06 Príspevky v zborníkoch

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Composition of cladoceran (Crustacea) and chironomid (Diptera: Chironomidae) and assemblages from surface sediments of Central American lakes
(SIL, Merida, Mexico, 2017) Wojewódka, Marta; Hamerlík, Ladislav; Zawisza, Edyta; Sinev, A. Y.
Taxonomic composition of subfossil Cladocera and Chironomidae from freshwater lakes of Central America
(SIL, Merida, Mexico, 2017) Zawisza, Edyta; Wojewódka, Marta; Hamerlík, Ladislav
Subfossil chironomids of Central American lakes: taxonomic composition and driving factors
(Muse - Museo delle Scienze, Trento, Italy, 2017) Hamerlík, Ladislav; Zawisza, Edyta; Wojewódka, Marta; Szeroczyńska, Krystyna
A multi-proxy survey of recent environmental changes from the sediments of lake Apastapeque (El Salvador, Central America)
(Stockholm University, Sweden, 2018) Wojewódka, Marta; Hamerlík, Ladislav; Krahn, Kim; Zawisza, Edyta; Cohuo Duran, Sergio; Macario-Gonzalez, Laura; Hoelzman, Philipp; Rose, Neil L.; Yang, Handong; Charqueño- Celis, Fernanda; Schwalb, Antje; Pérez, Liseth
Recent environmental changes in Central America reconstructed from lake sediments
(Czech Limnological Society, Kořenov, Czech Republic, 2018) Hamerlík, Ladislav; Wojewódka, Marta; Zawisza, Edyta
The recent environmental history of two Central American lakes: a subfossil chironomid record from lakes Apastepeque and Yojoa
(University of Łódź, Poland, 2018) Hamerlík, Ladislav; Wojewódka, Marta; Zawisza, Edyta
Subfossil Cladocera and Chironomidae from freshwater lakes of Central America and the Yucatan Peninsula: estimating ecological requirements for future palaeolimnological researchs
(Stockholm University, Sweden, 2018) Zawisza, Edyta; Wojewódka, Marta; Hamerlík, Ladislav
Out-of-school learning and students' motivation
(Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie, 2024) Skoršepa, Marek; Kmeťová, Jarmila; Şen Ahmet, İlhan
Out-of-school learning has been reviewed (Şen, A. İ. et al., 2021) as a promising way of teaching Science actively due to its ability to provide students with firsthand experience. Another driving force of education is motivation. It can stimulate a considerable part of students’ abilities and help lead to achieving desired educational aims. In this contribution, we provide partial results of evaluating students’ motivational orientation concerning learning in out-of-school settings. The background for the study is an Erasmus+ project, where partners from four countries (Turkey, Slovakia, Czechia and Germany) aimed to develop an out-of-school learning curriculum for teacher training study programmes. Herein, we present the Slovak motivation data gained while performing and evaluating two specific activities proposed for the following out-of-school setting: (i) education in the pharmacy and (ii) education in the distillery (Skoršepa et al., 2022). The research includes data from 152 grammar school students (average age M = 15.76). The renowned psychological tools MSLQ and IMI were used to measure students’ motivation.
