<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ondrej  Jerabek</style></author><author><style face="normal" font="default" size="100%">Renata Holubova</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SECONDARY SCHOOL STUDENTS AND PHYSICS TASKS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">physics tasks</style></keyword><keyword><style  face="normal" font="default" size="100%">questionnaire</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1399914645.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">17</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The aim of this paper is to discuss the non-ttractivity of the solving of quantitative examples in Physics. The problem was find out not only in teaching and learning Physics at secondary and high schools, but also during various competitions (Physical Olympiad, Physical Kaleidoskope, Fermi Questions tournament). The discussion in this paper will be based on the research that was done in 2009. More than 335 respondents completed our questionnaire about examples. The questions inquired about reasons why students solve examples, if they understand the settings or if they will prefer an animation (video) of the situation and the problem of the classification rating. The statistical evaluation was realized by using the chi quadrate test. The results of this research will be used in our next activity - we will prepare a set of interactive physical examples to make use of the motivation effect of multimedia and ICT technology in Physics education. </style></abstract><work-type><style face="normal" font="default" size="100%">Original Article</style></work-type><section><style face="normal" font="default" size="100%">97-106</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Renata Holubova</style></author><author><style face="normal" font="default" size="100%">Veronika Kainzova</style></author><author><style face="normal" font="default" size="100%">Jan Řiha</style></author><author><style face="normal" font="default" size="100%">Ivo Vyšin</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EDUCATION OF TEACHERS IN ICT APPLICATIONS FOR TEACHING PHYSICS AT PRIMARY AND SECONDARY SCHOOLS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">multimedia resources</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching and learning physics</style></keyword><keyword><style  face="normal" font="default" size="100%">using multimedia</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392298005.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">9</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The aim of the paper is to discuss the results of the research in the field of using multimedia , ICT, in teaching and learning Physics in the Czech Republic. The first part of the project was realized in 2005, where the analysis of available multimedia resources and their use at schools was done. Evaluation criteria for multimedia materials were summarized. According to the findings in the second part of the project courses for physics teachers in using ICT were created. Basic tools for computer measurements (data processing, procedure management), basic tools for modelling and simulations (including internet tools); work in a virtual laboratory, especially in applets/physlets, work in a distant laboratory, ability to use it effectively, and knowledge of appropriate freeware, shareware and software were presented. There were for example courses: Interactive Physics in teaching physics, Mathematica and Mathematica CalcCenter in teaching physics, Digital phototechniques in laboratories and technical subjects, The word processor, LaTeX for teachers of sciences. The project was evaluated, results of the reliability and validity of the courses will be discussed. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">24-33</style></section></record></records></xml>