topic are equations that form basis of the study in the field of mathematics and their understanding is therefore needed for successful completion of studies. The secondary issue is financial mathematics which gives pupils the basic knowledge in this field and defines key terms. Each successful graduate is therefore familiar with concepts that will meet every day.

The aim of this study is to examine how teachers understand interactive methods in history education in secondary and upper secondary school. The study is based on learning theories by Lev Vygotskij, John Dewey and Jean Piaget on how different interactive teaching methods can enhance pupils’ literacy. The method used is a qualitative study which is analyzed inductively through thematic strategy. The findings show how teachers perceive the usefulness in interactive methods and its role in improving literacy in historical concepts.

The purpose of this essay is to explore how the application of the Alexander Technique, as taught from the point of view of the Interactive Teaching Method (ITM), can be of benefit in performance preparation as well as in the enhancement of the musician’s practice and performance in general. Although the specific performance described in this paper was for violin, the argument is made that the exploration and methods of practice would be of benefit to any musician. This paper describes the experience of a study of the Alexander Technique. Information is provided about the Alexander Technique, its origins, principles and practices. The application of Alexander’s work to violin playing in general is discussed, and specifically to the preparation for the performance of Sonata Duodecima by Isabella Leonarda. / <p>Isabella Leonarda: Sonata Duodecima Opus 16</p><p>Elizabeth Jackquet De La Guerre: Sonata No 1 in D minor for Violin &amp; Cembalo</p><p>Antonio Bonparti: Invention No 1 in A major (from 12 Inventions for Violin)</p><p>Baroque Violin: Aingeala De Búrca</p><p>Cembalo: Mayumi Kamata</p><p>The sounding part has been archived.</p><p></p>

The thesis examines the use of the interactive whiteboard in the lower primary schools since the interactive whiteboard is a commonly used teaching aid nowadays. Based on references to literature and an empirical study, the thesis aims to describe the various possibilities of the efficient usage of the interactive whiteboard in education. The theoretical part opens with the description of information and communication technologies in general and the usage of the interactive whiteboard in the classroom. It focuses on its advantages and disadvantages, lists examples of its features available, and closes with an illustration of interactive teaching. It also introduces SMART Notebook collaborative learning software and describes its features. The empirical part employs both the quantitative and the qualitative research. The quantitative part is based on a questionnaire aimed at teachers at lower primary schools and investigates how the teachers use the interactive whiteboard in their classrooms. The qualitative part is devoted to a set of interactive materials designed for the subjects Czech language and Maths, which were subsequently tested in the third grade of a lower primary school.

TITLE: Use of illustration in Russian language teaching. ABSTRACT: The aim of the thesis is the illustration, using the principle of clarity in the teaching of foreign languages and an analysis of interactive textbook for Russian Raduga po-novomu 1 in comparison with its printed form. The basis of the work creates the monitoring of progress of the concept of clarity, the using of visual aids and different teaching methods from J. A. Comenius to the present, when we have a modern education technique at the disposal, which allows the application of the principle of illustration in all its forms. The survey questionnaire form is designed to measure the level of popularity of modern teaching techniques for visual teaching. KEYWORDS: Illustration, principle of clarity, visual teaching, teaching method, motivation, interactive teaching, interactive board, interactive textbook.

