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The diploma thesis on the topic Diagnostics of LPG vehicles describes in detail the parts of the LPG apparatus. It also deals with the use of methods of serial and parallel diagnostics and dedicated diagnostic devices for determining the actual condition of the diagnosed vehicle in connection with the LPG propulsion. Finally, the obtained results are evaluated together with the determination of the potential development of the vehicle condition in the future.

Understanding the intellectual demands of an intended curriculum is crucial as it defines the frames for actual teaching and learning processes and practice during the lessons. In this study, upper-secondary school chemistry curricula contents in Czechia, Finland, and Turkey were analysed, and their objectives were compared using the Revised Bloom’s Taxonomy (RBT). The intellectual demands were examined analysing the action verbs of the three curricula objectives based on their association with the intended cognitive process dimensions in the RBT. The Turkish upper-secondary chemistry curriculum was found to be more structured, detailed, and containing more objectives compared to the Czech and Finnish curricula. The domineering objectives in cognitive demands were Understand (77.2%) and Analyse and Apply (both 7.1%). Conceptual items dominated (59.8%) with Procedural items identified (29.1%). Also, there are five Metacognitive items (3.9%). Czech curriculum, compared to the Finnish and Turkish curricula, does not take modern trends in the field of chemistry into account. The cognitive demands in the Czech curriculum were skewed toward Apply (40%) with Understand and Evaluate accordingly represented by 20%. The Conceptual items dominate with 53.3% occurrence. In the Finnish curriculum, the cognitive demands were skewed toward Apply (47.1%) with Create (23.5%) and Understand (17.6%). Procedural (35.3%) domains predominating, although Metacognitive objectives represent a significant share (23.5%) too. These findings from the contents and intellectual demands of the curricula in each of the three countries have the potential to help teachers and other actors in education to design the interventions and assessments implemented in the classes. Comparing the distribution of the intellectual demands between the countries provides an international reference for educational reforms in hand in many countries. peerReviewed

This bachelor thesis describes in detail the Common Rail fuel system, which is equipped with modern John Deere tractors. The thesis describes the individual parts of the fuel system and the principle of operation of individual components. Subsequently, tools for serial and parallel diagnostics on selected components of the fuel system and practical implementation of the diagnostics are presented. Finally, the results are evaluated.

V rámci projektu OP VVV „Didaktika: Člověk a příroda A“ je jedním z cílů identifikace a možná náprava tzv. kritických míst počátečního přírodovědného kurikula. Při rozhovorech s učiteli chemie na zapojených základních školách bylo jako kritické místo identifikováno zejména učivo chemie s kvantitativním charakterem. K zvládnutí takového učiva je třeba odpovídající matematický aparát, komplexní pochopení aplikovaných principů, a také do značné míry rozvinuté abstraktní myšlení a orientace ve strukturách a souvislostech. Příspěvek se zaměřuje na dva modelové příklady z identifikovaných kritických míst počáteční výuky chemie na základní škole, a to na složení roztoků a názvosloví solí. Diskutovány jsou východiska a podmínky realizace návrhů inovací a změn pojetí výuky těchto témat ve spolupráci oborových didaktiků s učiteli základních škol v rámci v projektu budovaného tzv. společenství praxe. Within the OP RDE project “Didactics: Man and Nature A” is one of the goals of identification and possible improvement of so-called critical points of the initial science curriculum. In the interviews with chemistry teachers from the lower secondary schools was identified as critical point the chemistry topics with quantitative character. To master such part of chemistry curriculum, an appropriate mathematical apparatus is needed, a comprehensive understanding of applied principles, as well as largely developed abstract thinking and orientation in structures and contexts. The paper focuses on two model examples of identified critical points of initial chemistry education at lower secondary schools, namely the solutions composition and the salts nomenclature. There are discussed the starting points and conditions of realization and proposals of innovations and changes of the conception of teaching these topics in cooperation of subject didacticians with teachers of lower secondary schools within the project of the so-called community of practice.

V příspěvku jsou diskutovány možnosti a meze inovací počáteční výuky chemie v České republice v období současné kurikulární reformy. Zaměřujeme se zejména na obsah a kontext výuky chemie jako součásti vzdělávací oblasti „Člověk a příroda“. Jako východiska řešené problematiky byly využity jednak zkušenosti týmu řešitelů zabývajících se výukou chemie na základní škole a související přípravou učitelů a jednak analýza výsledků mezinárodního výzkumu TIMSS, kterého se Česká republika zúčastnila v roce 2007, a také aktuální tematická zpráva České školní inspekce, zabývající se rozvojem přírodovědné gramotnosti na základních a středních školách ve školním roce 2016/17. Metodika výzkumu je založena na rozhovorech s učiteli chemie a prvotní dílčí výsledky ukazují na problémy s nadměrným zatížením žáků a na nutnost inovace obsahu, který by měl vykazovat zejména silnější propojení s každodenním životem a měl by formovat přírodovědnou gramotnost. Text vznikl s finanční podporou projektu OP VVV „Didaktika: Člověk a příroda A“, registrační číslo MS2014 CZ.02.3.68/0.0/0.0/16_011/0000665. In the contribution are discussed possibilities and limits of the early chemistry curriculum innovation in the Czech Republic at time of actually curricular reform. Example of chemistry subject matter in educational content and context is focused. The project team member’s experience with chemistry education and teacher’s preparation was using for starting points as well as analysis of results from international research TIMSS (2007) and current report of Czech School Inspection focused on science literacy development at secondary schools in school year 2016/17. Methodology of research is based on interview with chemistry teachers and first results present problems with cognition overload of the pupils and necessity to improve content more connected with everyday life and forming of science literacy.

Currently, the implementation of information and communication technologies (ICT) has been strongly recommended to science teachers. For identification the factors of successful ICT implementation the Unified Theory of Use and Acceptance of Technology (UTAUT) is applied, which works as the theoretical background of planned monitoring of Czech chemistry teachers´ attitudes to this problem. This theoretical review introduces the process of creating the modified UTAUT model serving as the basis for a research tool to be exploited for the future survey. Within this process three sources were exploited: (1) theories dealing with factors which influence user behaviour in relation to the use of modern technologies, (2) the analysis of research results focused on the acceptance and use of ICT in chemistry instruction and (3) results of researches conducted by the authors in the field of the effectiveness of the educational software used in chemistry teaching and learning. The conducted analysis of these three sources resulted in defining the presented survey and designing the appropriate theoretical model and research tool.

The paper presents research results of the two-year pedagogical experiment comparing test scores in three subjects (Database Systems, Management, IT English) taught either in the ICTsupported way or in the traditional face-to-face way at the Faculty of Informatics and Management, University of Hradec Kralove, Czech Republic. The main research objective was to find out whether the ICT contribute to increasing learners’ knowledge and consequently to forming key competences. Didactic tests as the main tool were used within the pedagogical experiment which followed the “pre-test – instruction – post-test – post-test2” structure. The research sample included 687 respondents. The results obtained proved there were no statistically significant differences in learners’ knowledge in both approaches to teaching/learning. The results were discussed from two important points of view: (1) teachers’ and learners’ IT competences in teaching/learning and (2) the role of teaching/learning styles. A teaching tool applicable in the ICT-supported process of instruction was provided.