According to the data of Kaunas health centre, every fourth pupil from Kaunas district secondary school has vision disorder, spine curvature is diagnosed to every tenth pupil, and every sixth or seventh pupil has disordered posture. Psychologists and medics are convinced: the reason is that pupils sit in front of books for a long time, they have lost of homeworks, educators are not able to adjust their load. Though it is recommended to improve the timetables of lessons, limit assessments and homeworks, the real situation at school is different.

This Thesis is focused on electronization of schools and on using of Electronic Pupil's Evidence. Possibilities of mobile client developing for these systems and user requirements are examined. It introduces demonstration application and describes implementation for Android. It presents results from testing with users and experience with demonstration application. Finally it describes possibilities of extension and connection to real system.

TITLE: Teaching approaches to pupils' concept development about computer programming in SCRATCH AUTHOR: Bc. Hana Šandová DEPARTMENT: Department of information technology and education SUPERVISOR: Doc. RNDr. Miroslava Černochová, CSc. ABSTRACT: This thesis deals with perceptions of pupils about how computers and computer programs work. The main objective is to inquire of pupils (ISCED-2) about how computer and computer programs work, and what ideas influence them. The theoretical part focuses on the history of the use of computers in teaching and an analysis of current approaches to teaching computer science and programming in the Czech Republic and in selected European countries. The practical part is devoted to mapping concepts of pupils aged 11-14 years involved in a teaching experiment organized at two schools in Prague, the aim of which was to examine the impact of teaching programming in "Scratch" over one semester in relation to pupil's ideas about how a computer works and in terms of the development of pupil's computational thinking. KEYWORDS: pupil's imagination, algorithm, programming, computational thinking, Scratch

The main aim of my thesis was to come up with a manual for microscopic practices for elementary school's biology classes that are useful and easy to understand. The practices were drawn from ordinary textbooks (such as Fortuna, Fraus, Jinan, Natura, Nová Škola, Prodos, Scientia, SPN) that are often used for teaching pupils from 6th to 9th grade of elementary school. I also added interesting facts and practices which were drawn from the internet. I also focused on the pupil's attitude to microscoping using special questionnaires. Pupils wrote that their relationship with microscoping is positive and it helps them to understand the biology curriculum more. Furthermore, I gained information about the frequency that they practice microscoping at school. Although there are not enough biology lessons overall, I find out that most teachers usually manage to practice microscoping in class once every two weeks. In the theoretical part of the thesis, I focused on the structure of the optical microscope, which is used in classes and on the making of a temporary and permanent preparation. I also clarified the importance of microscoping practices and the pupil's opinions about it. Lastly, I added an overview of biology textbooks used in primary schools and grammar schools. Keywords: microscope, laboratory...

This Master's thesis is divided into the theoretical and research part. The theoretical part is focused on the concept of primary education, in particular on the area of key competences. The thesis submits methods through which pupil's key competences can be developed. The major focus is placed on the pedagogical device which develops key competences and that is a pupil's portfolio. The thesis describes different types of the portfolio as well as its importance especially in the process of self-assessment of the pupil. The main aim of the research part is to investigate the benefits of using the pupil's portfolio and to describe its forms in different grades at primary school. This part is primarily focused on the concept of working with portfolio at two different primary schools. There are also interviews with teachers and pupils which suggest arguments why working with the portfolio is beneficial and what possible difficulties can occur. Responses which were received from the interviews with teachers show that the main benefits of working with the pupil's portfolio include the possibility of gathering pupil's works at one place, developing some system, storing of works, providing and documenting of pupil's results. All this is can be used especially during consultations with parents and the pupil.

This work is cross-examining of thinking pupils in an environment of numbers, perceived through their eye movements, hands and other gestural expressions associated with an accompanying oral commentary. First personal contact with the detection of numerical relationships through the eyes of children I made at work with pupils. Later I analyzed the video where such work is recorded. And I watched not only pupils, but also myself as teacher while working with them. Support for me was also my individual work on similar tasks, which approached me of thinking pupils. Closer analysis of the video I conducted with two pupils. This analysis allowed me to record a detailed description of pupils' work and gradually revealing their gestural expressions, which were for me hidden information needed to analyze their individual practices. The experience gained from analyzes of both students' will serve me as pedagogical diagnostic tools.

