The diploma thesis is a reflection on the concept of error; it defines error in regard to language norm and language usage. It deals with errors committed by high school students. In addition, it seeks to uncover at least some of the causes why and how the error occurs, and it focuses on the influence of interference. It examines whether the phenomena that do not occur in Czech, are actually more difficult to understand and then to use in practical language. In the theoretical part the work also treats the issue of fault assessment, answers the critical questions in this area and summarizes some recommendations to the motivational and constructive evaluation that leads to understanding of the problem, and thus eliminating errors. In the practical part, it introduces the text which served as a basis for the research. In addition to the translation, students were also asked questions about the style of teaching, learning, assessment and their motivation for the studying French. Conclusions drawn from both the translations and the interviews are presented at the end of work. Keywords: error, grammar, meaning, speaker, interference, evaluation, learning styles, motivation, translation, written production

Este ensayo trata de aplicaciones móviles para el aprendizaje de lenguas. Se han estudiado siete aplicaciones móviles de uso frecuente. El objetivo de este ensayo es arrojar luz y generar reflexiones sobre el uso de técnicas de motivación en aplicaciones de aprendizaje de lenguas. Las preguntas de investigación son: ¿Qué técnicas se usan para crear y mantener la motivación en las aplicaciones de aprendizaje de lenguas? ¿Cómo se relacionan estas técnicas con las teorías de la motivación? Los resultados muestran que las técnicas de motivación en las aplicaciones se basan principalmente en las teorías conductistas y que las teorías cognitivistas se utilizan de forma muy limitada. Asimismo, la mayoría de las aplicaciones usan técnicas similares, muchos de estas técnicas provienen de la industria de los videojuegos, p.ej. se pierden corazones o vidas si se cometen errores y se ganan estrellas o puntos si se tiene éxito. Otra técnica común es que se mantiene una racha si se practica en una secuencia continua de días. Sin embargo, hay diferencias grandes entre las aplicaciones, p.ej. existe una gran variación en la cantidad de libertad que tiene el estudiante durante su proceso de aprendizaje. En algunas aplicaciones la autonomía del estudiante para elegir lo que quiere estudiar es ilimitada, mientras que en otras aplicaciones los resultados alcanzados controlan casi completamente a qué material tiene acceso el estudiante. Es obvio que los desarrolladores de las aplicaciones están estudiando y copiando parcialmente las aplicaciones de los demás, aunque también parece que cada empresa tiene su propio “caballo de batalla”: su idea sobre cómo se aprenden lenguas de manera más efectiva. Asimismo, es notable que la mayoría de las aplicaciones se centren en el aprendizaje de vocabulario, mientras que los estudios han demostrado que las aplicaciones para móviles que se enfocan en leer, escuchar y hablar obtienen los mejores resultados de aprendizaje. La conclusión es que las aplicaciones estudiadas emplean solo un conjunto limitado de técnicas para mejorar la motivación y que las técnicas basadas en teorías cognitivistas se podrían usar mucho más. Los desarrolladores podrían considerar “killing their darlings" y trabajar más con un espíritu abierto, tanto en lo que se refiere a la motivación como al contenido de las aplicaciones. / This essay deals with mobile applications for language learning. Seven frequently used applications have been studied. The objective is to shed light and generate reflections on the use of motivational techniques in mobile applications for language learning. The research questions are: What techniques to create and maintain motivation are used in language learning applications? How do these techniques relate to the theories of motivation? The results show that motivational techniques in applications are based mainly on behaviourist theories and that cognitive theories are used to a very limited extent. Likewise, most applications use similar techniques, many of these techniques come from the video game industry, e.g. hearts or lives are lost if mistakes are made and stars or points are won if you are successful. Another common technique is that you “maintain a streak” if you practice in a continuous sequence of days. But, on the other hand, there are also large differences between the applications, e.g. there is a big variation in the amount of freedom that the students have in their learning process. In some applications the student's autonomy to choose what they want to study is unlimited, while in other applications the results achieved almost completely control what material the student has access to. It is obvious that the developers are studying and partially copying ideas from other applications, but it also looks as if  each company has its own "hobbyhorse": an idea about how languages are learned most effectively. It is also notable that most applications focus on vocabulary training, while studies have shown that mobile applications that focus on reading, listening and speaking obtain the best learning results. The conclusion is that the applications studied use only a limited set of techniques to increase motivation and that techniques based on cognitive theories could be used much more. Developers should consider "killing their darlings" and work more with an open mind, both in terms of on how to build and sustain user motivation as well as of the content of the applications.

