Title: | Jak na kritická místa ve výuce zeměpisu? |
Other Titles: | How to cope with critical spots in geography education? |
Authors: | Stacke, Václav Duffek, Václav Kuberská, Markéta Vočadlová, Klára Mentlík, Pavel |
Citation: | STACKE, V., DUFFEK, V., KUBERSKÁ, M., VOČADLOVÁ, K., MENTLÍK, P. Jak na kritická místa ve výuce zeměpisu?. Geografická revue, 2020, roč. 16, č. 1, s. 4-24. ISSN 2585-8955. |
Issue Date: | 2020 |
Publisher: | Fakulta prírodných vied, Univerzita Mateja Bela |
Document type: | článek article |
URI: | http://hdl.handle.net/11025/39649 |
ISSN: | 2585-8955 |
Keywords: | critical spots;geography education;educational modules;time zones;semi-structured interview |
Keywords in different language: | critical spots;geography education;educational modules;time zones;semi-structured interview |
Abstract: | This paper presents results of our research on critical spots in geography education. Critical spots and their causes were identified using semi-structured in- terviews and focus groups with 6th grade teachers. Educational modules for five most critical identified spots (Maps, Geographic coordinates, Time zones, Atmos- pheric circulation, Tectonic plates and its motion) were designed focusing on over- coming of causes of its criticality (missing curriculum continuity, high requirements on pupil’s imagination, complexity of the topic, insufficient motivation, transition from knowledge to competence). Teachers tested modules during their lessons and subsequently evaluated its success with overcoming the critical spots. This paper presents the „Time zones“ module and results of its evaluation as well as the meth- odological background of its design and the insight into the wider field of critical spot’s issues. |
Abstract in different language: | This paper presents results of our research on critical spots in geography education. Critical spots and their causes were identified using semi-structured in- terviews and focus groups with 6th grade teachers. Educational modules for five most critical identified spots (Maps, Geographic coordinates, Time zones, Atmos- pheric circulation, Tectonic plates and its motion) were designed focusing on over- coming of causes of its criticality (missing curriculum continuity, high requirements on pupil’s imagination, complexity of the topic, insufficient motivation, transition from knowledge to competence). Teachers tested modules during their lessons and subsequently evaluated its success with overcoming the critical spots. This paper presents the „Time zones“ module and results of its evaluation as well as the meth- odological background of its design and the insight into the wider field of critical spot’s issues. |
Rights: | © Fakulta prírodných vied, Univerzita Mateja Bela |
Appears in Collections: | Články / Articles (CBG) OBD |
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GR.2019.16.1.4-24.pdf | 793,79 kB | Adobe PDF | View/Open |
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