Search results

The paper presents partial outputs from the second – qualitative – phase of research focused on accompanying and educational programs in galleries and museums in the Ústí nad Labem region (CZ). The focus is on educational programs for schools and interest groups. The aim of the paper is to present the results of the analysis of interviews with employees of institutions with regard to the sub-research questions. What topics are the educational programs for schools focused on? Specifically, we are looking at the way in which the theme of art is reflected in the educational programs and the link between the programs and themes related to the region, its history and cultural heritage.

The paper presents the offer of accompanying and educational programs implemented in 2015 – 2020 in art galleries and museums in the Ústí Region (Czech Republic). We deal with the typology of offered programs – what programs predominate and how their offer varies across institutions. We focus more closely on specific programs related to the visual arts and monitor their representation in the overall offer. We consider the question of the role of exhibition institutions in the field of non-formal arts education. In selected cases, we closely monitor the potential of programs for the development of creativity of their participants.

The article addresses the issue of interaction between teachers and students in the context of primary schools with varying levels of representation of students experiencing social disadvantage. The research was conducted on a sample of 479 students from grade 6 to grade 9 of selected primary schools, utilizing the standardized questionnaire "Teacher-Student Interaction" (Gillernová and Krejčová, 2011). The obtained results can serve as a basis for revising educational strategies in schools with above-average representation of students facing social disadvantage and as a launching pad for further research.

This paper presents the results of a quantitatively designed pedagogical research conducted in the winter of 2021/2022 among students (n = 144) in the fifth grade of primary schools in the Czech Republic. The questionnaire survey investigated climate knowledge, environmental values and attitudes, and pro-environmental behaviour. The results showed significant differences in the dimensions of willingness to act and appreciation of nature, in which girls scored higher than boys. The self-assessment questions captured significant differences in climate change knowledge between children from different participating schools. The regression model showed a significant influence of the dimensions of nature appreciation and willingness to act on pro-environmental behaviour. Analysis of the self-assessment questions revealed a significant relationship between students' self-assesed knowledge of and interest in nature and climate and the dimensions of appreciation of nature, willingness to act, and pro-environmental behaviour.

Both the Czech Republic and the Slovak Republic are countries with a strong dependence of pupils' results on the socio-economic and cultural position of their families. Obviously, the school should act in such a way as to compensate for the effects caused by the different socio-economic background of the pupils and thus positively influence their results. However, in both countries, the educational systems are unable to reduce inequalities caused by the different family backgrounds of pupils. On the contrary, it rather strengthens these inequalities. Already in our previous researches (Svoboda, 2010) we have shown that primary school teachers in the Czech Republic approach differently the support of socially disadvantaged students from the majority and the Roma students. In this article, we present the results of a research study aimed at evaluating selected aspects of support for socially disadvantaged children from the perspective of another group of important actors in school life, namely primary school pupils. The primary goal of the presented part of the research probe was to find out to what extent students accept different possibilities of supporting socially disadvantaged pupils and their families. The secondary goal was to find out whether the level of acceptance of support for the student or his family differs in relation to his ethnicity.