Subject didactics research ****************************************************************************************** * Subject didactics research ****************************************************************************************** Summary and selected outcomes: The research focuses on developing theories and research in subject didactics on the basis (trans?didactic) approach to teaching and learning, which includes three basic interrelate (1) didactic transformation of content; (2) teachers’ ability to think about, plan and ref and (3) pupils’ ideas, preconceptions and other determinants influencing content acquisiti *========================================================================================= * 1 Theory of didactic transformation of content for teaching and research on learning env assessment of its quality *========================================================================================= The aim of research work in this area is to analyse, describe and explain the personal, so cultural conditions and intentional learning processes of pupils at school and based on th suggestions and recommendations to improve educational practice, especially through the pr training of teachers. Processes of didactic transformations of content are analysed and interpreted with regard so?called cognitive activation of pupils, i.e., with respect to the active motivated forma knowledge. Cognitive activation of pupils is one of the key determinants of teaching which degree of quality of education; therefore, it is one of the most important categories (or justify subject didactic or trans?didactic research. *========================================================================================= * Examples of outcomes: *========================================================================================= The theory of cultural development of science based on the analysis of (mis)understanding language of the science and language of everyday experience. • KVASZ, L. Uber die Konstitution der symbolischen Sprache der Mathematik. In KADUNZ, G. ( Semiotische Perspektiven auf das Lernen von Mathematik (51-67). 1 vyd. Berlin: Springer ISBN 978-3-642-55176-5. • NOVOTNÁ, J. - SARRAZY, B. Learning: Creation or Re-creation? From Constructivism to the Didactical Situations. In D. Ambrose, B. Sriraman, K. M. Pierce (Eds.), A Critique of Cr Complexity. Deconstructing Clichés (19-33). Rotterdam/Boston/Taipei: Sense Publishers, 2 9789462097711. • EISENMANN, P. - NOVOTNÁ, J. - PŘIBYL, J. - BŘEHOVSKÝ, J. The development of a culture of with secondary students through heuristic strategies. Mathematics Education Research Jou 27(4), 535-562. ISSN: 1033-2170 (Print) 2211-050X (Online). DOI 10.1007/s13394-015-0150- • HNÍK, O. Didaktika literatury: výzvy oboru: od textů umělecké povahy k didaktice estetic oboru. Praha: Karolinum, 2014. 179 s. ISBN 978-80-246-2626-0. • ČERNOCHOVÁ, M. Philosophy and Computing. In Introducing Computing. (Ed) Lawrence William Taylor and Francis.CPI Group (UK) Ltd, Croydon, 2015. ISBN 978-1-138-02284-3. pg 53-76. • TICHÁ, M. The Aims of Economic Education and Purpose of Economic Activity. In Philosophy Scientific journal. Special issue. No 6/2013. P. 48-56. ISSN 1811-0916. • FULKOVÁ, M. et al. Muzejní a Galerijní Edukace 1 a 2. Vlastní cestou k umění/Učení z umě Univerzita Karlova v Praze, Pedagogická fakulta/Uměleckoprůmyslové museum v Praze, 2012 • FULKOVA, M. - TIPTON, T. Zde Jsem. Here I Am. In Mason, R., Buschkuehle, C.P. (Eds. (201 Identity. Educating Citzenship through Visual Arts. Bristol, Chicago: Intellect. ISBN 97 • UHL SKŘIVANOVÁ, V. Vergleichende Pädagogik als Basis der internationalen Forschungen und Dokumente.BUKO15 Blinde Fleken. Internationaler Kongress der Kunstpädagogik 2015. 13.-15 Salzburg. Bökwe 4. 