. "2013-05-29+02:00"^^ . . . . "\u0160mejkal, Petr" . "Univerzita Mateja Bela v Banskej Bystrici" . . "Tortosa Moreno, Montserrat" . . "Koncepce \u00FAlohy pro \u0161koln\u00ED m\u011B\u0159ic\u00ED syst\u00E9m s vyu\u017Eit\u00EDm prvk\u016F badatelsky orientovan\u00E9ho vyu\u010Dov\u00E1n\u00ED" . . "7"^^ . . "Koncepce \u00FAlohy pro \u0161koln\u00ED m\u011B\u0159ic\u00ED syst\u00E9m s vyu\u017Eit\u00EDm prvk\u016F badatelsky orientovan\u00E9ho vyu\u010Dov\u00E1n\u00ED"@cs . . "Donovaly, Slovensko" . "key competencies; didactic sequence; chemistry education; biology; interdisciplinary education; Predict-Observe-Explain concept; POE concept; inquiry based science education; IBSE; Probeware; Microprocessor based laboratory; MBL"@en . "Bansk\u00E1 Bystrica" . . . "Stratilov\u00E1 Urv\u00E1lkov\u00E1, Eva" . "P\u0159\u00EDsp\u011Bvek podrobn\u011B popisuje nov\u00FD koncept p\u0159\u00EDpravy a p\u0159\u00EDpravu nov\u00FDch aktivit s vyu\u017Eit\u00EDm \u0161koln\u00EDch m\u011B\u0159ic\u00EDch syst\u00E9m\u016F a prvk\u016F badatelsky orientovan\u00E9ho vyu\u010Dov\u00E1n\u00ED a POE (predict-observe-explain) p\u0159\u00EDstupu. Koncept, aktivity a nov\u00E9 pracovn\u00ED listy byly zpracov\u00E1ny v r\u00E1mci EU projektu COMBLAB. Pro veden\u00ED v\u00FDuky byla navr\u017Eena odli\u0161n\u00E1 didaktick\u00E1 sekvence motivace, probl\u00E9m - teoretick\u00FD princip - n\u00E1vrh experimentu - p\u0159edpov\u011B\u010F v\u00FDsledk\u016F - realizace experimentu a sb\u011Br dat a jejich sledov\u00E1n\u00ED - vyhodnocen\u00ED dat - prezentace v\u00FDsledk\u016F na rozd\u00EDl od tradi\u010Dn\u00ED teoretick\u00FD \u00FAvod-postup pr\u00E1ce (aneb p\u0159esn\u011B prove\u010F, co je naps\u00E1no v postupu) - vyhodno\u0165 data (op\u011Bt dle popsan\u00E9ho postupu)-z\u00E1v\u011Br (%22jak to vy\u0161lo...%22). D\u016Fraz je kladen na motivaci \u017E\u00E1k\u016F, spojitost s probl\u00E9my ka\u017Edodenn\u00EDho \u017Eivota a multidisciplinaritu, pracovn\u00ED listy tak kombinuj\u00ED nutnost zvl\u00E1dnout a ch\u00E1pat principy a poznatky v\u0161ech p\u0159\u00EDrodov\u011Bdn\u00FDch p\u0159edm\u011Bt\u016F, tedy fyziky, chemie, biologie a p\u0159\u00EDpadn\u011B matematiky. Vytvo\u0159en\u00E9 pracovn\u00ED listy tak respektuj\u00ED po\u017Eadavky n\u011Bkter\u00FDch v\u00FDznamn\u00FDch kurikul\u00E1rn\u00EDch dokument\u016F, zejm\u00E9na R\u00E1mcov\u00FDch vzd\u011Bl\u00E1vac\u00EDch program\u016F (RVP). Zpracovan\u00E9 pracovn\u00ED listy tak snad budou u\u017Eite\u010Dn\u00FDm pomocn\u00EDkem u\u010Ditel\u016Fm S\u0160, p\u0159\u00EDsp\u011Bvkem do zat\u00EDm pom\u011Brn\u011B omezen\u00E9 nab\u00EDdky \u00FAloh zpracovan\u00FDch pro alternativn\u00ED zp\u016Fsoby v\u00FDuky (IBSE) a zaj\u00EDmavou alternativou ke st\u00E1vaj\u00EDc\u00EDm \u00FAloh\u00E1m sleduj\u00EDc\u00EDm tradi\u010Dn\u00ED didaktickou sekvenci. Prvn\u00ED v\u00FDsledky testov\u00E1n\u00ED \u00FAloh nazna\u010Duj\u00ED, \u017Ee \u017E\u00E1ci oce\u0148uj\u00ED spojitost s prax\u00ED a jsou motivov\u00E1ni zad\u00E1n\u00EDm \u00FAlohy, nicm\u00E9n\u011B na druh\u00E9 stran\u011B se ukazuje, \u017Ee samotn\u00E1 realizace \u00FAloh je, dle o\u010Dek\u00E1v\u00E1n\u00ED, \u010Dasov\u011B n\u00E1ro\u010Dn\u011Bj\u0161\u00ED ne\u017E p\u0159i vyu\u017Eit\u00ED tradi\u010Dn\u00ED didaktick\u00E9 sekvence."@cs . . "Microcomputer based laboratory - concept of activity with inquiry based science education elements"@en . "11310" . "[777A5D57592A]" . "Koncepce \u00FAlohy pro \u0161koln\u00ED m\u011B\u0159ic\u00ED syst\u00E9m s vyu\u017Eit\u00EDm prvk\u016F badatelsky orientovan\u00E9ho vyu\u010Dov\u00E1n\u00ED" . . . "Microcomputer based laboratory - concept of activity with inquiry based science education elements"@en . "83181" . . . . "RIV/00216208:11310/13:10192064!RIV14-MSM-11310___" . "Koncepce \u00FAlohy pro \u0161koln\u00ED m\u011B\u0159ic\u00ED syst\u00E9m s vyu\u017Eit\u00EDm prvk\u016F