Kvalitatívna analýza riešenia grafových úloh s ChatGPT
(Technická univerzita v Liberci, 2024) Škrinárová, Jarmila; Hamada, Adrián; Voštinár, Patrik; Vagač, Michal
The ChatGPT tool has become one of the most popular applications of artificial intelligence, which is used to obtain answers to questions, but especially to solve tasks from various fields. We have encountered opinions that some answers of the ChatGPT are accurate, and others are wrong, or that students will not be able to solve tasks due to the availability of the ChatGPT tool, which will lead to a degradation of the student's thinking. We asked ourselves a research question: "Does the solution of graph tasks with ChatGPT contribute to the degradation of the student's thinking of the 1st and 2nd year of gymnasiums". We focused on solving graph tasks for the "Junior" category of the iBobor competition. These tasks are: "Pedigree" from 2012/13 and " Photos on the social network' from 2015/16. We gradually presented the solution to both tasks. Each task was solved by several students, in Informatics methodology subject, who worked together and thus 5 experiments were created with the aim of answering the questions specified for the qualitative analysis and answering the research question. We specified questions for qualitative analysis: Do the students understand the assignment? Can the assignment as formulated for the student be used as an assignment for ChatGPT? How should we phrase questions for ChatGPT to get the expected type of response? Is ChatGPT's answer to our questions always, correct? Does entering a task for ChatGPT in Slovak and English language lead to the same answers? Based on the results of the experiments, we were able to gradually formulate the answers: It is essential that students clearly understand the assignment. We perceive the importance of the teacher in the analysis of the task, specification of details and communication with the students. We have shown that it is necessary to divide a complex assignment into parts. Skill in asking questions needs to be acquired. ChatGPT is a new and dynamically changing tool. Therefore, it is necessary to work with this tool and perceive the "learning" feature of this tool. The ChatGPT response is not always correct. The necessity of knowing how to solve tasks correctly was confirmed for us. This is necessary so that we can judge whether ChatGPT responded correctly or not. Entering a task for ChatGPT in Slovak and English can lead to different answers. We interpret this as the student's ability to better formulate an assignment in English than a "machine" translation from the Slovak language does. Based on the qualitative analysis, we can conclude that the teacher and the student, when solving tasks with ChatGPT, need: understand the task assignment in detail, be able to formulate the tasks more consistently for ChatGPT and possibly reformulate or supplement this assignment and be able to correctly solve graph tasks so that we can verify the correctness of the ChatGPT solution. It follows from the above that we must reject the hypothesis in the research question. We have shown that student's thinking does not degrade. We have shown that the consistent solution of graph tasks with ChatGPT contributes to the development of the thinking of teachers and pupils.
Recent advances and future perspectives on adsorbents in removal of polyphosphonates
(Cottbus : Brandenburg University of Technology, 2024) Šuránek, Matej; Thomas, Maciej; Melichová, Zuzana
Bioavailability of potentially toxic elements in selected Cu-deposits of Europe
(Nitrianske Pravno Ústav geotechniky Slovenskej akadémie vied : Košice, 2024) Andráš, Peter; Midula, Pavol; Ševčíková, Janka; Šuránek, Matej; Matos João Manuel, Xavier; Janštová, Jana; Buccheri, Giuseppe; Tomaškin, Ján; Drímal, Marek
Bioavailability of potentially toxic elements from four dump-field material at several abandoned European Cu-deposits: Špania Dolina (Slovakia), Caporciano and Libiola (Italy) and São Domingos (Portugal) was studied. The three steps sequential analyse study show some relation among geological setting and mineralogical composition of ores vs. bioavailability of metals. The best bioavailable metals at first three mentioned deposits are Cu and Cd (in one case, atr São Domingos As and Co). The results confirmed that the geological setting substantially influence the order of the bioavailability.
Origin and age determination of early paleozoic mafic complexes from the variscan basement of the western carpathians: indicators of demised tethyan oceanic basins (review and new data)
(Štátny geologický ústav Dionýza Štúra Bratislava, 2024) Putiš, Marián; Li, Qui-Li; Chew, David; Li, Xian-Hua; Nemec, Ondrej; Ondrejka, Martin; Ackerman, Lukáš; Spišiak, Ján; Madarás, Ján; Németh, Zoltán; Ružička, Peter
Geochemický model transformácie gabra na rodingit
(Štátny geologický ústav Dionýza Štúra Bratislava, 2024) Butek, Juraj; Spišiak, Ján; Fabre, Sébastien; Duchene, Stéphanie; Grégoire, Michel
Biodostupné formy potenciálne toxických prvkov v antropogénnej pôde odvalu rudného ložiska Cínovec
(Štátny geologický ústav Dionýza Štúra Bratislava, 2024) Midula, Pavol; Svobodová, Sára; Andráš, Peter; Ševčíková, Janka; Tomaškin, Ján
Is there a difference in the education of generations across time?