This study of the motivation to learn English as L2 (as a second/foreign language) provides a local model of L2 motivation which employs a new contextualised perspective. It is based on the socio-cultural backgrounds of the learners and their social relations. This model not only incorporates insights from major debates in the field, but it is also in harmony with recent trends of L2 motivation research. The study had three major objectives. First, it sought to identify the factors that represent Omani students’ motivation to learn English in Oman. Second, it attempted to verify the effects of social relations on motivation. Third, it examined the mechanisms employed by the learners which influence their motivation through personal relations. Since this study views motivation as a complex bundle of constructs, it was more feasible to adopt its most significant factors as determined by the immediate socio-cultural context. Interest and Self-efficacy (SE) were established as the two main constructs representing Omani students’ motivation to learn English as L2. The ‘L2 Motivation Osmosis Model’ was suggested to offer an explanation of the workings of influence on students’ L2 motivation in Oman. This study employed a mixed methodology. A quantitative method was used to confirm the importance of Interest and SE for Omani students. A qualitative study was then designed to further verify this and ascertain the devices employed to influence learners’ motivation. The first question was answered using quantitative and qualitative data. Correlation and Linear Regression statistics were used to verify the importance of Interest and SE. This question was also examined through the students’ depictions of motivated English as L2 learners and the reasons they provided for liking English and why people in Oman learn it. The second question inspected the role of social relations in influencing students’ motivation. The third question studied the devices used by people which influence students’ motivation. The analysis also revealed the importance of the affective dimension expressed through the concept of ‘closeness’, which explains the type and strength of the influence initiated through social relations. This study emphasised the need to consider the socio-cultural context of learners in designing programs and recruiting teachers and the necessity of providing help, encouragement and emotional support. Instead of simply giving recommendations of good practice, the findings of this study provide practitioners with guidelines on how to devise their own plans and guiding principles.

A family is the first educational institution where a child acquires his basic social standards. A family is also the most important institution for human socialization having a great influence on the development of a child‘s personality. Parents form the biggest part of a child‘s environment the development of a child‘s personality greatly depends on them. The aim of this work is to analyse the typical psychological relation between junior schoolchildren and their mothers on the bases of sex and family status. 400 people (200 children aged 9-11 and their 200 mothers) took part in a survey. 5 questionnaires were used for assessing children‘s psychological feelings, inside calmness, self - assessment, worries about school and motivation for learning. For assessing their mothers‘ psychological feelings, inside calmness and self – assessment 3 questionnaires were used. While carrying out a survey there were given 3 hypotheses which turned to be partly approved. A significant relation was defined between girls‘ inside calmness and their mothers‘ psychological feelings as well as between their self – assessment, whereas the same kind of relation between boys and their mothers was not confirmed. There was also defined a significant relation between boys‘ worries about school and their mothers‘ psychological feelings. A second hypotheses which states that in a two – parent family there is a closer relation between the children‘s inside calmness, psychological mood at school... [to full text]

The goal of this research was to create an educational, outdoor Augmented Reality tour for preschool children using Minnesmark editor and mobile application. It started with an ethnographic pre-study which aimed understand the children’s abilities, characteristics and interests. It was followed by a bodystorming session which allowed the children to contribute to the design process together with the designer. Based on all the findings, a context scenario was created which showed the concept of a practicable tour. All the functional and data requirements were specified before creating the tour. The design was intended to be user-centred and to have positive effect on the children’s learning of sustainability and biodiversity. The tour was refined and created as a final product. 10 children participated in the tour which was executed in a forest behind the preschool and the preschool garden. The tour was evaluated which identified the design problems and their possible solutions.

The diploma thesis is concerned with the subject of video game education. The goal of this thesis is to confirm or to disprove the following research hypothesis: "Using new media in formal education has positive or at least neutral impact on student's motivation for learning in comparsion to conventional educative methods" by using both qualitative and quantitative empirical methods. For practical research within the thesis I have chosen Czech educational digital game Europe 2045. The theoretical part introduces current use of new media in education, interactive learning and digital game-based learning and theories of motivations for learning as well as analysis of current digital game-based learning research.

