@article {1009,
	title = {SMALL GROUP LEARNING METHODS AND THEIR EFFECT ON LEARNERS{\textquoteright} RELATIONSHIPS},
	journal = {Problems of Education in the 21st Century},
	volume = {70},
	year = {2016},
	month = {April/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {45{\textendash}58 },
	abstract = {Building relationships in the classroom is an essential part of any teacher{\textquoteright}s career. Having healthy teacher-to-learner and learner-to-learner relationships is an effective way to help prevent pedagogical failure, social conflict and quarrelsome behavior. Many strategies are available that can be used to achieve good long-lasting relationships in the classroom setting. Successful teachers{\textquoteright} pedagogical work in the classroom requires detailed knowledge of learners{\textquoteright} relationships. Good understanding of the relationships is necessary, especially in the case of teenagers{\textquoteright} class. This sensitive period of adolescence demands attention of all teachers who should deal with the problems of their learners. Special care should be focused on children that are out of their classmates{\textquoteright} interest (so called isolated learners or isolates) in such class and on possibilities to integrate them into the class. Natural idea how to do it is that of using some modern non-traditional teaching/learning methods, especially the methods based on work in small groups involving learners{\textquoteright} cooperation. Small group education (especially problem-based learning, project-based learning, cooperative learning, collaborative learning or inquire-based learning) as one of these methods involves a high degree of interaction. The effectiveness of learning groups is determined by the extent to which the interaction enables members to clarify their own understanding, build upon each other{\textquoteright}s contributions, sift out meanings, ask and answer questions. An influence of this kind of methods (especially cooperative learning (CL)) on learners{\textquoteright} relationships was a subject of the further described research. Within the small group education, students work with their classmates to solve complex and authentic problems that help develop content knowledge as well as problem-solving, reasoning, communication, and self-assessment skills. The aim of the research was to answer the question: Can the cooperative learning methods help to integrate isolated learners into the class? The research was realized as a pre-test-post-test design for the sample of 207 learners of first, second and third grades of lower secondary school. Standardized sociometric questionnaire B-3 was used to determine the number of isolated learners before and after using the CL methods. Consequently, using the Wilcoxon statistic test of significance, the hypothesis was verified that the number of isolates after the CL methods is statistically significantly lower than that of the case before using the non-traditional teaching/learning method. Accordingly, the research results justify implementation CL methods into education.},
	keywords = {cooperative learning, isolated learners, learners{\textquoteright} relationships, small group learning methods, sociometric methods},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.70.45},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1203604},
	author = {Radka Bor{\r u}vkov{\'a} and Petr  Emanovsk{\'y}}
}
@article {950,
	title = {PROBLEM-BASED LEARNING AND ITS EFFECT ON LEARNERS{\textquoteright} RELATIONSHIPS},
	journal = {Problems of Education in the 21st Century},
	volume = {63},
	year = {2015},
	month = {February/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {53-61},
	abstract = {Detailed knowledge of learners{\textquoteright} relationships is very important for successful teacher pedagogical work in a classroom. The familiarity with the relationships is important, especially in the case of teenagers{\textquoteright} class. All teachers should deal with the problem of learners that are out of their classmates{\textquoteright} interest (so called isolated learners or isolates) in such class and think about possibilities to integrate them into the class. Natural idea how to do it is that of using some non-traditional learning methods, especially the methods based on working in small groups involving learners{\textquoteright} cooperation. Problem-based learning (PBL) as one of these methods with an influence on learners{\textquoteright} relationships was a subject of the further described research. Within PBL courses, students work with classmates to solve complex and authentic problems that help develop content knowledge as well as problem-solving, reasoning, communication, and self-assessment skills. The aim of the research was to answer the question: Can the problem-based learning help to integrate isolated learners into the class? The research was realized as a pretest-posttest design for the sample of 182 learners of seventh, eighth and ninth grades of basic school. Standardized sociometric questionnaire B-3 was used to determine the number of isolated learners before and after using the problem-based learning. Consequently, using the Wilcoxon statistic test of significance, the hypothesis was verified that the number of isolates after the problem-based learning is statistically significantly lower than that of the case before using the non-traditional learning method. Accordingly, the research results justify implementation PBL into education.},
	keywords = {isolated learners, learners{\textquoteright} relationships, Problem-Based Learning, sociometric methods},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.63.53},
	url = {http://oaji.net/articles/2015/457-1430136964.pdf},
	author = {Petr  Emanovsk{\'y}}
}
@article {741,
	title = {INSIGHTS INTO INNOVATION OF INITIAL SCIENCE TEACHER TRAINING},
	journal = {Problems of Education in the 21st Century},
	volume = {45},
	year = {2012},
	month = {July/2012},
	type = {Original article},
	chapter = {10-18},
