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Goal is to contribute to the knowledge of basic motor competencies in the 5th and 6th grade boys and girls from elementary schools. We tested 216 students (119 boys (55 %), 97 girls from five 5th grade and seven 6th grade classes at 5 basic schools of Slovak region Liptov. The primary data on the basic motor competencies of the examined groups were obtained by means of the MOBAK 5 test battery (Herrmann – Seelig, 2016). The children in the four groups were compared by gender, class the children attended and/or age. Basic descriptive characteristics were used in the presentation of the research data. Within the statistical processing of values, we used one-factor analysis of variance. Boys achieved significantly better results compared to girls in Object control in the 5th grade and even in the 6th grade. In Self-movement girls achieved non-significant better results than boys. Students of the 6th grade did not achieve statistically significant better performances in Object control compared to the students of the 5th grade. The results provide evidence of differences in basic motor competencies by gender. This requires differentiating the gender in terms of the content of physical education lessons. From the point of view of the grades, it is permissible and possible to teach the physical education of the 5th and 6th graders together when planning the school educational program and/or creating a weekly schedule focusing on physical education.
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In the belief of the enlightenment ideas, confronted with the poor reality of the knowledge level not only of students but also of their teachers, especially in elementary schools, there is a need to take and systematize pre-graduate training of teachers, give it a solid framework, principles and methodology. It is precisely in this respect that the pedagogical work of the personality, who has significantly contributed to raising the level of pedagogical awareness in the territorial platform of Austro-Hungarian empire, plays an irreplaceable role. The contribution paper analyzes some theoretical and methodological determinants of historiographic research in the field of educational historiography, saturating the personality and work of Juraj Pales, the first director of the Teachers' Institute in Spisska Kapitula (Spiš Chapter), evaluates the place and importance of this Institution in relation to institutionalized pre-graduate teacher training. Historical heuristics is based on the historical-pedagogical contexts of Theresian and Josephine reforms as a platform for the establishment of the Teachers´ Institute, while trying to find parallels with the current knowledge of pedagogical science.
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Biological invasions are recognized as a potentially major threat to biodiversity, and may have considerable economic and social effects. However, only limited knowledge about lay public perception of non - native species exists. One way of approaching the public is to increase general environmental awareness. Public, including pupils, attitudes may have large implications for invasive species management in terms of prevention, early warning and eradication success, but significant are the relations between the lay public’s visions of nature, their knowledge about non-native species, and their perceptions of invasive species management. However, an appropriate level, language and appropriate methods are also important in providing this information to the public in terms of age and knowledge.
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Health care, health education and health literacy need to be given due attention, especially because health can be influenced mainly by healthier behaviour. The World Health Organization (WHO) defines health literacy, which views the whole population in addition to personal characteristics, as the ability to make good health decisions in everyday life. This paper focuses on the inclusion of health education in education abroad. The theoretical background of the paper is based on the assumption that health care and health education have an international context and that the development of health literacy increases the overall health status of the whole population. Health literacy encompasses not only the knowledge but also the actions and responsibilities of each individual. It is health education that contributes significantly to improving the quality of health literacy. The objective of this paper is to present information on the inclusion of health education in education in selected countries around the world. A sub-objective is to evaluate the data collected and to outline inspirational suggestions for health education. The methodology of the paper is based on a content analysis of available sources from which key information on health education abroad was obtained.
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For a still young field, such as gamification, the multitude of research dedicated to the specific domain of gamification in education seems surprising. Some papers are focused on testing the formative and educational values of gamification; others concern its potentially negative impact or propose various ethical codes. The present study aims to combine in a coherent approach these three disparate types of research, starting from the typologies of game elements implemented and the results obtained (positives = efficiency; negatives = risk). Given that (1) the results appear to be rather fragile, contradictory, inconclusive or in a tense relationship with the two typological extremes (e.g. the same mixing of game elements, PBL, is seen as "positive" and "negative" in different studies), (2) sometimes positive results are accompanied by cautious views or by pointing out potential obstacles or risks, (3) the highlighted risks concern broad categories of issues, the ethical perspective and the adequacy to educational-formative purposes becomes extremely necessary. Assuming, however, that academic studies are as contradictory as self-referential, this research seeks to expand the perspective with an additional and necessary counterpoint: a quantitative research aimed at collecting the opinions of potential beneficiaries of gamification in educational context on the necessity and content of an ethical code.