The thesis is focused on Education and motivating seniors in social institutions and it aims to map the possibilities of education for older people. First the theoretical part deals with the current theme of aging, attitudes of the society to the elderly people and also a range of institutional education for seniors. It also points to the fact that the loss of self-sufficiency and social placement into a residential facility must not forcibly terminate social human activity. The author describes the possible pitfalls of seniors' position in the constitutional device, the phase of adaptation and education. Second the practical part compares the qualitative conditions, features of educational work and the satisfaction of seniors with activation - educational programs in various types of residential facilities. The important finding is that a proportionately larger capacity of facilities in increasing the range of educational programs and the satisfaction of educators with creative work. Most of the interviewed seniors are satisfied with educational programs and particularly welcomes a common form of education, aimed at the enhancement of cognitive functions.

The master thesis deals with further education and training in the fields of prison and health services and education. It describes which methods are required in further education and why they can contribute to more efficient planning of education in the particular areas. The theoretical part defines the basic concepts of lifelong learning, analyzes the similarities and differences in the understanding of lifelong learning in strategic documents. Education forms an important part of human resources development and its efficiency depends on the choice of suitable teaching methods and on understanding learners' motivations. In theory, it surveys also training in the particular areas. The findings from the theoretical part are based on the practical part of the degree work, which forms the main point. This practical part is based on the opinions of the employees that have been identified through a questionnaire. The results provide information not only about the specifics of the education methods used in the monitored areas, but also about mutual similarities, and they get closer to the main motivating factors for education. It results from the survey that applied educational methods, which are basically consistent with respondents' views on their benefits and suitability of employees'...

