Kam se vytratil problém? Srovnání vybraných charakteristik problémových úloh na 1. a 2. stupni ZŠ
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| Year of publication | 2015 |
| Type | Appeared in Conference without Proceedings |
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| Description | Problem based teaching and learning can be considered one of the most important components of productive culture of teaching and learning. The need to use problem task results also from the goals set in the curricular documents, which state that school education should develop problem-solving competence. Using video-recordings of primary Science lessons and lower secondary Geography lessons we would like to answer these questions: (a) to what extent are problem tasks used in instruction on both levels, (b) how are problem tasks on both levels didactically built – as far as problem typology and phases of the problem task solving cycle are concerned. The results indicate quite surprising results – they point to higher didactic level of problem tasks on primary level. The paper will discuss the findings further. The paper was supported by GA ČR GA14-06480S Producing pedagogical knowledge for improvement: altering teaching situations for the better. |
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