The dissertation describes qualitative research undertaken to study the discovery process in a class at the individual, group and whole class levels. This process is demonstrated on the case of discovering the parity of number zero (odd or even) in two class discussions. These discussions took place in a class of fourth year pupils at primary school, taught by the author in a constructivist way, within a one month period of each other. The research database contains also audio and video recordings, written work of the observed pupils, the author's teaching diary and it is analyzed and compared with literature. The methodology focuses on classifying the broad spectrum of pupils' responses and thinking processes not only in relation to the selected problem but also to related problems. Some of the described events are commented on with recommendations how to handle the didactic situations that occurred or compared with hypothetical situations typical for transmissive teaching. The main results of this work fall in the cognitive, metacognitive and social area are summarized into seventeen points that highlight the importance of discussion for the complexity of pupils' knowledge, for the enriching and refining their ideas, increasing their autonomy and ability to cooperate.
| Identifer | oai:union.ndltd.org:nusl.cz/oai:invenio.nusl.cz:347519 |
| Date | January 2016 |
| Creators | Peclinovská, Sylva |
| Contributors | Hejný, Milan, Coufalová, Jana, Jirotková, Darina |
| Source Sets | Czech ETDs |
| Language | Czech |
| Detected Language | English |
| Type | info:eu-repo/semantics/doctoralThesis |
| Rights | info:eu-repo/semantics/restrictedAccess |
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