2015. S. 218-221. *========================================================================================= * 2 Research on and theory of teachers’ conduct and thinking in leading, planning and refl *========================================================================================= The aim of research in this area is to understand the phenomena which determine the qualit didactic impact on pupils in teaching. It is based on three key constructs: (1) profession reflective competence as a part of professional competence, (3) didactic knowledge of cont such constructs as a mental framework which falls within the context of reflections and di teacher training, on the development of their professionalism and improvement of the quali through reflection on practice. *========================================================================================= * Examples of outcomes: *========================================================================================= • VONDROVÁ, N. - ŽALSKÁ, J. Ability to Notice Mathematics Specific Phenomena: What Exactly Teachers Attend to? Orbis scholae, 2015, 9(2), 77-101. ISSN 2336-3177 (Online), ISSN 180 • ODCHÁZELOVÁ, T. Beliefs of the biology teachers about using multimedia. Problems of Educ 21st Century, (63)63, 2015, s. 71-83. • RUSEK, M. - METELKOVÁ, I. Chemistry Teachers' Opinion of Chemistry Education. In P. Cieś Michniewska (Eds.) Teaching and Learning Science at All Levels of Education. Krakow: Ped University of Krakow, 2014. • ROBOVÁ, J. - VONDROVÁ, N. Students teachers’ ability to interpret numerical results in G Krejčí, I., Flégl, M., Houška, M. (Eds.), Proceedings of the 12th International Conferen and Responsibility in Education (468–476). Prague: Czech University of Life Sciences Pra 978-80-213-2560-9. ISSN 2336-744X. • NOVOTNÁ, J. - JANČAŘÍK, A. - RUSEK, M. Stem and project-based education. In D. Rychtarik & L. Balko (Eds.). APLIMAT 2016 - 15th Conference on Applied Mathematics 2016, Proceedin • STARÁ, J. - KRČMÁŘOVÁ, T. How teachers reflect on textbook materials and how they utilis e-Journal, 2014, 6(3), 67-86. ISSN: 1837-2104. • FULKOVA, M. - TIPTON, T. DNA as a Work of Art: Processes of Semiosis between Contemporar Biology', The International Journal of Art & Design Education, Volume 32, Issue 1, Febru 83-96. ISSN 1476-8062. *========================================================================================= * 3 Research on and theory of pupils’ ideas and the development of their understanding con learned *========================================================================================= Research in this area is influenced by the contemporary culture of teaching and learning w inspiration from social and pedagogical constructivism. In it, the pupils’ ideas (preconce related to the activities with the curriculum by one of the key entry conditions of intent because their inter?subjective diversity encourages critical discussion and thinking about content and motivates its cognition. The aim of research into pupils’ ideas is therefore to gain understanding of the didactica relationship between the development of ideas, the quality of activities and the improveme competencies in socially conditioned learning. ****************************************************************************************** * Examples of outcomes: ****************************************************************************************** • HEJNÝ, M. Exploring the cognitive dimension of teaching mathematics through scheme-orien education. Orbis scholae, 2012, 6(2), 41-55. ISSN 2336-3177 (Online), ISSN 1802-4637 (Pr • HÁJKOVÁ, E. et al. Children's preconceptions within the educational framework of Czech l research conclusions. PedF UK, Praha 2015. ISBN 978-80-7290-847-9. • ŠTĚPÁNÍK, S. Příklad výzkumu žákovských představ v české syntaxi. Pedagogická orientace. 111 –127. • ŠTÍPEK, J. - RAMBOUSEK, V. - PROCHÁZKA, J. Primary findings of the research on ICT liter pupils’ and teachers’ ICT competencies in primary and lower secondary schools. Journal o and Responsibility in Education and Science, 2013, 6(4), 245-264. ISSN 1803-1617. DOI 10 eriesj.2013.060403 • ULIČNÁ, K. Hodnocení interkulturní komunikační kompetence: adaptace a ověření psychometr vlastností české verze dotazníku YOGA. Pedagogika, 2015. 65(4): 413–433. • VONDROVÁ, N. - RENDL, M. - HAVLÍČKOVÁ, R. - HŘÍBKOVÁ, L. - PÁCHOVÁ, A. - ŽALSKÁ, J. Krit matematiky základní školy v řešeních žáků. Praha: Karolinum, 2015, 464 s. ISBN 978-80-24 978-80-246-3252-0 (pdf). • NOVOTNÁ, J. - HOŠPESOVÁ, A. Traditional versus Investigative Approaches to Teaching Alge Lower Secondary Level: The Case of Equations. In Leung, K.S., Park, K., Holton, D., Clar Algebra teaching around the world (59-80). Rotterdam / Boston / Taipei: Sense Publishers 978-94-6209-706-3.