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Statements

Subject Item
n2:RIV%2F00216208%3A11310%2F12%3A10126563%21RIV13-MSM-11310___
rdf:type
n6:Vysledek skos:Concept
rdfs:seeAlso
http://uatacz.up.krakow.pl/~wwwchemia/zdch/index.php/ksiazki-skrypty-podreczniki/91-isbn9788372717672badaniawdydaktykachnaukprzyrodniczych (1.12.2012)
dcterms:description
In the beginning it's briefly explained the concept of integrated teaching of science and design of its implementation in selected countries based on the study of their educational curricula in. Further clearly shows the current state of integrated science teaching in European countries. Following levels of education are taken into account: ISCED level 1 for primary education and ISCED level 2 for lower secondary education. Comparative methods were used to find the influence of the type of science teaching on pupils' results in studies of scientific literacy projects through international PISA 2006 and TIMMS 2007. The results of pupils from different countries in these studies reflect differences in the approaches of both mentioned studies: PISA research project is focused on the general integrated pupils' skills and their ability to find and propose solutions to general problems of science; TIMMS project reflects especially knowledge and its application of various scientific disciplines (biology, chemistry, physics, geography). Reasons of different results of performance of students from different countries are explained on the basis of substantive and methodological analysis of the tasks used in the both mentioned studies. Czech Republic is used as a model state with separated teaching of sciences and its educational curriculum. Between the countries with integrated teaching of science, we have focused mainly on England, Spain, Norway and Canada whose education curriculum was available. It was made a comparison of content and methodological problems of both surveys with the curricula of the Czech Republic and countries with integrated science teaching. Further was derived probable impact of the teaching type on knowledge and skills and for their next research results in scientific literacy from this analysis. In the beginning it's briefly explained the concept of integrated teaching of science and design of its implementation in selected countries based on the study of their educational curricula in. Further clearly shows the current state of integrated science teaching in European countries. Following levels of education are taken into account: ISCED level 1 for primary education and ISCED level 2 for lower secondary education. Comparative methods were used to find the influence of the type of science teaching on pupils' results in studies of scientific literacy projects through international PISA 2006 and TIMMS 2007. The results of pupils from different countries in these studies reflect differences in the approaches of both mentioned studies: PISA research project is focused on the general integrated pupils' skills and their ability to find and propose solutions to general problems of science; TIMMS project reflects especially knowledge and its application of various scientific disciplines (biology, chemistry, physics, geography). Reasons of different results of performance of students from different countries are explained on the basis of substantive and methodological analysis of the tasks used in the both mentioned studies. Czech Republic is used as a model state with separated teaching of sciences and its educational curriculum. Between the countries with integrated teaching of science, we have focused mainly on England, Spain, Norway and Canada whose education curriculum was available. It was made a comparison of content and methodological problems of both surveys with the curricula of the Czech Republic and countries with integrated science teaching. Further was derived probable impact of the teaching type on knowledge and skills and for their next research results in scientific literacy from this analysis.
dcterms:title
Probe into the results of science literacy research in accordance to the educational model Probe into the results of science literacy research in accordance to the educational model
skos:prefLabel
Probe into the results of science literacy research in accordance to the educational model Probe into the results of science literacy research in accordance to the educational model
skos:notation
RIV/00216208:11310/12:10126563!RIV13-MSM-11310___
n6:predkladatel
n15:orjk%3A11310
n3:aktivita
n11:S
n3:aktivity
S
n3:dodaniDat
n12:2013
n3:domaciTvurceVysledku
n19:6197957 n19:7799616
n3:druhVysledku
n16:C
n3:duvernostUdaju
n21:S
n3:entitaPredkladatele
n10:predkladatel
n3:idSjednocenehoVysledku
162127
n3:idVysledku
RIV/00216208:11310/12:10126563
n3:jazykVysledku
n17:eng
n3:klicovaSlova
TIMMS 2007; PISA 2006; science; separated instruction; integrated learning
n3:klicoveSlovo
n14:science n14:separated%20instruction n14:integrated%20learning n14:PISA%202006 n14:TIMMS%202007
n3:kontrolniKodProRIV
[5DF64B805A02]
n3:mistoVydani
Kraków
n3:nazevEdiceCisloSvazku
Badania w dydaktykach nauk przyrodniczych
n3:nazevZdroje
Badania w dydaktykach nauk przyrodniczych (Research in didactics of the sciences)
n3:obor
n4:AM
n3:pocetDomacichTvurcuVysledku
2
n3:pocetStranKnihy
156
n3:pocetTvurcuVysledku
2
n3:rokUplatneniVysledku
n12:2012
n3:tvurceVysledku
Kudrnová, Tereza Šulcová, Renata
s:numberOfPages
4
n18:hasPublisher
Pedagogical University of Kraków
n5:isbn
978-83-7271-767-2
n13:organizacniJednotka
11310