(IOP Publishing : Bristol, 2024) Spodniaková Pfefferová, Miriam; Hruška, Martin; Raganová, Janka; Holec, Stanislav
An interesting reading tends to be a summary of the dominant characteristics of each generation, which can be found in scientific and vocational publications as well as in media with popularization texts. Very often, we also identify among them our own characteristics and qualities, or those of our peers, children, and possibly other descendants. It is natural that the development of science and technology has a significant role in shaping the personality profile of the members of each generation during the historical development of society (for example, from the "lost" generation to the "alpha" generation). This factor influences the content, methodological and didactic aspects of the teaching process, i.e. what and how to teach. The authors of the paper have worked on several aspects of the preparation of teaching materials and their use in school physics, often with overlap with other science subjects. One of these aspects is, for example, the need to influence the emotional side of the student in learning processes, which is an important prerequisite for more permanent "inscriptions" of information in the student's memory. For this process to work, knowledge of the dominant characteristics of the target group of students and the environment in which they grow up is essential.
Mapping of the Eurasian otter (Lutra lutra L.) in the Hron River basin (Slovakia)
(Brno : Ústav biologie obratlovců AV, 2025) Urban, Peter; Hrdý, Tomáš
Hron is the second longest river in Slovakia. It springs under Kráľová hoľa at an altitude of 934 m and flows into the Danube not far from the place where the Danube leaves the territory of Slovakia. Mapping the river otter in a square grid is, despite the reservations, a method used to determine the spread of this species over a relatively large area and its changes. The distribution of the otter in the Hron river basin was investigated during five field mappings (winter 1995/1996, summer and autumn 2010, winter 2011/2012, winter 2021/2022, winter 2022/2023) using a modified IUCN/OSG standard method. It was about the evidence of the presence of a species, or its residence signs on selected 600 m sections of streams in the network of 48 squares of the Databank of the Fauna of Slovakia (approx. 10 × 12 km) and their 150 quadrants (approx. 2.5 × 3 km). During the first mapping in the winter of 1995/1996, the lowest number of positive squares (35; t. j. 72,9 %) and quadrants (71; 47,3 %) was recorded. Signs of otter habitat were mainly absent in the lower reaches of the Hron, but they were found near its mouth into the Danube, or on some tributaries of the lower Hron (e.g. Paríž). During further mapping, there was an increase in both positive squares and quadrants in the entire river basin. The increase was most pronounced in the middle and lower part of the basin. The highest number of positive squares (46; 95,8 %) and quadrants (125; 83,3 %) was recorded in the winter of 2021/2022.
Regionálne rozdiely vo výskyte determinantov nadváhy a obezity na Slovensku
(Ostravská univerzita v Ostravě, 2025) Malobická, Eva; Baška, Tibor; Zibolenová, Jana; Madleňák, Tibor; Hudečková, Henrieta
Natural and anthropogenic factors influencing the Tatra chamois (Rupicapra rupicapra tatrica) in the Nízke Tatry (Low Tatras) Mts. (Central Slovakia)
(Faculty of Environmental Protection : Velenje, 2025) Hrdý, Tomáš; Hronček, Pavel; Hrončeková Gregorová, Bohuslava; Urban, Peter
European roe deer (Capreolus capreolus) is the most widespread wildlife species in Germany and therefore a subject of hunting in nearly all habitats. Due to its importance, forest owners and hunters are interested in successful hunting regimes, which depend on their respective objectives. However, objectives of forest owners and hunters are not always in accordance and sometimes even oppositional. Hunters are often confused by old traditions and beliefs. Furthermore, hunting regimes often contradict current scientific knowledge of wildlife biology and ecology – as well as the hunters’ objectives. In addition, most forest owners are not educated in forest sciences and thus do not have sufficient knowledge of silviculture, forest products, and forest damage in their ownership. The goal of this contribution is to compare different trials of hunting regimes taking into account recent scientific studies and to present conclusions for wildlife management and roe deer hunting.
