Abstract
This paper presents the results of empirical research which focused on types and usage of teaching and learning material used by pupils of the eighth grade of basic school. The contribution aims to describe teaching and learning resources used by lower secondary pupils, as well as to introduce the ways in which such materials are used in classrooms and during home preparation in the subjects of Czech Language, English Language, and History. In addition to that, the contribution aims to assess tendencies in the area of their usage with respect to the penetration of digital technologies into various areas of pupils’ learning. A qualitative methodological design was used for the research. In-depth interviews were conducted with 20 lower secondary (eighth-grade) pupils. The data that was collected was coded, analysed, and interpreted with respect to the aims and questions of the research.
The empirical research has shown that pupils use various teaching and learning resources. On the one hand, in the classroom, use of the textbook is still crucial, and pupils work with the resources individually. On the other hand, during home preparation they tend rather to use their notes from lessons or the internet. Digital resources are regularly used in the classroom as well as at home, but they are not considered dominant. There is a difference in the ways in which individual resources are used in classroom and during home preparation.
The results confirm the tendency in the area of the usage of teaching and learning resources at lower secondary school level. This characterises the heterogeneity among the materials. In the classroom, digital resources are used as a supplement to printed ones, while during home preparation pupils prefer written resources.
References
- Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education. London: Routledge. Search in Google Scholar
- Cooper, H. (1994). The battle over homework: Common ground for parents and administrators. Thousand Oaks: Corwin Press. Search in Google Scholar
- Červenková, I., & Sikorová, Z. (2014). Strategie žáků s textovými materiály při domácí přípravě na výuku. In J. Poláchová Vašťatková, E. Dvořáková Kaněčková (Eds.), Pedagogický výzkum: spojnice mezi teorií a praxí (s. 59-71). Olomouc: Gevak. Search in Google Scholar
- Darn, S. (2007). Homework seems to be an accepted part of teachers' and students' routines, but there is little mention of it in ELT literature. Dostupné z www.teachingenglish.org.uk Search in Google Scholar
- deCarvalho, M. E. (2000). Rethinking family-school relations: A critique of parental involvement in schooling. New York: Routledge. Search in Google Scholar
- https://doi.org/10.4324/9781410600332 Open DOI
- DeCesare, M. (2007). A textbook approach to teaching: Structural uniformity among american high school sociology courses. American Sociologist, 38, 178-190. Search in Google Scholar
- https://doi.org/10.1007/s12108-007-9007-9 Open DOI
- Flick, U. (2006). An introduction to qualitative research. Thousand Oaks: Sage. Search in Google Scholar
- Gavora, P. (2008). Model činnosti žiaka pre učenie sa z učebnice. In P. Knecht, T. Janík et al. Učebnice z pohledu pedagogického výzkumu (s. 121-135). Brno: Paido. Search in Google Scholar
- Horsley, M., & Sikorová, Z. (2014). Classroom teaching and learning resources: International Comparisons from TIMSS. A preliminary review. Orbis scholae, 8(2), 43-60. Search in Google Scholar
- https://doi.org/10.14712/23363177.2015.65 Open DOI
- Horsley, M., & Walker, R. (2006). Video based classroom observation systems for Examining the use and role of textbooks and teaching materials in learning. In É. Bruillard et al., Caught in the web or lost in the textbook? 8th International Conference on Learning and Educational Media (s. 263-268). Caen: IUFM. Search in Google Scholar
- Horsley, M., & Walker, R. (2013). Reforming homework: Practices, learning and policy. South Yarra: Palgrave Macmillan. Search in Google Scholar
- Churchill, D. (2017). Digital resources for learning. Singapore: Springer. Search in Google Scholar
- https://doi.org/10.1007/978-981-10-3776-4 Open DOI
- Johnsen, E. B. (1997). Textbooks in the kaleidoscope. Oslo: Scandinavian University Press. Search in Google Scholar
- Klubal, L., Kostolányová, K., & Gybas, V. (2017). Using tablet and iTunes as individualized instruction tools. In Proceedings of the 13th International Conference Mobile Learning, Budapest (s. 139-142). Budapest, Hungary: IADIS Press Search in Google Scholar
- Instruction Tools. In Mobile Learning 2017: Proceedings of the 13th International Conference on Mobile Learning 2017 (s. 139-142). Budapest: IADIS Press. Search in Google Scholar
- Lambert, D. (1999). Exploring the use of textbooks in KS3 geography classrooms: A small scale study. The Curriculum Journal, 10, 85-105. Search in Google Scholar
- https://doi.org/10.1080/0958517990100107 Open DOI
- Lister, M., Dovey, J., Giddings, S., Grant, I., & Kelly, K. (2009). New media. A critical introduction. 2. vyd. London: Routledge. Search in Google Scholar
- Matthes, E., Schütze, S., & Wiater, W. (Eds.). (2013). Digitale Bildungsmedien im Unterricht. Bad Heilbrunn: Julius Klinkhardt. Search in Google Scholar
- Nicholls, J. (2005). The philosophical underpinnings of school textbook research. Paradigm, 3(1), 25-35. Search in Google Scholar
- Průcha, J. (Ed.). (2009). Pedagogická encyklopedie. Praha: Portál. Search in Google Scholar
- Roth, K. J. et al. (2006). Teaching science in five countries: Results from the TIMSS Video Study Statistical Analysis Report. U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. Dostupné z https://nces.ed.gov/pubs2006/2006011.pdf Search in Google Scholar
- Schaub, H., & Zenke, K. G. (2000). Wörterbuch Pädagogic. München: Deutscher Taschenbuch. Search in Google Scholar
- Sigurgeirsson, I. (1992). The role, use and impact of curriculum materials in intermediate level icelandic classrooms. (Dizertační práce). Brighton: University of Sussex. Search in Google Scholar
- Sikorová, Z. (2010). Učitel a učebnice: Užívání učebnic na 2. stupni základních škol. Pedagogická fakulta Ostravské univerzity. Search in Google Scholar
- Sikorová, Z., Václavík, M., & Červenková, I. (2019). Užívání tištěných a digitálních zdrojů v práci učitelů 2. stupně ZŠ: hybridizace a remixování. Studia paedagogica, 24(3), 111-129. Search in Google Scholar
- https://doi.org/10.5817/SP2019-3-5 Open DOI
- Stará, J., & Krčmářová, T. (2014). How teachers reflect on textbook materials and how they utilise them. IARTEM e-Journal, 6(3), 67-87. Search in Google Scholar
- Švaříček, R., & Šeďová, K. et al. (2007). Kvalitativní výzkum v pedagogických vědách. Praha: Portál. Search in Google Scholar
- Wikman, T., & Horsley, M. (2012). Down and up: Textbook research in Australia and Finland. IARTEM e-Journal, 5(1), 45-53. Search in Google Scholar
- TIMSS (2016). Mezinárodní šetření TIMSS 2015. Dostupné z www.csicr.cz Search in Google Scholar
