Mapping the Multi-instrumental Approaches to Teaching at Primary (Lower Secondary) Schools

Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18440%2F16%3A50005330" target="_blank" >RIV/62690094:18440/16:50005330 - isvavai.cz</a>
Result on the web
<a href="http://www.matec-conferences.org/articles/matecconf/abs/2016/39/matecconf_cscc2016_04046/matecconf_cscc2016_04046.html" target="_blank" >http://www.matec-conferences.org/articles/matecconf/abs/2016/39/matecconf_cscc2016_04046/matecconf_cscc2016_04046.html</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1051/matecconf/20167604046" target="_blank" >10.1051/matecconf/20167604046</a>

Result language
angličtina
Original language name
Mapping the Multi-instrumental Approaches to Teaching at Primary (Lower Secondary) Schools
Original language description
This article describes the results of the phone interviews across the Czech Republic at primary (lower secondary) schools focused on mapping the multi-instrumental approaches to teaching physics at primary schools. It was examined whether schools own some Computer-aided Assessment System or Online Homework System and if these systems are used. Equally, ownership of measurement systems using a computer and its use was checked. The use of a combination of these systems and their impact on the quality of education has been also examined. Results show that most schools do not use a combination of these systems and consequently this multi-instrumental approach but they think it might have benefits.
Czech name
—
Czech description
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Publication year
2016
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

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