Užívanie psychoaktívnych návykových látok u adolescentov na Slovensku
(Ostravská univerzita v Ostravě, 2025) Baška, Tibor; Malobická, Eva; Madleňák, Tibor; Čičová, Simona; Hudečková, Henrieta
Úvod: Správanie adolescentov významnou mierou determinuje okrem iného aj regionálne sociálne prostredie. V príspevku analyzujeme regionálne rozdiely vo výskyte vybraných ukazovateľov užívania psychoaktívnych návykových látok u adolescentov na Slovensku. Metodika: Súbor tvorí 1621 respondentov vo veku 15 rokov zhromaždených v rámci medzinárodnej prierezovej dotazníkovej štúdie Health Behaviour in School-aged Children (HBSC) realizovanej na Slovensku v roku 2022. Analyzujeme prevalenciu užívania alkoholu, fajčenia cigariet, elektronických cigariet a kanabisu a s nimi súvisiacich faktorov v definovaných regiónoch Slovenska reprezentujúcich liberálne prostredie najväčších miest, urbanizované prostredie krajských miest, konzervatívne prostredie, prostredie s maďarskými menšinami a periférne prostredie so socioekonomickými problémami. Výsledky: V prevalencii užívania alkoholu (32,2 % chlapci, 35,5 % u dievčatá) a kanabisu (7,3 % chlapci, 4,9 % dievčatá) aspoň raz za mesiac neboli prítomné pozoruhodné regionálne rozdiely. U dievčat dominovalo fajčenie cigariet v liberálnom prostredí (31,3 %) v porovnaní s celoslovenskou prevalenciou (18,7 % chlapci, 18,9 % dievčatá). Fajčenie elektronických cigariet presahovalo celoslovenskú prevalenciu (19,7 % chlapci, 23,5 % dievčatá) v najväčších mestách (30,9 % chlapci, 37,1 % dievčatá) a prostredí s maďarskými menšinami (33,7 % dievčatá), pričom najmenej rozšírené bolo v konzervatívnom prostredí (11,2 % chlapci, 9,9 % dievčatá). Záver: Najvýraznejšia súvislosť s regionálnym sociálnym prostredím bola prítomná v prípade fajčenia, čo pravdepodobne odráža meniacu sa epidemiologickú situáciu v prospech nárastu užívania elektronických a poklesu fajčenia klasických cigariet.
The impact of inquiry-based education in geography and biology on pupils’ skills to use graphs
(Univerzita Pavla Jozefa Šafárika v Košiciach, 2025) Škodová, Martina; Majzelová, Lea
Reading, interpreting, and constructing graphs is an important skill in scientific work and an important part of scientific literacy. This competence is gradually developed in several subjects at primary schools. Many studies show that the inductive approach and integrative themes in the IBSE allow for a greater development of scientific skills than in the traditional way of teaching. The article deals with research on the influence of Inquiry-based science education on the pupils’ skills of interpretation of data presented in graphic form and on the skills of creating graphs. In our research, we examined whether the systematic implementation of appropriate enquired tasks into the biology and geography teaching process affects the development of pupils’ skills of understanding data expressed in graphs. For this purpose, we compiled our own testing tool, consisting of complex tasks focused on active work with graphs, as well as a questionnaire focused on pupils’ perception of their own graphic skills. We compared the results of pupils from seventh grade in primary school, who have been learning biology and geography in an inquiry way for almost three years, with pupils who are learning these subjects in the traditional way. The obtained results confirmed that the implementation of inquiry-based education with frequent use of graphs had a positive effect on pupils’ skills to read, interpret, and construct graphs.

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