EduPort 2018, 2(1):33-35 | DOI: 10.21062/ujep/228.2018/a/2533-7106/OJPPE/2/1/33

The Comparision of the Science Literacy of Primary School Teachers

Jan Tirpák1, Jiří Škoda2
1 Katedra preprimárního a primárního vzdělávání, Pedagogická fakulta, Univerzita J. E. Purkyně v Ústí n. L.
2 Katedra pedagogiky, Pedagogická fakulta, Univerzita J. E. Purkyně v Ústí n. L.

The paper is based on the TIMSS 2015 (Trends in International Mathematics and Science Study) survey, which examines the level of knowledge and skills of pupils of 4th and 8th years of compulsory schooling in mathematics and science. The aim of this paper is to reflect key aspects related to research from the point of view of teachers' educational practices from the Czech Republic and Singapore.

Keywords: scientific literacy, TIMSS, development of further teacher education, elementary schools, comparison, Czech Republic, Singapore

Published: December 20, 2018  Show citation

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Tirpák J, Škoda J. The Comparision of the Science Literacy of Primary School Teachers. Online Journal of Primary and Preschool Education. 2018;2(1):33-35. doi: 10.21062/ujep/228.2018/a/2533-7106/OJPPE/2/1/33.
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    References

    1. Dillon, J. (2009) On Scientific Literacy and Curriculum Reform. International Journal of Environmental & Science Education, 4(3), 201-213.
    2. Roberts, D. A. Scientific literacy/Science literacy. Handbook of Research on Science Education. Dostupné z https://mafiadoc.com/roberts-da-2007-scientific-literacy-science-_597728ee1723dde28b57ceb4.html
    3. Škoda, J. (2005) Současné trendy v přírodovědném vzdělávání. Ústí nad Labem: Acta Universitatis Purkynianae.
    4. Tomášek, V., Basl, J., & Janoušková, S. (2016) Mezinárodní šetření TIMSS 2015. Praha: Česká školní inspekce.

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