Search

Practical exercises should form an essential component of high-quality first aid courses. However, incorporating them into school curricula often encounters several challenges. Among the most prevalent issues are the insufficient availability of resources, primarily resuscitation mannequins, and the relatively large class sizes. These factors can result in limited space for effective hands-on exercises for every student within a single class session. To address this, one potential solution involves dividing the students into smaller groups. In this approach, the teacher can focus individually on guiding practical exercises for one group, while the remaining students engage in alternate activities, such as completing independent worksheets. The groups can subsequently rotate, ensuring that all students receive dedicated attention during the lesson. Consequently, the objective of our research was to develop a collection of educational tasks designed to be compiled into worksheets, facilitating independent work among students. We devised a total of nine distinct task types, presented in four different variations (yielding a total of 36 tasks), and organized them into four comprehensive worksheets. Subsequently, we evaluated the practicality of these worksheets through a trial involving 86 elementary school pupils. The assessment questionnaire indicated that the tasks were highly practical, comprehensible, suitably challenging, and relatively enjoyable, according to the feedback from the students. The paper contains more detailed information about the evaluation process, as well as a link to download all of the prepared worksheets, including the author’s solutions and methodological recommendations for teachers. [ABSTRACT FROM AUTHOR]

The inclusion of pupils with special needs into the mainstream school system is one of the key developments in the Czech school system. However, the evident unpreparedness of teachers for this situation represents a fundamental threat to the realisation of this aim. It is especially apparent in certain subjects where no specific field support for the realisation of inclusion in ordinary school reality exists. Czech language instruction is no exception in this respect. The paper analyses teachers’ needs in connection with teaching pupils with special educational needs, with special respect to the didactic reconstruction of content. It appears that in the case of traditional language teaching it is even more difficult as there is a need not only to alter the way content is didactically transformed, but also for the selection of content as such. The text demonstrates that these needs cannot be saturated by educational interventions that are developed in isolation in the field of special education, but must be developed directly in the field of the didactics of the Czech language. This is the only way of securing the expert adequacy of these interventions. [ABSTRACT FROM AUTHOR]

Global climate change is an important and topical issue that the public, and especially the younger generation, should be well acquainted with. However, relatively little attention is paid to this issue in the currently valid biology textbooks and in the Framework Educational Programme (FEP) for Czech grammar schools. It is not beneficial to pass on knowledge about this issue to students only in the form of bare facts that would have to be memorized. On the contrary, it is desirable that pupils themselves actively acquire information on the issue, think about it critically and understand it. Therefore, the aim of this paper is to follow up on the article "Water and Plant Stress" published in issue number 4/2019 of this journal in order to elaborate the given topic in a didactic manner, in the form of nineteen active learning tasks intended primarily for pupils at upper secondary schools. Pupils have to draw upon information from introductory texts, graphs, tables or pictures to solve them correctly and critically think about them and to some extent can apply previously acquired knowledge and experience. Such acquired knowledge can then be applied more convincingly not only at school but also outside of it. The author's solutions are attached to the tasks. The proposed tasks were selected from a set of 30 tasks elaborated on the given topic, which were tentatively tested during pedagogical practice at a grammar school. [ABSTRACT FROM AUTHOR]

The present paper summarizes theoretical background, practical notes and design of two experiments on plant phototropism to be conducted at high schools. Theoretical introduction describes different types of plant tropisms, e.g. gravitropism, heliotropism and phototropism, and different types of nastic movements not directionally oriented. Phototropism is a type of plant growth reaction oriented towards or against the direction of the source of irradiation, called positive phototropism or negative phototropism, respectively. The Experiment 1 is aimed at the effect of the different irradiation wavelength on the growth of plant shoot of Lepidium sativum. It is demonstrated there that blue light and, thus, blue photoreceptors are determining stem positive phototropic reaction. The use of LED light source to induce irradiation of a narrow wavelength is recommended. The Experiment 2 then demonstrates negative phototropism of plant roots. An important part constitutes the experience gained during the design, accomplishment and verification process for the presented experimentation. Both experiments were designed in cost-effective way for application of scientific approaches and protocols at high schools. [ABSTRACT FROM AUTHOR]