The Phases Implemented in Problem-Oriented Learning Situations in Czech Primary Geography

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F18%3A00105395" target="_blank" >RIV/00216224:14410/18:00105395 - isvavai.cz</a>

Result on the web

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DOI - Digital Object Identifier

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Result language

angličtina

Original language name

The Phases Implemented in Problem-Oriented Learning Situations in Czech Primary Geography

Original language description

The paper will present an analysis of learning situations that develop the problem-solving competence in primary geography. Its aim is to describe the distribution and length of the phases of problem-oriented learning situations (PLS) so that we could see how the problem instruction of primary geography is organised. While identifying problem-oriented learning situations we followed the Problem-based learning and teaching approach. Based on available studies, we distinguish 8 phases of PLS (Problem structuring, Initiation, Analysing the problem-oriented task, Searching for information, Synthesizing findings, Summarizing, Presenting the solution, Reflecting). These phases provide an analytical frame for a more detail investigation of PLSs and their use in instruction. The research sample consists of 10 videorecordings of Czech primary geography lessons (5 classes, 2 lessons in each) collected in a study year 2017/2018. A structured nonparticipant observation based on categorical system that results from the descriptions of the phases of PLS is used for the analysis. To report the overall results, we use descriptive statistics, for description of the distribution of the phases in the PLS we use absolute and relative frequencies. The analysis is currently underway. So far we have overall results - in our research sample we have identified tasks and out of them problem oriented tasks and their overall organisation in PLSs. Preliminary results show that the most time is allocated to analysing the problem-oriented task, initiating the task (sometimes connecting the problem and motivational activities lasted longer than the rest of the PS process) and to summarizing the solution.

Czech name

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Czech description

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Type

O - Miscellaneous

CEP classification

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OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

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Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2018

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů