Petra Marková
Masaryk University
Brno, Czech Republic
25. – 28.10.2012, Brussels

žTo present the  main part of dissertation thesis
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žInterest in a teacher‘s thinking in a specific situation (biophiled orientation of education)
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žInvestigated through subjective theories
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žSpontaneous, under the pressure, without self-control (Schlee and Wahl, 1987, p. 5-7)
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žArgumentative structure is implicit (Schlee and Wahl, 1987, p. 5-7)
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žBuild on the teacher‘s own experiences (Janík, 2005, p. 479)
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žContent the elements of knowledge (content concepts) which are in relations - formal relations, so
we can draw the results (Dann 2000, p. 87)
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žTo describe them as a network of teacher‘s opinions and imaginations
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žTo understand them as an argumentative structure (verdicts in relations)
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žIf we find in teacher‘s opinions an argumentative structure, we can draw the STT
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žTo educate such a society who will be in a harmony with nature (Šmajs, 2008, p. 50-55)
žRespect of the interests of mine, society and the world as the whole
žThe main characteristic (Horká, 2012, p. 3-4):
¡The value of nature
¡Understanding of complex value of nature without man
¡Thinking in context
¡Level of ecological thinking
¡Understanding of evolution
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žThe aim
¡To describe how teacher thematizes his subjective theories to biophiled orientation of education
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žThe research question
¡How does teacher think about relations between man and nature?
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žMethodology
¡Semistructured interview
¡Technique of structuring concepts
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žIn the questions we tried to reflect all areas of biohiled orientation of education:
¡1. Profession of teacher
¡2. Cognition of the world
¡3. Conflict between nature and culture
¡4. Value education
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žExamples of questions:
¡1. What brought you to your profession?
¡2. What do you consider as the most important about cognition of the world?
¡3. How do you perceive relations  between nature, culture and man?
¡4. How do you understand the task of value education?
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žIts main goal is in graphic representation of structure of subjective theories of teacher
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žThis technique allows us to analyze the content of subjective theories also with the argumentative
structure

žIs necessary to find STT in his educational reality – by observation
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žTo investigate teachers with high or low degree of inclination to biophiled orientation of
education
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žDann, H. D. (2000). Lehrerkognition und Handlungsentscheidungen. In K. K. W. Schweer (Ed.),
Lehrer-Schüler-Interaktion (s. 79–108). Opladen: Leske + Bundrich.
žHorká, H. (2012). Učitelovo pojetí přírody a kultury jako spontánní předpoklad biofilní orientace
vzdělávání (v tisku).
žJaník, T. (2005). Zkoumání subjektivních teorií pomocí techniky strukturování konceptů (SLT).
Pedagogická revue, 57(5), 477–496.
žSchlee, J., & Wahl, D. (Eds.). (1987). Veränderung subjektiver Theorien von Lehrern. Oldenburg:
Universität Oldenburg.
žŠmajs, J. (2008). Potřebujeme filosofii přežití? Brno: Doplněk.
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žThank you for your attention.
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ž Petra Marková
ž 319967@mail.muni.cz
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