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The education of a person in health literacy is an important for a quality of a person's life. A family surrounding in cooperation with the educational institutions play very important role in this way. Fullfil the goals of this education it is necessary to meet certain parameters. For this reason the aim of contribution was the use activating methods of education to acquire knowledge relating to the healthy development of the child's bone system in pre-elementary school.
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The development is not only from the economic point of view, but also from the human perspective. We used information and experiences in the field, corroborated with my own experience and with the pandemic and post-pandemic realities, in order to highlight that empathy is a very sensitive and necessary factor for the human development Thus, it’s about a psychological feature of someone, the power to train each and every person’s capabilities and skills to get profit, in the case of firms, or to achieve behavioral performance and standards in education. The conclusion is obvious: in online conditions of teaching and working, with a high level of stressors, the empathy mean of action is diminishing. The results indicate that the face-to-face students increased their knowledge of the subject material at a higher percentage than the online students. In businesses, the use of empathy is also beneficial for win-win strategies.
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Teaching of a foreign language involves numerous problems arising already at the initial stage of learning. This article presents methods for solving some of them through the organization of selected elements of the teaching process in and outside a classroom, using the Flipped classroom model and using proprietary educational materials (including memory maps, an introductory video course for beginners Introductory Russian Phonetics Course, materials supporting learning to read and methods for work with them). The paper also present plans for improving and developing the video course.
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The models of our approach towards pupils with disabilities are always developing, and not just in the area of education. Nowadays, we usually discuss individuals with special educational needs, which we consider those having a health or social disability. Some approaches classify gifted pupils and those performing above average among those that have special educational needs. There is also valid legislation here in the Czech Republic that supports this terminology. In the context of the 21st century and inclusive education, there is a huge emphasis on the needs of every pupil, with no exceptions. Therefore, we are slowly abandoning the whole concept of special educational needs and we are leaning more towards the general need for education. The submitted article reflects the education of individuals with special educational needs in the context of the 21st century, not only in the Czech Republic, but abroad as well.
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It is generally accepted that a school cannot be an isolated world that is only for itself, but must cooperate with the environment in which it is located. The school's closure to the surrounding community is considered a negative. Currently, the schools themselves are developing various activities that lead to contacts with the environment and especially with the community of parents. In this paper, we address the family and school environment in relation to education during the current pandemic period, which brings with it a number of limitations.
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The classical-idealistic pedagogue Friedrich Fröbel led the “Universal German Educational Institute" in the city of Keilhau (1817-1830), which he managed according to an immanent pedagogical-philosophical belief focused on the realization of natural and age-appropriate education of children of younger school age. The aim of the present study is to illustrate the pedagogical ideas personifying Friedrich Fröbel's view of primary education by analysing the work "The Education of Man". In this continuity, the paper further provides access to Friedrich's Fröbel ideas on the upbringing and education of younger school-age children, who strategically learn about the surrounding world and nature under the guidance of a teacher, within the connection and unification of school with life and the surrounding world.
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The contribution paper reflects on the current requirements of the formation of regional awareness and regional identity even in the current educational situation. It discusses regional identity and presents the study results of these purviews. The aim of the study was to discover the effect of selected variables on the formation of regional identity in students of pre-school and elementary pedagogy in Slovakia in consideration of place identity. The study results show that the increase of the rate, at which students understand the place of their study as part of their identity, is also affected by their expressed interest in natural, cultural and historical aspects of the given region. In this regard, an effective implementation of regional education into the educational process has been shown to be important.
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The authors of the article focus on the use of a simple programmable robotic toy Beebot - Včielky, in support of technical education of children of preschool and early school age. Beebot is one of the didactic toys that can be the first robotic toy for children. With the help of it, they will get acquainted with the basics of algorithmization and programming within intuitive control. In the article we see the possibilities of robot control and presentation of the output using Bee by children. It points to the use of the heuristic method, the method of discovery and observation. In groups, the children create an environment and tasks for the robotic toy and then program it to fulfill their tasks. The solution supports the divergent thinking of children, where multiple paths can be used for one goal.