	abstract = {The quality of science education is a very contemporary didactic topic at present. Improving the quality of this education is unthinkable without a quality science teacher training at universities and other educational institutions. Some innovation of contents and organization of the study programme for future science teachers was realized within the ESF project "Professional science teacher training for careers in a competitive environment" at Faculty of Science of Palack{\'y} University in Olomouc, Czech Republic. The project focuses on improving the training of teachers of all science branches in connection with the growing needs of the current competitive labour market. One of the main aims of the project leading to this improvement was the creation of new and innovated subjects oriented to teaching practice. A research focused on finding benefits of the new subjects for students was realized within the project. The objective of the research was to investigate the difference between students{\textquoteright} expectations and real benefits of the subjects. The research results were very useful as a feedback for a subsequent modification of the study programs. Some particular examples of the process and results of the research are described in the paper.},
	keywords = {initial teacher training, science subjects},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.45.10},
	url = {http://oaji.net/articles/2014/457-1413727258.pdf},
	author = {Petr  Emanovsk{\'y} and Bronislava  {\v S}t{\v e}p{\'a}nkov{\'a}}
}
@article {527,
	title = {ON OPEN-ENDED AND CLOSED-ENDED QUESTIONS IN DIDACTIC TESTS OF MATHEMATICS},
	journal = {Problems of Education in the 21st Century},
	volume = {28},
	year = {2011},
	month = {April/2011},
	type = {Original article},
	chapter = {114-122},
	abstract = {Since educational assessment of pupils is one of the most important activities in educational process the topic of didactic tests is currently very discussed by teachers and pedagogical experts. There exist a lot of factors that have effect on quality of the didactic test. One of them is a kind of test questions (open-ended or closed-ended). In the case of closed-ended questions a pupil has to choose an answer from given variants. These questions are the most frequented form in the world and they are also quite commonly used at Czech schools. There are described the methods as well as process and results of research connected with this problem in mathematical education at elementary school there. The aim of the research was to answer the question: Are pupils more successful solving the test with open-ended or closed-ended questions? Using statistic test of significance there was validated hypothesis that the kind of questions does not play any significant role in the fruitfulness of solving the tests.},
	keywords = {closed-ended question, mathematical education at elementary school, pedagogical research},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=939904},
	author = {Bronislava  {\v S}t{\v e}p{\'a}nkov{\'a} and Petr  Emanovsk{\'y}}
}
@article {559,
	title = {ON USAGE OF INDUCTIVE APPROACH IN MATHEMATICAL TEXTBOOKS AT SECONDARY SCHOOL},
	journal = {Problems of Education in the 21st Century},
	volume = {31},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {33-44},
	abstract = {Quality of mathematical education is very actual didactic issue at present. One possibility how to increase it is a use of unconvencional experimentally inductive approach. The appropriate textbook then can be a useful helper for teacher who intends to apply this approach. There are given an analysis of the usage of inductive and deductive approach in mathematical textbooks here. The research was focused on the content of mathematics textbooks for secondary school, on their interpretative and exercise text components, respectively. The main interest was to explore the representation of inductive and deductive methods in interpretation of the mathematics textbooks and to measure the content of the exercises whose student{\textquoteright}s solution requires the use of heuristic approaches. The results of the analysis show that each author prefers a different approach to interpretation which is used in the writing of textbooks. Interpretative means most contained in all the textbooks are a direct interpretation with the motivation (34.4\%), a direct interpretation without motivation (31\%) and an indirect interpretation with the motivation (24.5\%). Inductive and deductive interpretative means are only rarely represented in all the textbooks. The highest rate was registred in the case of task using interpretation with the motivation (7\%).},
	keywords = {mathematical education, mathematical textbook, secondary school},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.31.33},
	url = {https://oaji.net/articles/2014/457-1406540074.pdf},
	author = {Ji{\v r}{\'\i}  B{\v r}ehovsk{\'y} and Petr  Emanovsk{\'y}}
}
@article {408,
	title = {ON EFFECTIVITY OF INDUCTIVE METHODS IN MATHEMATICAL EDUCATION AT SECONDARY SCHOOL},
	journal = {Problems of Education in the 21st Century },
	volume = {22},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {25-32},
	abstract = {Effectivity and quality of mathematical education at secondary school is always very actual didactic topic. One way how to increase them is using unconvencional experimentally inductive methods. There are described the methods as well as process and results of research conected with this problem there. The aim of the research was to check possibilities of using of modern unconvencional methods for more effective mathematical education at secondary school. The inductive methods are compared with the traditional ones when students get completed knowledge without any derivation or proof. Using Students t-test and F-test were verified two hypotheses. The first hypothesis that the experimentally inductive approach and methods in mathematical education at secondary school are more effective and interesting for students than the traditional methods was validated. The second hypothesis which supposed longer persistence of knowledge obtained by the inductive methods was not validated.},
	keywords = {mathematical education, pedagogical research, secondary school},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400515143.pdf},
	author = {Petr  Emanovsk{\'y} and Ji{\v r}{\'\i}  B{\v r}ehovsk{\'y}}
}
