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2 Pedagogická orientace (Journal of the Czech Pedagogical Society)

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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.

Didaktika fyziky v České republice: trendy, výzvy a perspektivy

63%

Nezvalová D.

nr 2

171-192

The goal of this paper is to determinate the concept didactics of physics and to point out the changes in the approaches to didactics of physics from both the applicative and integrative approach to the communicative and information-communicative approach. Didactics of physics is an interdisciplinary scientific discipline and therefore its relation to general didactics and Shulman’s theory of pedagogical content knowledge are studied. Attention is also paid to the research fields and on the perspectives of the next development of didactics of physics.