Esta dissertação, inserida em linha de pesquisa de \"História, Filosofia e Cultura no Ensino de Ciências\", abordou a inserção de um episódio da História da Ciência no ensino de Biologia da educação básica. A pesquisa, caracterizada por uma abordagem inclusiva da História da Ciência no ensino de Biologia, foi orientada pelos seguintes objetivos: 1) desenvolver o estudo de um episódio histórico envolvendo a viagem do naturalista inglês Alfred Russel Wallace (1823-1913) ao Brasil, no século XIX; 2) desenvolver um estudo empírico de utilização de episódio da História da Biologia no ensino e aprendizagem de conteúdos de Biologia por meio da elaboração, validação, aplicação e avaliação de uma sequência didática; 3) investigar os efeitos da utilização de um episódio de História da Biologia sobre aspectos motivacionais e emocionais dos alunos durante o ensino e aprendizagem de conteúdos de Biologia. A viagem de Wallace à Amazônia foi analisada segundo a metodologia de pesquisa em História da Ciência, fazendo uso de fontes primárias e secundárias. Foram investigadas a formação inicial do pesquisador e as motivações para a realização da viagem segundo o contexto das expedições científicas do século XIX. Foram ainda discutidas as principais contribuições que ele desenvolveu, particularmente sobre as palmeiras amazônicas. Esse estudo gerou um material que pode servir de subsídio ao professor que deseje abordar esse episódio histórico em sala de aula. A partir desse episódio, foi elaborada uma sequência didática baseada nos estudos de Wallace sobre as palmeiras amazônicas. As palmeiras estudadas por Wallace serviram de base para os alunos realizarem atividades relacionadas à classificação biológica, ao uso de chaves dicotômicas de identificação e à elaboração de uma matriz de classificação filogenética. A sequência didática foi composta de oito aulas desenvolvidas com diferentes estratégias de ensino e aprendizagem, com uso de materiais instrucionais especialmente elaborados para cada aula. Após processo de validação, a sequência didática foi aplicada em duas turmas de 2º ano do Ensino Médio, de uma escola pública, no município de São Paulo, no primeiro semestre de 2013. Foi realizada triangulação de dados obtidos por meio de gravação e transcrição das aulas, bem como aplicação de dois questionários validados pela literatura: um destinado a avaliar motivação e outro a avaliar emoção situacional dos alunos. A análise dos dados obtidos levou à elaboração de uma representação gráfica mapeando as disposições motivacionais e emocionais dos alunos durante as interações de ensino e aprendizagem da sequência didática. Como resultados principais da pesquisa empírica que podem contribuir para a área de ensino de Ciências Naturais em que abordagens históricas estão inseridas, destacam-se evidências de que os alunos responderam positivamente à aprendizagem de conteúdos científicos atuais considerados complexos e distantes do seu dia a dia, como é o caso da classificação filogenética, após esse estudo ter sido provocado a partir dos estudos de Wallace na Amazônia. Esta pesquisa também contribui com a divulgação de uma metodologia para investigar aspectos motivacionais e emocionais dos alunos na aprendizagem de conteúdos de Biologia. Finalmente, estabeleceu alguns parâmetros sobre a contribuição da História da Ciência no ensino de Biologia. / This dissertation, set in search of \"History, Philosophy and Culture in Science Education\" line, addressed the insertion of an episode of the History of Science in Biology teaching of basic education. The research, characterized by an inclusive approach of the History of Science in teaching Biology, was guided by the following objectives: 1) develop the study of a historical episode involving the journey of the English naturalist Alfred Russel Wallace (1823-1913) to Brazil in the nineteenth century; 2) develop an empirical study of using episode of the History of Biology in teaching and learning content biology through the development, validation, implementation and evaluation of an instructional sequence; 3) investigate the effects of using of an episode of the History of Biology on motivational and emotional aspects of learning content for students of Biology. A trip to the Amazon Wallace was analyzed according to the methodology of research in History of Science, using primary and secondary sources. The initial training of the researcher and the motivations for the provision of travel were investigated according to the context of the scientific expeditions of the nineteenth century. We also discuss the major contributions he has developed, particularly on Amazonian palm trees. This study generated a material that can serve as a subsidy to the teacher who wishes to address this historical episode in the classroom. From this episode, we created a teaching sequence based on the studies of Wallace on the Amazon palm trees. Palm trees studied by Wallace served as the basis for students to carry out activities related to biological classification, the use of dichotomous keys for identification and development of a phylogenetic classification matrix. The teaching learning sequence consisted of eight lessons developed with different strategies of teaching and learning, using a specially designed instructional materials for each class. After the validation process, the teaching learning sequence was applied to two groups of 2nd year of High School, a public school in São Paulo, in the first half of 2013. Triangulation of data obtained through the recording and transcription of the classes as well as application of two validated questionnaires in the literature was performed: one designed to assess motivation and to review other students\' situational emotion. The data analysis led to the development of a graphical representation mapping the motivational and emotional dispositions of students during interactions of teaching and learning instructional sequence. As the results of empirical research that can contribute to the area of teaching natural sciences in that historical approaches are inserted, are evidence that the students responded positively to learning of scientific considered complex and current content away from their daily lives, such as the phylogenetic classification, after this study have been caused from the studies of Wallace in the Amazon. This research also contributes to the dissemination of a methodology for investigating motivational and emotional aspects of learning content students in Biology. Finally, set some parameters on the contribution of the History of Science in teaching Biology.

