Prehliadanie podľa Autor "Vydra, Marek"
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Položka Ionome dynamics in grapevine leaves(Multidisciplinary Digital Publishing Institute : Basel, 2026) Kováčik, Jozef; Vydra, Marek; Husáková, Lenka; Piroutková, Martina; Dresler, Sławomir; Dekan, Martin; Duchoň, FrantišekDespite extensive studies, global patterns governing the accumulation of essential and non-essential elements in grapevine leaves remain insufficiently understood. Therefore, a comprehensive literature survey of 148 studies (selected according to PRISMA 2020 guidelines) was compared with authentic elemental analyses of young and mature leaves of the white cultivar Rhein Riesling and the red cultivar Cabernet Sauvignon to identify the major drivers of grapevine leaf ionome composition. In unstressed grapevine leaves, macroelements followed the concentration order Ca > K > Mg > P, whereas microelements decreased in the order Fe > Mn > Cu > B > Zn > Mo. Seasonal development was associated with opposite trends between Ca and Mg versus K and P. Geographic origin and berry color were associated mainly with differences in Ca, P, Mn, Cu and Fe concentrations. In our authentic samples, potentially toxic elements occurred at substantially lower concentrations than commonly reported in the literature (mainly Pb, Co, As, Cd, Cs, Al, Sr, Ba, Li and Zr). Mature leaves accumulated higher levels of non-essential elements than young leaves, although bioaccumulation from soil remained generally low. Correlation analyses further demonstrated cultivar-dependent relationships among elements, particularly involving Mg. Multivariate analyses revealed that leaf developmental stage represented the primary factor shaping elemental composition, while cultivar-specific effects constituted a secondary but detectable source of variation. Our results identify phenological stage as a dominant factor controlling ionomic composition and suggest that Mg-, Fe-, Zn-, and Cu-associated processes may contribute to the regulation of the accumulation of toxic elements in grapevine leaves.Položka Plants and animals in biology textbooks for high schools (ISCED 3) in Slovakia(Science Events : Burgas, 2025) Vydra, Marek; Kováčik, JozefThis study analyzed currently used gymnasium textbooks in the Slovak Republic from the perspective of the development of plant blindness, through a quantitative evaluation of mentions of plant and animal organisms. We analyzed 388 pages of two textbooks, identifying 635 organisms, of which 277 were animals (43.6%) and 300 were plants (47.2%). The Slovak genus name dominated in textbooks for both groups of organisms. On the other hand, scientific genus and species names were less frequent. Scientific names of animals (genus: 208, species: 190) were more common in textbooks than scientific names of plants (genus: 157, species: 141). The higher occurrence of scientific names for animals compared to plants in textbooks may provide better preparation for university studies related to zoology, whereas the lower emphasis on plant scientific names could make the transition to botany-focused subjects more challenging. A comparison of the number of non-vascular and vascular plants revealed a low number of mentions of non-vascular plants (24 organisms). In contrast, textbooks included a relatively high number of invertebrates (117 organisms) among animals. The low emphasis on organisms from the fungi kingdom (30 organisms) suggests the need for increased attention by textbook authors to this group of organisms. Similarly, textbooks included the names of only 28 unicellular organisms, of which 17 were bacteria. A weak emphasis on non-vascular plants, unicellular organisms, and fungi can negatively affect a comprehensive understanding of biodiversity, ecological relationships, and the perception of the importance of these organisms.Položka Students' knowledge of plant anatomy and physiology as a reflection of interest in the teaching profession(Nature Publishing Group : London, 2026) Kováčik, Jozef; Vydra, MarekNot only in Slovakia, there is a debate about the low interest in the teaching profession and the decline in students’ knowledge in international tests. The aim of this work was to find out what knowledge in the field of botany high school graduates (ISCED 3 A) have and compare their results with those of first-year biology teaching students at universities (ISCED 5 A). Students from seven high schools/gymnasiums (n = 96 respondents) had significantly better knowledge of plant anatomy and physiology than first-year students from three universities (n = 95 respondents): however, there was no interest in becoming a teacher among the former group. Some questions yielded a success rate of only a few percent among university students, indicating an insufficient basis for university studies. On the contrary, high school students preferring socially attractive fields of study (medicine or pharmacy) achieved higher scores in our test (up to 14% of the absolute score) but no significant difference was observed between high school students who plan to study abroad (27% of our respondents) and those who want to study at a Slovak university. Despite this partly pessimistic result, the finding that plant biology knowledge improves during university studies was positive, as evidenced by comparison of our students in the beginning and final year (23% increase in absolute score). In addition to the identified botanical shortcomings, we also discuss the socio-economic causes of low interest in the teaching profession and possibilities for improvement.Položka Teacher characteristics influencing plant biology education: age, perception, and practical engagement(Cham : Springer Nature Switzerland AG, 2025) Vydra, Marek; Kováčik, JozefPlants are less attractive for students compared to other areas of biology, and teachers may improve this negative scenario. We aimed to investigate the influence of several characteristics of the teacher (e.g. gender, age or technical equipment) on (i) the activity of teaching plant biology, (ii) a number of physiological experiments used in teaching and, (iii) deficiencies in the knowledge of students in plant biology. For this purpose, data were extracted from previous more complex survey and analyzed by General Linear Model. The age, the teachers’ perception of the students’ knowledge and the teachers’ awareness of the importance of the aids significantly correlated with the teachers’ activity in education. Similarly, three teachers’ characteristics (age, school’s equipment and awareness of the importance of the aids) correlated with the number of implemented physiological experiments. In addition, two teachers’ characteristics (age and perception of the students’ knowledge) significantly correlated with the numberof identified gaps in students’ knowledge. In particular, we found that 51-yr-old (or above) teachers use more practical activities and physiological experiments, which may be the reason why they identified fewer gaps in students’ knowledge. Therefore, these more active teachers should be replaced by young teachers of the same quality after their retirement to keep the quality of education.Položka The use of image analysis in improving knowledge and skills on the example of teaching the biology of algae and fungi(Springer Nature Switzerland AG : Cham, 2025) Vydra, Marek; Kováčik, JozefWe investigated the effect of short-term teaching (3 weeks) using image analysis on gymnasium/secondary school students’ (ISCED3A) skills (science process skills, SPS) and knowledge using Fiji (ImageJ) software. The theoretical teaching was combined with IT-based education (measurement of the area or signal intensity on photos from scientific papers using algae Ulva or Coccomyxa and the fungus Glomerella) and students formed conclusions from data and answered knowledge questions. Experimental education increased score (post-test/pre-test) in the area of knowledge (by 102%) and SPS (by 44%) and greater impact of IT implementation on the development of girls’ SPS and knowledge was found. Besides, the Pearson’s correlation analysis showed a more intense improvement of students who had greater deficiencies in pre-test. This experimental gymnasium group (n = 53) also retained a higher score in re-test in comparison with control gymnasium students (without the implementation of image analysis, n = 54) and detailed analysis of individual questions revealed that there was a development of SPS, especially those that were emphasized in the experimental teaching. Another control group “university students” (ISCED5A, n = 19) had a higher score in re-test than the experimental gymnasium group, but the area of knowledge was comparable. These results indicate that the involvement of IT improves SPS and knowledge of gymnasium students at the level comparable with university students. The test and worksheets are attached for free use with the aim of improving the teaching of less interesting topics such as botany.