The intention of my studies is to explore the field of musical learning from the pupil's point of view. This master thesis is the second of two Grounded Theory studies based on interviews.In study no1 Learning of music from the pupils' point of view (Pemsel, 2009) I asked ten pupils, soon to be graduates, to express their own experience of musical learning. The selection of informants was made after reading a questionnaire an- swered by a group of 60 pupils attending different programs at a typical Swedish upper secondary school. The ten selected informants had all chosen several music courses their latest years in school. The questionnaire had two purposes; one was to construct musical profiles of the pupils, the other was to select informants for the interviews. The pupils were asked how much, and what kind of music educa- tion they had experienced. They were also asked to describe good and bad memo- ries of music education. The selected informants had all chosen to attend several music courses in their final years at school. They had in the questionnaire shown that they could express themselves in terms of learning music, and also that they had both positive and negative memories of musical learning environments. The most interesting findings in the first study were the personal navigation and the different choices the pupils made during their way towards musical learning. They learned music in a way that could be compared to the balls movements in a "flipper game", changing directions aiming to find knew musical knowledge. This was all illustrated in The Map of Musical Learning.In study no 2 Music and learning, young adults perspective of music education, I interviewed five post pupils 19-25 years old. They had as pupils chosen to learn something else other than music in upper secondary school. To select informants the so-called "snowball method" was used. A web questionnaire was made in purpose to profile the informants. "The Map of Musical Learning" was used to create an equal dialogue in the interviews. During the interview the Informants were asked to construct their own maps, and explain what that picture symbolised in their lives. In study no 2 I've been looking for answers on the following ques- tions; –What are pupils’ views on music and learning, and on what grounds do students select other courses over music? The results showed that not choosing music could be an active choice toward other interests. The choice not to continue taking music lessons was due to different levels (depending on informant) of neg- ative experiences. Some informants had good experiences of expressing them- selves in other art forms, but not in music. Others didn’t need music teachers; they were experienced and could learn on their own. From pupil's point of view music education could be improved, but the beginner and the experienced music pupil expressed different needs of teaching methods. They all felt that they were not surveyed how they wanted to learn music.

Cette recherche de doctorat interroge le coaching scolaire en tant que pratique émergente d'accompagnement de la scolarité non disciplinaire. Venu du monde de l'entreprise, le coaching scolaire semble faire écho à de nouvelles injonctions de l'école (élaboration d'un projet, choix d'orientation, autonomie, recherche de performance et d'épanouissement de soi). Celles-ci émergent avec la loi d'orientation de 1989 qui place l'élève au centre du système et sont renforcées par la mise en œuvre de l'éducation à l'orientation au collège et au lycée. Ces injonctions s'inscrivent dans un ensemble de discours qui ressortissent à la "cité par projet" et à la construction de l'élève en tant qu'individu. Ce travail met en évidence en quoi recourir au coaching scolaire peut être considéré comme une stratégie éducative soutenue par une volonté de reproduction sociale, d'ascension sociale, ou du moins de maintien social. Le coaching scolaire participe également à la construction de l'élève en tant qu'individu, qui en cherchant à faire face aux situations scolaires auxquelles il est confronté, vise à être autonome, à se réaliser et par là-même à s'inscrire dans diverses formes de performance. Convoquant les dispositions familiales des coachés, le coaching scolaire entend leur permettre de pouvoir mieux vivre leur scolarité et de développer un certain nombre de compétences attendues dans l'école et dans le monde du travail. Différentes méthodes ont été mobilisées pour réaliser le travail de terrain : entretiens semi-directifs, observations participantes et dépouillement de dossiers de coachés à visée statistique. Afin de comprendre le contexte dans lequel le coaching scolaire émerge, toute une investigation a été menée dans des établissements scolaires pour mettre en évidence les nouvelles injonctions scolaires et la manière dont elles se déclinent selon les caractéristiques scolaires et sociales des élèves. / This thesis examines educational coaching as an emerging educational practice. This form of coaching was imported from the corporate world and seems to echo the new agenda of the educational system: project development, career choices, autonomy, the quest for performance and self-fulfilment. The Law of 1989 required the education system to place the student at its centre, partly by integrating career education into middle and high schools. This in turn resulted in the spread of educational coaching. These injunctions are part of a wider discourse pertaining to the French concept of "cité-par-projet" (Boltanski & Chiappello, 1999) and the construction of the student as an individual. This research shows how the use of such coaching can be considered an educational strategy which is supported by a commitment to social reproduction, social advancement, or at least social stability. Educational coaching is also involved in the construction of the pupil as an individual who seeks to deal with situations which arise at school, to be autonomous, to become a fulfilled individual and, thereby, to feel successful in other terms, rather than merely in relation to academic achievement. Above all, such coaching is meant to build upon the family background, in order to enable pupils to have a better educational experience and to develop those skills necessary both at school and in the workplace. Different methods were used to carry out the fieldwork: semi-structured interviews, participant observation and the statistical analysis of coached pupils' records. To understand the broader context in which educational coaching emerges, schools were also visited; the impact of the new injunctions was studied, especially in relation to the academic and social characteristics of pupils.