Esta dissertação, inserida em linha de pesquisa de \"História, Filosofia e Cultura no Ensino de Ciências\", abordou a inserção de um episódio da História da Ciência no ensino de Biologia da educação básica. A pesquisa, caracterizada por uma abordagem inclusiva da História da Ciência no ensino de Biologia, foi orientada pelos seguintes objetivos: 1) desenvolver o estudo de um episódio histórico envolvendo a viagem do naturalista inglês Alfred Russel Wallace (1823-1913) ao Brasil, no século XIX; 2) desenvolver um estudo empírico de utilização de episódio da História da Biologia no ensino e aprendizagem de conteúdos de Biologia por meio da elaboração, validação, aplicação e avaliação de uma sequência didática; 3) investigar os efeitos da utilização de um episódio de História da Biologia sobre aspectos motivacionais e emocionais dos alunos durante o ensino e aprendizagem de conteúdos de Biologia. A viagem de Wallace à Amazônia foi analisada segundo a metodologia de pesquisa em História da Ciência, fazendo uso de fontes primárias e secundárias. Foram investigadas a formação inicial do pesquisador e as motivações para a realização da viagem segundo o contexto das expedições científicas do século XIX. Foram ainda discutidas as principais contribuições que ele desenvolveu, particularmente sobre as palmeiras amazônicas. Esse estudo gerou um material que pode servir de subsídio ao professor que deseje abordar esse episódio histórico em sala de aula. A partir desse episódio, foi elaborada uma sequência didática baseada nos estudos de Wallace sobre as palmeiras amazônicas. As palmeiras estudadas por Wallace serviram de base para os alunos realizarem atividades relacionadas à classificação biológica, ao uso de chaves dicotômicas de identificação e à elaboração de uma matriz de classificação filogenética. A sequência didática foi composta de oito aulas desenvolvidas com diferentes estratégias de ensino e aprendizagem, com uso de materiais instrucionais especialmente elaborados para cada aula. Após processo de validação, a sequência didática foi aplicada em duas turmas de 2º ano do Ensino Médio, de uma escola pública, no município de São Paulo, no primeiro semestre de 2013. Foi realizada triangulação de dados obtidos por meio de gravação e transcrição das aulas, bem como aplicação de dois questionários validados pela literatura: um destinado a avaliar motivação e outro a avaliar emoção situacional dos alunos. A análise dos dados obtidos levou à elaboração de uma representação gráfica mapeando as disposições motivacionais e emocionais dos alunos durante as interações de ensino e aprendizagem da sequência didática. Como resultados principais da pesquisa empírica que podem contribuir para a área de ensino de Ciências Naturais em que abordagens históricas estão inseridas, destacam-se evidências de que os alunos responderam positivamente à aprendizagem de conteúdos científicos atuais considerados complexos e distantes do seu dia a dia, como é o caso da classificação filogenética, após esse estudo ter sido provocado a partir dos estudos de Wallace na Amazônia. Esta pesquisa também contribui com a divulgação de uma metodologia para investigar aspectos motivacionais e emocionais dos alunos na aprendizagem de conteúdos de Biologia. Finalmente, estabeleceu alguns parâmetros sobre a contribuição da História da Ciência no ensino de Biologia. / This dissertation, set in search of \"History, Philosophy and Culture in Science Education\" line, addressed the insertion of an episode of the History of Science in Biology teaching of basic education. The research, characterized by an inclusive approach of the History of Science in teaching Biology, was guided by the following objectives: 1) develop the study of a historical episode involving the journey of the English naturalist Alfred Russel Wallace (1823-1913) to Brazil in the nineteenth century; 2) develop an empirical study of using episode of the History of Biology in teaching and learning content biology through the development, validation, implementation and evaluation of an instructional sequence; 3) investigate the effects of using of an episode of the History of Biology on motivational and emotional aspects of learning content for students of Biology. A trip to the Amazon Wallace was analyzed according to the methodology of research in History of Science, using primary and secondary sources. The initial training of the researcher and the motivations for the provision of travel were investigated according to the context of the scientific expeditions of the nineteenth century. We also discuss the major contributions he has developed, particularly on Amazonian palm trees. This study generated a material that can serve as a subsidy to the teacher who wishes to address this historical episode in the classroom. From this episode, we created a teaching sequence based on the studies of Wallace on the Amazon palm trees. Palm trees studied by Wallace served as the basis for students to carry out activities related to biological classification, the use of dichotomous keys for identification and development of a phylogenetic classification matrix. The teaching learning sequence consisted of eight lessons developed with different strategies of teaching and learning, using a specially designed instructional materials for each class. After the validation process, the teaching learning sequence was applied to two groups of 2nd year of High School, a public school in São Paulo, in the first half of 2013. Triangulation of data obtained through the recording and transcription of the classes as well as application of two validated questionnaires in the literature was performed: one designed to assess motivation and to review other students\' situational emotion. The data analysis led to the development of a graphical representation mapping the motivational and emotional dispositions of students during interactions of teaching and learning instructional sequence. As the results of empirical research that can contribute to the area of teaching natural sciences in that historical approaches are inserted, are evidence that the students responded positively to learning of scientific considered complex and current content away from their daily lives, such as the phylogenetic classification, after this study have been caused from the studies of Wallace in the Amazon. This research also contributes to the dissemination of a methodology for investigating motivational and emotional aspects of learning content students in Biology. Finally, set some parameters on the contribution of the History of Science in teaching Biology.