The Differences Between Problem-Oriented Learning Situations in Czech Primary Geography and Czech Primary Science

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F18%3A00105396" target="_blank" >RIV/00216224:14410/18:00105396 - isvavai.cz</a>

Result on the web

—

DOI - Digital Object Identifier

—

Result language

angličtina

Original language name

The Differences Between Problem-Oriented Learning Situations in Czech Primary Geography and Czech Primary Science

Original language description

The paper will present a comparison of learning situations that develop the problem-solving competence in primary geography and primary Science. Its aim is to describe the differences, if there are some, between these two subjects, specifically in the problem-oriented learning situations (PLS) that have a potential to develop a problem-solving competence in distribution and length of the phases of PLSs. 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, Reflecting). The research sample consists of 10 videorecordings (5 classes, 2 lessons in each) of Czech primary geography lessons collected in a study year 2017/2018 and of primary Science collected in 2011. A structured nonparticipant observation based on a 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 a 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 complete results for Science instruction: we identified 522 tasks in total, out of them 41 were problem-oriented tasks which were organised into 31 PLS. In 6 out of 10 lessons the time allocated to PLS is more than a quarter of the lesson duration. The most frequent phases were Analysing, Initiation and Summarisation. Finding the differences between subjects is the first step to find ways how to develop a problem-solving competence better.

Czech name

—

Czech description

—

Type

O - Miscellaneous

CEP classification

—

OECD FORD branch

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

Project

—

Continuities

S - Specificky vyzkum na vysokych skolach<br>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