Petr Distler
Biographic Data
| ID | 8901495 |
|---|---|
| NAME | Petr Distler |
| GIVEN NAMES | Petr |
| FAMILY NAME | Distler |
| SIGNATURE | DISTLER P |
| AFFILIATIONS | Charles University |
| ORCID | 0000-0001-6795-2135 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Who succeeds and who fails? Comparing the impact of admissions and first-year performance on academic success
The study provides new empirical evidence on the predictive validity of university admission procedures and early academic performance on long-term academic success. Focusing on a cohort of undergraduate students in Chemistry Education at Charles University (N = 111), we compared the predictive power of two types of admission tests, knowledge-based subject tests and a general aptitude test (GAP), contrasting them with first-year academic indicato…
The impact of long-term inquiry-based science education on students’ motivation and knowledge acquisition
The long-term effects of students’ perceptions of inquiry-based science education when the introductory phase (comprising confirmation and structured inquiry) is omitted and guided laboratory tasks are directly implemented have not yet been thoroughly investigated. This study aims to assess the long-term effects of inquiry-based science education (IBSE) on student motivation and knowledge acquisition, comparing it with traditional laboratory acti…
No prominent works on this page.
The impact of long-term inquiry-based science education on students’ motivation and knowledge acquisition
The long-term effects of students’ perceptions of inquiry-based science education when the introductory phase (comprising confirmation and structured inquiry) is omitted and guided laboratory tasks are directly implemented have not yet been thoroughly investigated. This study aims to assess the long-term effects of inquiry-based science education (IBSE) on student motivation and knowledge acquisition, comparing it with traditional laboratory acti…
Who succeeds and who fails? Comparing the impact of admissions and first-year performance on academic success
The study provides new empirical evidence on the predictive validity of university admission procedures and early academic performance on long-term academic success. Focusing on a cohort of undergraduate students in Chemistry Education at Charles University (N = 111), we compared the predictive power of two types of admission tests, knowledge-based subject tests and a general aptitude test (GAP), contrasting them with first-year academic indicato…
Academic achievement (1 work) · Computer Science (1 work) · Education and Critical Thinking Development (1 work) · Educational Strategies and Epistemologies (1 work) · Graduate students (1 work) · Higher education (1 work) · Higher Education Research Studies (1 work) · Knowledge Acquisition (1 work) · Knowledge management (1 work) · Mathematics education (1 work)