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Pupil's question in relation to teacher's instruction strategy

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dc.title Pupil's question in relation to teacher's instruction strategy en
dc.contributor.author Pavelková, Marie
dc.relation.ispartof EDULEARN19: 11th International Conference on Education and New Learning Technologies
dc.identifier.issn 2340-1117 Scopus Sources, Sherpa/RoMEO, JCR
dc.identifier.isbn 978-84-09-12031-4
dc.date.issued 2019
dc.citation.spage 6055
dc.citation.epage 6060
dc.event.title 11th International Conference on Education and New Learning Technologies (EDULEARN)
dc.event.location Palma
utb.event.state-en Spain
utb.event.state-cs Španělsko
dc.event.sdate 2019-07-01
dc.event.edate 2019-07-03
dc.type conferenceObject
dc.language.iso en
dc.publisher IATED-Int Assoc Technology Education & Development
dc.identifier.doi 10.21125/edulearn.2019.1458
dc.relation.uri https://library.iated.org/view/PAVELKOVA2019PUP
dc.subject pupil's question en
dc.subject teaching strategy en
dc.subject pupil's ability to ask en
dc.description.abstract This Pupils' questions are considered a crucial condition for the successful start of pupil learning. The ability to formulate pupils' questions demonstrates the pupils' are involvement in the teaching process, their motivation to discuss the schoolwork and desire to resolve the problem. The teacher's dialogue strategy promotes active communication by pupils during teaching and places emphasis on communication between parties involved in the educational process. 5 maths teachers of pupils of the fourth and fifth years, who focus on the dialogue teaching strategy, were included in my pilot research. This concern two novice teachers (with up to two years experience) and three teachers with eight - ten years experience. The research sample was selected. I established which steps the teacher purposefully takes to promote formulation of pupils' questions by means of a semi-structured interview. The research conclusions demonstrate that the teacher's intentionally chosen strategy can help the teacher create opportunity for pupils' questions. The most crucial finding is the information that, according to the teachers, the most important thing is for the teacher to create learning tasks, which mobilise the pupils' thought processes during the teaching process and the pupil endeavours to name the problem by asking questions. Questions placed in this manner are distinguished by their greater cognitive demands. Compared to previous research, we can state that the active participation of pupils in the teaching process also provides feedback for the teacher and demonstrates the effectiveness of the teacher's teaching methods. en
utb.faculty Faculty of Humanities
dc.identifier.uri http://hdl.handle.net/10563/1009852
utb.identifier.obdid 43881137
utb.identifier.wok 000553304900134
utb.source S-wok
dc.date.accessioned 2020-08-21T08:57:15Z
dc.date.available 2020-08-21T08:57:15Z
dc.description.sponsorship IGA grant agency of Tomas Bata University in Zlin [IGA/FHS/2017/005]
utb.contributor.internalauthor Pavelková, Marie
utb.fulltext.affiliation M. Pavelková Tomas Bata University (CZECH REPUBLIC
utb.fulltext.dates -
utb.fulltext.sponsorship The contribution came into being thanks to support from the IGA grant agency of Tomas Bata University in Zlín under reference number IGA/FHS/2017/005. Characteristics of pupils' questions at the beginning of schooling.
utb.wos.affiliation [Pavelkova, M.] Tomas Bata Univ, Zlin, Czech Republic
utb.fulltext.projects IGA/FHS/2017/006
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