Distribution of different biological disciplines in high-school biological practical courses in Czech Republic - a pilot study

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11310%2F13%3A10173241" target="_blank" >RIV/00216208:11310/13:10173241 - isvavai.cz</a>

Výsledek na webu

<a href="http://www.vedeckekonference.cz/library/proceedings/mmk_2013.pdf" target="_blank" >http://www.vedeckekonference.cz/library/proceedings/mmk_2013.pdf</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Distribution of different biological disciplines in high-school biological practical courses in Czech Republic - a pilot study

Popis výsledku v původním jazyce

There is an urgent need to get young people engaged in at least some basic scientific principles as we will probably use more (bio)technologies in our future lives. One of the ways how to do so is to use more practical courses when teaching science. Several studies have shown that practical courses influence positively both science achievement and attitude towards science. We decided to examine the proportion of different biological disciplines in high-school practical courses and find out whether thereare some disciplins taught without practical courses (only during theoretical lessons) in Czech Republic. We prepared and tested questionnaire for high-school biology teachers. Our pilot sample showed there are indeed some disciplines (eg. virology) taught nearly only abstractedly and some others like molecular biology and genetics or ecology that are tought mainly abstractedly.

Název v anglickém jazyce

Distribution of different biological disciplines in high-school biological practical courses in Czech Republic - a pilot study

Popis výsledku anglicky

There is an urgent need to get young people engaged in at least some basic scientific principles as we will probably use more (bio)technologies in our future lives. One of the ways how to do so is to use more practical courses when teaching science. Several studies have shown that practical courses influence positively both science achievement and attitude towards science. We decided to examine the proportion of different biological disciplines in high-school practical courses and find out whether thereare some disciplins taught without practical courses (only during theoretical lessons) in Czech Republic. We prepared and tested questionnaire for high-school biology teachers. Our pilot sample showed there are indeed some disciplines (eg. virology) taught nearly only abstractedly and some others like molecular biology and genetics or ecology that are tought mainly abstractedly.

Druh

O - Ostatní výsledky

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2013

Kód důvěrnosti údajů

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