The basis of the master's thesis relates to contribution towards developing technical innovation of pupils at primary level through methods of inductive teaching with an example of a model glider. The recently suggested teaching model for developing pupils' technical innovation was put into practice. We made two lesson plans, one for the control group and the other for the experimental group, in accordance with the teaching model on the topic of creating a product – a model glider in the second grade during a lesson of compulsory subject in primary school called nature study. The control group was taught according to a traditional strategy, whereas the experimental one was taught in accordance with a teaching model where active forms of strategies were more common, especially the strategy of inquiry-based learning. While creating a product in the class with different approaches of teaching, we were observing in which case the pupils displayed a higher degree of technical innovation. The empirical experiment included four sections of the second grade at a primary school. The results of the research show that the knowledge of pupils from control group, who were taught traditionally, has improved better on a test. However, pupils from experimental group, where inquiry-based learning was performed, have reached a higher degree of innovation. Pupils from experimental group have reached a higher degree of innovation because the work during the lessons was less guided and directed. They could broaden their thinking and reach a higher degree of independent work. It is also evident that the methods of inductive teaching do not only develop a higher degree of technical innovation, but also a higher degree of critical thinking. In the master’s thesis, we determined the required technical basis of the gliders’ models for pupils in the second grade. We also determined the appropriate network model of a glider and a model of a model glider. The suggested teaching model for developing technical innovation has shown differences between genders. Boys were more successful. Pupils are used to perceive traditional teaching better than the new ways of performing a lesson in the experimental group which demands a higher degree of independent work.
|
