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Historický vývoj pojetí didaktiky fyziky v České republice

100%

Žák V.

nr 2

222-243

The purpose of the review is to describe the approaches to the didactics of physics which appeared in the Czech Republic during its development, and to discuss especially the relationships between the didactics of physics a nd other fields. It should be beneficial to the understanding of the current situation and to the prognosis of the future development. The main, part of the paper includes the characteristics of particular approaches of the Czech didactics of physics. In chronological order, these are the methodological, application, integration and communicative approaches. The summary and concluding discussion deals with the relationships between the didactics of physics and the subject of physics itself, pedagogy and other fields. It seems that the methodological approach is closely connected to physics, while the application approach comes primarily from pedagogy. The integration approach strives for the utilisation of other scientific fields to develop the didactics of physics. This paper reveals that the most elaborate is the communicative approach. This approach belongs to the concepts which inβluence the current di dactical thinking in the Czech Republic to the highest extent in various fields (including within the didactics of socio-humanist fields). In spite of the communicative approach, it is necessary to admit that the other mentioned approaches are also, to a certain extent, employed and co-exist.

Mají dívky a chlapci rozdílné postoje k fyzice a zájem o ni? Co s tím?

63%

Kekule M. , Žák V.

nr 3

65-88

Physics belongs to the least popular subjects and relatively few people choose their future career in the field of physics. This state could be influenced by the fact that physics as a school subject and a possible field of the future profession is generally perceived as more suitable for men. In order to improve this state, we decided to explore the present state in detail and on the basis of this intimate knowledge we decided to suggest some particular changes making girls and boys to be more interested in physics. Thus, we accomplished a questionnaire investigation to find out attitudes of young people towards physics and classes of physics. Empirical data were obtained from a representative sample of students of lower and upper secondary schools from the whole Czech Republic (more than 4 000 respondents). Among the main research findings belongs that both boys and girls agreed on the following: The majority of lower secondary level pupils like physics (unlike upper secondary level students); they would like to make experiments in their physics lessons; they do not want to solve calculation problems and to derive formulae; as the most interesting they find astrophysics, optics, and topics connected with safety and modern technologies.

Gender Differences when Assessing the Impact of Inquiry-Based Science Education

51%

Kekule M. , Žák V. , Ješková Z. , Kimáková K.

tom 48

100-114

The study focuses on the implementation of inquiry-based science education (IBSE) within the 7FP ESTABLISH project and its impact on pupils. The project included the creation of education units and realization of courses for teachers with the goal of educating teachers on IBSE. This was then followed by the implementation of IBSE education units into the teaching schedule of teachers who completed the respective courses. The impact of IBSE on pupils was evaluated using adopted and adjusted evaluation tools. The evaluation focused on the impacts on pupils’ intrinsic motivation for learning natural sciences, understanding the importance of natural sciences for society and pupils’ epis- temological beliefs. The study discusses the results obtained in Slovakia and focuses especially on gender differences.