The phases implemented in problem-solving tasks in Science instruction at Czech primary schools
| Název česky | Fáze problémových úloh ve výuce přírodovědy na 1. stupni českých ZŠ |
|---|---|
| Autoři | |
| Rok publikování | 2015 |
| Druh | Konferenční abstrakty |
| Fakulta / Pracoviště MU | |
| Citace | |
| Popis | During the last decade the Czech educational system has undergone a curricular reform. One of the most important changes it introduced was the emphasis on pupils’ key competencies. Our research focuses on one of the most important of them – the problem-solving competence, specifically in the area of primary Science education. The aim of our research is to describe how problem-solving tasks that develop the problem-solving competence in primary Science education are used in real instruction as captured by a video study. The presented poster focuses on the phases of the process of solving problem-solving tasks and aims to answer the following question: What is the frequency and length of the problem-solving task phases implemented in primary Science lessons (as documented in the individual lessons and in the whole research sample)? The research sample consists of 10 video recordings of primary science lessons collected as a part of the IRSE Video Study in 2010/2011. Content analysis was used to analyse the video recordings and their transcripts. The analysis is underway. The preliminary findings suggest that although PBL was used in the instruction, the activity and leading role were strongly on the teacher's side. |
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