Submitted by isabela.moljf@hotmail.com (isabela.moljf@hotmail.com) on 2017-02-10T15:05:12Z No. of bitstreams: 1 josiecostabarbosa.pdf: 783402 bytes, checksum: eab0bc3552b216c5faf65e173a23faf8 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-02-13T16:44:07Z (GMT) No. of bitstreams: 1 josiecostabarbosa.pdf: 783402 bytes, checksum: eab0bc3552b216c5faf65e173a23faf8 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-02-13T16:44:22Z (GMT) No. of bitstreams: 1 josiecostabarbosa.pdf: 783402 bytes, checksum: eab0bc3552b216c5faf65e173a23faf8 (MD5) / Made available in DSpace on 2017-02-13T16:44:22Z (GMT). No. of bitstreams: 1 josiecostabarbosa.pdf: 783402 bytes, checksum: eab0bc3552b216c5faf65e173a23faf8 (MD5) Previous issue date: 2007-03-27 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Constituiu-se como objetivo deste estudo investigar em que medida a avaliação projetada no curso Veredas foi efetivamente realizada, no ponto de vista de alguns tutores que dele participaram. Nesta investigação procurou-se, primeiramente, apresentar um breve panorama da produção teórica sobre avaliação de alunos e educação a distância, destacando-se nesse contexto, a concepção de avaliação assumida pelo Projeto Veredas. Os sujeitos da pesquisa foram os tutores da Agência de Formação da Universidade Federal de Juiz de Fora - AFOR UFJF. O questionário foi o principal instrumento etodológico utilizado para coletar informações junto aos sujeitos focalizados. Dessa forma destacou-se nesse estudo uma reflexão específica sobre o Sistema de Tutoria, bem como o Sistema de Avaliação e Monitoramento. Considerando os elementos analisados neste estudo pode-se concluir que a avaliação projetada para o Veredas foi, em parte, alcançada. Os tutores demonstraram compreender os objetivos e funções da avaliação de desempenho de cursistas, entretanto, tiveram problemas na execução. Houve um istanciamento entre o discurso teórico e a prática avaliativa. Em alguns momentos a avaliação não conseguiu acompanhar o processo de ressignificação dos professores cursistas do Projeto Veredas, na visão dos tutores-sujeitos desse estudo. / This study consists in a measure evaluation of VEREDAS COURSE by some tutors that participated in it. This inquiry presents a brief theoretical production about pupils evaluation and long distance educational system, emphasizing in this context, the evaluation assumed by Veredas Course. Research was focused on tutors at FORMATION DEPARTMENT from JUIZ DE FORA FEDERAL UNIVERSITY (AFOR UFJF). A questionnaire was the principal method to collect information from tutors. This way, the investigation reflects guardianship as well as evaluating system’s. Conclusion leads to a partial achievement on evaluation project. Tutors demonstrated to understand evaluation functions and objectives on cursists performance. However, could not apply them due to difficulties. There was a lack between theoretical speech and practical performance. Tutors considered they could not evaluate cursists teachers through the upgrade achievement in VEREDAS PROJECT.

The theoretical part of the diploma thesis contains didactic analysis of word problems, that is the definition of a word problem, classification of word problems from various perspectives and methods of solving word problems, according to czech specialists in didactics of mathematics. The second part describes the teaching of mathematics at the secondary Waldorf schools with an emphasis on teaching in main lesson blocks. The core of the work lies in the experimental part which consists of two sections. The first section describes the preparation, implementation and evaluation of educational experiments on the subject of word problems. The educational experiment was conducted in the first class of the Waldorf lyceum in Prague in the academic year 2014/2015. All days of the main lesson block are described. Part of the reflection of the teacher and an observer who participated in the entire main lesson block is the part of thesis. The practical part continues with the pupil's solving strategies analysis. Pupils wrote a didactic test with word problems once before the teaching experiment and once after it. The analysis of each problem is following, in which the interesting phenomena that emerged in the pupils' solutions are explored. The conclusion summarises the main points of the research conducted...