badatelsky orientovan\u00E9ho vyu\u010Dov\u00E1n\u00ED"@cs . "978-80-557-0546-0" . "RIV/00216208:11310/13:10192064" . "Tepl\u00FD, Pavel" . . "S\u00FA\u010Dasnos\u0165 a perspekt\u00EDvy didaktiky ch\u00E9mie III" . . "5"^^ . . . "I" . . "The contribution is focused in detail on description of new concept of preparation of new laboratory worksheets implementing MBL (microprocessor based laboratory) in the framework of EU project COMBLAB. The laboratory worksheets are based on elements of IBSE (inquiry based science education) and POE (predict-observe-explain) methods. The worksheets also require students to combine knowledge of all science branches (chemistry, physics and biology) to achieve the multidisciplinary character. A different didactic sequence is also recommended in implementation of worksheets in school education with emphasis to motivation of students and connection of solved problems to common life. With respect to that, the worksheets are designed to develop not only learning and problem-solving competencies, but also social and other competencies as it is required by Framework educational programmes (FEP). Preliminary results of evaluation of worksheets showed motivation of students to solve the problems described in worksheets. On the other hand, the lab course is more time-consuming in comparison to %22traditional%22 worksheets."@en . . "P\u0159\u00EDsp\u011Bvek podrobn\u011B popisuje nov\u00FD koncept p\u0159\u00EDpravy a p\u0159\u00EDpravu nov\u00FDch aktivit s vyu\u017Eit\u00EDm \u0161koln\u00EDch m\u011B\u0159ic\u00EDch syst\u00E9m\u016F a prvk\u016F badatelsky orientovan\u00E9ho vyu\u010Dov\u00E1n\u00ED a POE (predict-observe-explain) p\u0159\u00EDstupu. Koncept, aktivity a nov\u00E9 pracovn\u00ED listy byly zpracov\u00E1ny v r\u00E1mci EU projektu COMBLAB. Pro veden\u00ED v\u00FDuky byla navr\u017Eena odli\u0161n\u00E1 didaktick\u00E1 sekvence motivace, probl\u00E9m - teoretick\u00FD princip - n\u00E1vrh experimentu - p\u0159edpov\u011B\u010F v\u00FDsledk\u016F - realizace experimentu a sb\u011Br dat a jejich sledov\u00E1n\u00ED - vyhodnocen\u00ED dat - prezentace v\u00FDsledk\u016F na rozd\u00EDl od tradi\u010Dn\u00ED teoretick\u00FD \u00FAvod-postup pr\u00E1ce (aneb p\u0159esn\u011B prove\u010F, co je naps\u00E1no v postupu) - vyhodno\u0165 data (op\u011Bt dle popsan\u00E9ho postupu)-z\u00E1v\u011Br (%22jak to vy\u0161lo...%22). D\u016Fraz je kladen na motivaci \u017E\u00E1k\u016F, spojitost s probl\u00E9my ka\u017Edodenn\u00EDho \u017Eivota a multidisciplinaritu, pracovn\u00ED listy tak kombinuj\u00ED nutnost zvl\u00E1dnout a ch\u00E1pat principy a poznatky v\u0161ech p\u0159\u00EDrodov\u011Bdn\u00FDch p\u0159edm\u011Bt\u016F, tedy fyziky, chemie, biologie a p\u0159\u00EDpadn\u011B matematiky. Vytvo\u0159en\u00E9 pracovn\u00ED listy tak respektuj\u00ED po\u017Eadavky n\u011Bkter\u00FDch v\u00FDznamn\u00FDch kurikul\u00E1rn\u00EDch dokument\u016F, zejm\u00E9na R\u00E1mcov\u00FDch vzd\u011Bl\u00E1vac\u00EDch program\u016F (RVP). Zpracovan\u00E9 pracovn\u00ED listy tak snad budou u\u017Eite\u010Dn\u00FDm pomocn\u00EDkem u\u010Ditel\u016Fm S\u0160, p\u0159\u00EDsp\u011Bvkem do zat\u00EDm pom\u011Brn\u011B omezen\u00E9 nab\u00EDdky \u00FAloh zpracovan\u00FDch pro alternativn\u00ED zp\u016Fsoby v\u00FDuky (IBSE) a zaj\u00EDmavou alternativou ke st\u00E1vaj\u00EDc\u00EDm \u00FAloh\u00E1m sleduj\u00EDc\u00EDm tradi\u010Dn\u00ED didaktickou sekvenci. Prvn\u00ED v\u00FDsledky testov\u00E1n\u00ED \u00FAloh nazna\u010Duj\u00ED, \u017Ee \u017E\u00E1ci oce\u0148uj\u00ED spojitost s prax\u00ED a jsou motivov\u00E1ni zad\u00E1n\u00EDm \u00FAlohy, nicm\u00E9n\u011B na druh\u00E9 stran\u011B se ukazuje, \u017Ee samotn\u00E1 realizace \u00FAloh je, dle o\u010Dek\u00E1v\u00E1n\u00ED, \u010Dasov\u011B n\u00E1ro\u010Dn\u011Bj\u0161\u00ED ne\u017E p\u0159i vyu\u017Eit\u00ED tradi\u010Dn\u00ED didaktick\u00E9 sekvence." . . . . . "3"^^ . "Skor\u0161epa, Marek" .