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1

Evaluation of Czech non-chemical vocational school chemistry textbooks’ text difficulty

Rusek Martin, Vosyková Lucie

Chemistry-Didactics-Ecology-Metrology

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2021

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R. 26, NR 1-2

99--108

EN

The paper follows the first author’s continuous work on chemistry textbook analysis. In the previous paper published in CERP, attention was given to the procedure and results for analysing text-difficulty in lower-secondary chemistry textbooks in Czechia. In this paper, attention was given to non-chemical vocational school chemistry textbooks. They are intended for the most numerous group of upper-secondary students. The goal of the study was to assess the to what extent could students read the textbook texts on their own with appropriate understanding. Therefore, only the textual component was evaluated. The same method (Nestler-Prucha-Pluskal) as in the previous paper was used to analyse the textbooks’ text-difficulty (readability). The results show there are two books which are suitable for students’ own learning. However, there are four textbooks which contain text of high difficulty, including too many scientific terms that they are suitable as teacher’s guide through terms rather than student’s textbooks. The analysis may serve teachers with their textbook choice as well as researchers who operate in the same field who can easily adopt the methodology and compare results.

2

A comparative analysis of text difficulty in Slovak and Canadian science textbooks

Beníčková Zuzana, Vojíř Karel, Held Lubomír

Chemistry-Didactics-Ecology-Metrology

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2021

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R. 26, NR 1-2

89--97

EN

One of the main purposes of textbooks is the mediation of educational content to students. The factual accuracy of information, as well as the clarity of the text for students plays a crucial role in this aspect. The inadequate text difficulty can complicate students' learning. Comparing different approaches to the text in textbooks, considering the objectives of education, represents key knowledge for teaching materials innovation. This research was therefore focused on the comparison of the Slovak and Canadian science textbooks for lower secondary education. The methodology for assessing text difficulty according to Nestler, Prucha and Pluskal was used for this purpose. The samples of text from the textbooks for 6th and 8th grade of lower-secondary school were assessed. It was found that the text in Slovak textbooks is significantly more difficult. While from the syntactic difficulty point of view differences were rather partial, the significant differences were found in the semantic difficulty of the text. The Slovak textbooks are burdened with an excessive number of professional terms. Considering the results in measuring scientific literacy, this approach to the text in the Slovak textbooks is not effective. The results obtained are therefore an incentive to revise used educational materials.

3

O niektórych uwarunkowaniach wdrożenia BIM w Polsce

Czmoch I.

Inżynieria i Budownictwo

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2017

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R. 73, nr 8

442--446

PL

Podjęto próbę spojrzenia na wdrażanie BIM w Polsce z perspektywy uczestników procesu inwestycyjno-budowlanego. Program wdrażania BIM powinien wychodzić z zasady pomocniczości, tzn. należy stosować tyle technologii BIM, ile jest niezbędne do zwiększenia efektywności procesu budowlanego oraz aby było to korzystne dla wszystkim uczestników procesu projektowo-wykonawczego.

EN

The paper presents an attempt to look at the implementation of BIM in Poland from the perspective of the various stakeholder groups involved in the process of investment and construction. Activities that would encourage stakeholders to participate actively in the implementation of BIM in the process of investment and construction should be adapted to minimize difficulties that discourage them to use BIM in daily practice.

4

Methods for Refining Assessment of Test-Takers Based on Item Response Theory Model

Sokolov O., Molchanova O., Urbaniak W.

TASK Quarterly : scientific bulletin of Academic Computer Centre in Gdansk

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2011

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Vol. 15, No 2

191-202

EN

This research is devoted to assessment methods used in different test systems, including e-learning systems. The methods considered here are based on classical test theory and item response theory (IRT). We propose a new approach for improving the quality of assessment by diversifying evaluation points.