<p>U doktorskoj disertaciji&nbsp; je najpre sagledana teorijska osnova primene računara i interaktivne nastave u nastavi biologije.</p><p>Za potrebe eksperimentalnog istraživanja kreirane su prezentacije 10 nastavnih jedinica iz nastavne teme Osnovi molekularne biologije prema programu&nbsp; biologije za IV razred gimnazije prirodno-matematičkog smera u Preziju. U eksperimentu sa paralelnim grupama ova nastavna tema je u eksperimentalnoj grupi realizovana<br />interaktivnom nastavom uz podr&scaron;ku računara radom u parovima, a u kontrolnoj grupi tradicionalnom nastavom.</p><p>Pedago&scaron;ki eksperiment je sproveden na uzorku od 142 učenika (72 učenika u E i 70 učenika u K grupi).</p><p>U istraživanju su primenjeni sledeći instrumenti: inicijalni test, finalni test i retest (sva tri testa su obuhvatala pitanja na tri nivoa znanja: poznavanje činjenica, razumevanje pojmova i analiza i rezonovanje) i anketa za učenike E grupe o primeni interaktivne nastave biologije uz podr&scaron;ku računara.</p><p>Na&nbsp; početku&nbsp; istraživanja E&nbsp; i K&nbsp; grupa su ujednačene&nbsp; na&nbsp; osnovu: op&scaron;teg&nbsp; uspeha&nbsp; učenika, uspeha iz biologije i hemije na&nbsp; polugodi&scaron;tu IV razreda gimnazije&nbsp; i na osnovu rezultata&nbsp;&nbsp; inicijalnog&nbsp; testa&nbsp; znanja iz&nbsp; biologije.&nbsp; Nakon obrade nastavne&nbsp; teme&nbsp; Osnovi molekularne biologije&nbsp; primenom različitih modela&nbsp; nastave u E i K grupi izvr&scaron;eno&nbsp; je&nbsp; finalno test i ranje učenika E i K grupe,&nbsp; a&nbsp; nakon 60 dana ponovno testiranje (retestiranje)&nbsp; učenika&nbsp; obe&nbsp; grupe&nbsp; istim testom. Učenici E grupe su nakon zavr &scaron;enog ist raţivanja po punili anket u u ko jo j s u izneli svoje mi&scaron;ljenje o kvalitetu multimedijalnih prezentacija kreiranih u Preziju i učenju biologije interaktivnom nast avom uz podr&scaron;ku računar a.&nbsp; Rezultati testova znanja učenika E i K grupe i ankete predstavljeni su odgovarajućim statističkim parametarima.</p><p>Učenici&nbsp; E grupe&nbsp; su ostvarili znatno bolji&nbsp; uspeh od učenika&nbsp; K&nbsp; grupe&nbsp; na&nbsp; finalnom&nbsp; test u i retestu u celini&nbsp; i na sva tri nioa znanja: poznavanje činjenica, razumevanje pojmova i analiza i rezonovanje. Ostvarene razlike u postignuću učenika E i K grupe na finalnom testu i retestu u celini i na sva tri nivoa znanja su bile u korist E grupe i statistički su značajne.</p><p>Rezultati ankete su pokazali da učenici eksperimentalne grupe imaju pozitivno mi&scaron;ljenje o kvalitetu prezentacija nastavnih jedinica iz nastavne teme Osnovi molekularne biologije kreiranih u Preziju, kao i o primeni interaktivne nastave biologije uz podr&scaron;ku računara u gimnaziji.</p><p>Rezultati istraživanja su pokazali veću efikasnost interaktivne nastave biologije uz podr&scaron;ku računara u odnosu na tradicionalnu nastavu, a rezultati ankete da učenici prihvataju inovativni pristup nastavi biologije. Oni takođe ukazuju na potrebu veće zastupljenosti&nbsp; savremenih didaktičkih modela u nastavi biologije i drugih prirodnih i<br />dru&scaron;tvenih nauka.</p> / <p>Firstly, doctoral dissertation overviews theoretical aspect of computer application and interactive teaching in biology teaching.</p><p>For the purposes of experimental research, 10 Prezi presentations of teaching units from Basics of molecular biology for the 4 th grade of grammar schools, science major was created. This teaching topic was realized in experimental group by means of interactive teaching with the support of computers and pair work, whereas the teaching method applied for the control group was the traditional one.</p><p>Pedagogical experiment was conducted on the sample of 142 students (72 students in the E group and 70 students in the C group).</p><p>The following instruments were applied during the research: init ial test, final test and&nbsp; retest (all the tests comprised the questions from three different levels of knowledge: knowledge of facts, comprehension of notions and analysis and reasoning) and the questionnaire for the&nbsp; E group students about application of i nteractive biology teaching with computer support.</p><p>At the beginning of the research&nbsp; the&nbsp; E and the&nbsp; C groups were levelled according to: general success at school, grades in biology and chemistry in the first semester of the fourth grade of grammar&nbsp; school a nd initial test results in biology. After the completion of teaching process regarding the topic Basics of molecular biology by applying different models of teaching in the&nbsp; E and the&nbsp; C groups the final testing was conducted for the students of the&nbsp; E and the&nbsp; C groups followed by retesting for both groups in 60 days. After the test the E group students completed a questionnaire giving their opinion on quality of multimedia Prezi presentations and learning biology through interactive teaching method with computer support.&nbsp; The knowledge test results for the students of&nbsp; the&nbsp; E and&nbsp; the&nbsp; C groups were present ed by means of statistical parameters.</p><p>The E group students achieved far better results compared to the C group of students&nbsp; in final test and retest at all three&nbsp; tested&nbsp; levels of knowledge: knowledge of facts, comprehension of notions and analysis and reasoning. The differences in student achievement between the groups E and C in final test and retest at all levels of&nbsp; knowledge were in favour of the E group&nbsp; and also statistically significant.</p><p>The questionnaire results indicated that the students in experimental group have positive opinion on the quality fpresentation of teaching units from the teaching topic Basics on molecular biology that were created in Pre zi application as well as positive opinion of application of interactive teaching and computers in biology teaching for grammar schools.</p><p>The results of the research showed higher efficiency of interactive biology teaching with computer support compared to traditional teaching and the results of the questionnaire showed that the&nbsp; students accept the innovative approach to biology teaching. The results also point out the need for growing presence of modern&nbsp; didactical models not only in biology teaching but also in teaching other natural and&nbsp; social sciences.</p>

This diploma thesis deals with teaching of place-value systems in secondary school with use of created computer program. The theoretical part of the thesis deals, apart from other things, with some good reasons to teach non-base ten systems. The main part of the thesis deals with created computer program that contains teaching of binary number system and with created computer model of a counting device. These programs are also accessible from the internet. Results of experimental teaching that took place in two secondary schools are included in the thesis as well.