Non-traditional Teaching Methods and Their Effect on Sociometric Structure in the Class

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15310%2F13%3A33145686" target="_blank" >RIV/61989592:15310/13:33145686 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Non-traditional Teaching Methods and Their Effect on Sociometric Structure in the Class

Popis výsledku v původním jazyce

Effective teacher pedagogical work is inconceivable without good knowledge of pupils relationships in the class. The knowledge is important especially in the case of teenagers class. The paper deals with the topic of isolated pupils in such class and a possibility to integrate them into the class using suitable modern teaching methods (project-based learning, cooperative learning, collaborative teaching, game-based learning). The method as well as the process and results of the research connected with this issue at elementary school are described here. The research was aimed to answer the question: Can the project-based learning help isolated pupils to integrate into the class? Applying sociograms and the Wilcoxon statistical test of significance, thehypothesis was accepted that the frequency of isolates after the project-based learning is statistically significantly lower than that of the case of using the classical frontal teaching.

Název v anglickém jazyce

Non-traditional Teaching Methods and Their Effect on Sociometric Structure in the Class

Popis výsledku anglicky

Effective teacher pedagogical work is inconceivable without good knowledge of pupils relationships in the class. The knowledge is important especially in the case of teenagers class. The paper deals with the topic of isolated pupils in such class and a possibility to integrate them into the class using suitable modern teaching methods (project-based learning, cooperative learning, collaborative teaching, game-based learning). The method as well as the process and results of the research connected with this issue at elementary school are described here. The research was aimed to answer the question: Can the project-based learning help isolated pupils to integrate into the class? Applying sociograms and the Wilcoxon statistical test of significance, thehypothesis was accepted that the frequency of isolates after the project-based learning is statistically significantly lower than that of the case of using the classical frontal teaching.

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

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Návaznosti

O - Projekt operacniho programu

Rok uplatnění

2013

Kód důvěrnosti údajů

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

Název periodika

US-China Education Review

ISSN

2161-623X

e-ISSN

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Svazek periodika

3

Číslo periodika v rámci svazku

12

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

7

Strana od-do

924-930

Kód UT WoS článku

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EID výsledku v databázi Scopus

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