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The paper is the result of a study in which participated 544 primary education teachers in the Ústí nad Labem Region in the Czech Republic. The aim of the research was to find out to what extent the relationship between the professional competence of teachers in the context of didactic and special pedagogical level. The paper points out the clear effect of mutual levels of self-efficacy, which underlines the importance of both the teacher's ability to work with students in need of support, and basic didactic skills and competencies, such as working with the classroom, etc. In the end of the article, recommendations for practice, further education of pedagogical staff are summarized, as well as possible proposals for changing the undergraduate training of students of primary education teachers.
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The impact of the COVID-19 pandemic was more pronounced at the lower levels of the education system, not so much in tertiary education. Universities have already had some experience with online teaching, but even there a range of issues occurred. The negative effects in the area of strongly subdued social relations are clear and can be observed at all levels of schools.
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Digital literacy is one of those that is essential for the current functioning of the world and in the educational process. The implementation of ICT has brought both positives and negatives in Slovakia. This contribution presents the results of a research survey realised in 2015, the findings of which contributed to the reasons for conducting research in the field of digital literacy and self-evaluation of teachers in practice and in undergraduate training. This contribution is supported by the project: VEGA 1/0748/20: Research reflections on digital literacy of teachers in primary schools in the context of undergraduate training process and educational reality. It describes the self-assessment of teachers in the field of digital literacy, the most frequent teaching aids used in practice in primary education by teachers and the problems associated with the implementation of ICT.
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The ideas for educating the world to apear repeatedly throughout history, have beanin again formulated different modifications recently. The mankind is becoming powerless due to the loss of general ideas while solving global problems, the problems connected with the spead of sustainable development overal moral devastation, the growth of ecological and ethical global problems. The dictum of commerce has been quite recklessly penetraiding through all the spheres of social life and preventing to solve the problems such as poverty and famine, homelessness, une, unemployment, xenophobia, lokal wors, etc. The stimulus for considering global education and education as one of the significant instruments for solving global problems could be seen not only in helplessness in finding other solutions but also in the succesful design of life-long learning conception. The conception becam a prevailing philosophy in the sphere of education within the last two decades – especially in the sphere of educating the adults – and started to acquire quite particular forms ad different modifications such as the learning enterprise, learning city, learning society. The idea results from the fact that peaple have been living in social relations since the begenning of their existence and the condition for the existence, course of life and happiness could be viewed as their involvement in human community. The proces sis conditioned by the ability of socialization, i.e. the ability of learning and education.
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The primary aim of the study was to detect stress (overall level and dimension of helplessness and self-efficacy) by the help of the Slovak version of the PSS-10 questionnaire in a group of Slovak teachers (N = 371) during the coronavirus pandemic. The results of online data collection from teachers from all regions of Slovakia reflect a moderate level of perceived stress (M = 20.06, SD = 7.78) in the population of teachers. A low level of stress is made up of 1/5 of the research group of teachers involved. The aim was also to verify the level of stress between the different age groups of teachers and also with regard to the different time that teachers devote to their interests on a daily basis. There were statistically significant differences (p <.05) between groups of teachers in the age group 36-45 years compared to the age category 46 and older, in terms of an average higher score of perceived stress in 36-45-year-old teachers. The results of the studies confirmed that teachers who pursue their interests for more than two hours a day achieve significantly (p <0.001) lower level of perceived stress compared to teachers who pursue their interests up to a maximum of two hours a day. The results are in accord with the WHO (2020) recommendations that engagement with interests is associated with lower levels of stress.
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The paper presents the use of statistical methods and their appropriate applicability in evaluating the knowledge of pupils in 6th, 7th and 8th grades, considering the different approach to teaching biology. The used statistical methods are analysis of variance or Anova, box charts and additional tables with numerical data. The pre-pilot data were evaluated by the statistical program Statistica 12. Pre-pilot data collection was performed at three primary schools and one grammar school at the beginning of the school year (2019/2020), a total of 342 respondents within Prague and the Central Bohemian Region. The aim of the paper is to find out how the level of general knowledge about arthropods differs according to the systematic and ecological approach of 6th, 7th and 8th grade pupils in the educational area Human and Nature - Biology at the second grade of primary schools and at the grammar school in the Czech Republic. The results of the pilot measurement showed that pupils taught according to the ecological approach achieved a higher points from prepilot testing than pupils taught according to the systematic approach. Within the particular years of studies, it turned out that the author's research tool was more difficult for students in the systematic approach than for students in the ecological approach.
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