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TRADITIONAL, DISAPPEARING AND EMERGING HUMAN GEOGRAPHY TOPICS AT GRAMMAR ACHOOLS AND IN UNDERGRADUATE GEOGRAPHY TEACHER TRAINING PROGRAMMES

Author(s): Rastislav Čief,Branislav Nižnanský / Language(s): English Publication Year: 0

Traditional Human Geography was referred to as Socio-economic Geography in the didactic practice of the Soviet bloc. Thematic areas of the Socio-economic Geography curriculum included traditional topics: population and settlement, economy, manufacturing and non-manufacturing industries, services, tourism and foreign trade. The current curriculum of the subject of Geography has undergone the transformation of the content of the curriculum. The original topic of the population and settlements has been modified mainly under the influence of the development of Social Geography at the CU in Prague. In the field of Economic Geography, the thematic content has responded to the Industry Classification System, with emerging topics related to the quaternary and quinary sector of economy. There have emerged topics related to Cultural Geography, including the development of Political Geography. The paper presents the comparison of traditional, disappearing and emerging topics of Human Geography within the curricula of grammar schools and undergraduate Geography teacher training programmes.

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PUPIL’S DIFFICULTIES IN PERFORMING PROBLEM-BASED LEARNING TASKS IN GEOGRAPHY: RESULTS OF THE QUALITATIVE ANALYSIS

Author(s): Tomáš Janko,Petr Knecht,Silvie R. Kučerová,Jan Daniel Bláha / Language(s): English Publication Year: 0

The authors conducted 22 unstructured heuristic interviews with the 7th and 8th grade pupils of the Czech lower secondary schools. During the interview the pupils were asked to perform a problem-oriented learning task with the help of visuals in the contemporary Czech geography textbooks and Czech School Atlas of the World. The aim was to determine where exactly the pupils fail when performing the assigned learning task. The interviews were analysed using a qualitative content analysis with open coding as a methodological tool. This working paper is an outcome of the research project Visual Geographic Information and its Role in Geographic Education (GA16-01003S) funded by the Czech Science Foundation (GAČR).

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DEVELOPMENT STUDIES AND DEVELOPMENT GEOGRAPHY IN THE SYSTEM OF EARTH SCIENCES

Author(s): Zdeněk Opršal,Pavel Nováček / Language(s): English Publication Year: 0

There is an ongoing debate on the future of geography as a science. The Earth is almost explored and therefore the space for the application of geography is relatively narrower than in the past. At the same time, there are fields of geography such as Development Studies and Development Geography which bring new impetus. Development geography deals with the study of the spatial aspects of development, or more precisely of insufficient development of economically less advanced countries. Until recently, this issue has not been an important part of teaching and research activities at Czech universities, but the situation has changed in the last decade. The paper provides an overview of recent evolution and position of Development Studies and Development Geography in the system of Earth Sciences, taking into consideration the Czech context. It reviews the debate on the mission of Development studies and development geography and considers the role of geography in our perceptions of developing countries and their problems.

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EUROPEAN UNION IN THE PRACTICAL LIFE OF PRIMARY SCHOOL PUPILS (AT THE 2ND LEVEL OF PRIMARY SCHOOLS IN SLOVAKIA)

Author(s): Iveta Rakytová / Language(s): English Publication Year: 0

Geography is one of the school subjects, which gives space for shaping the relationship of pupils to the larger space than their home country - the Slovak Republic. It enables students to understand the functioning of Slovakia within the larger region – in our case within the European continent. The Slovak Republic is a member of several international groupings, but it is influenced by membership in the European Union. Geography is uniquely predisposed to join patriotism on one side, and the feeling of being part of a larger grouping on the other. For this to work, it is necessary that students have sufficient knowledge of not only the country where they live, but also the community of states they are part of. The aim of the paper is to find a way how to transform the theoretical knowledge acquired by pupils about the European Union into the subject of Geography at the 2nd level of primary schools in the Slovak Republic into practical life.

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THE EVALUATION OF POTENTIAL CONTRIBUTIONS OF OUTDOOR EDUCATION – TEACHER’S VERSUS PUPIL’S POINT OF VIEW

Author(s): Hana Svobodová,Darina Mísařová,Radek Durna,Eduard Hofmann / Language(s): English Publication Year: 0

The outdoor education (learning) is a natural part of school educational process mostly among nature sciences. The effectiveness of outdoor education is abroad supported by professional literature (Nundy, 1999; Foskett, 1997, Rickinson et al., 2004…). There is also another important benefit while students work in the field (outdoor) – the physical activity in the fresh air. During the 16-00695S projects we analyse the contributions of outdoor education for teaching geography and advance in physical abilities of pupils on elementary school. The aim of this paper is to introduce and to interpret teachers’ and pupils’ opinions on outdoor education benefits. The researches have used semi structured interviews with 19 teachers, teaching at primary and lowersecondary model schools. The pupils of 5th, 6th, 8th and 9th grade of one of these model schools were subjected to a questionnaire survey, which was conducted to compare pupils’ abilities to solve the problem tasks in field (outdoor) and in class (indoor). The pupils’ attitudes to outdoor education were also monitored in the survey.

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EXPERIENCE-BASED LEARNING IN TEACHING OF THE LOCAL LANDSCAPE

Author(s): Ivana Tomčíková / Language(s): English Publication Year: 0

The aim of teaching at Slovak schools is to develop the knowledge, skills and competencies of pupils useful not only in school but also in everyday life. The teacher´s are challenged in how they disclose the content of the curriculum to pupils so that they are offered the opportunity to be active participants in the teaching process. One of the possibilities of such learning is experience-based learning. The experience arises in the active solving of real or model tasks. In geography, the local landscape offers space for the development of imagination, which the teacher can foster in the teaching process of personal experiences and pupils' experiences. A deeper knowledge of the geography of the local landscape is thus not only an objective but also a means of geographic education. Specific geographic phenomena and their relationships in the local country serve as a model for understanding the generally applicable contexts and regularities. They enable pupils to better understand and consistently acquire the natural environment, as well as the peculiarities and relationships between humans and the country. The aim of this paper is to describe the purpose and methods of experiencebased learning, to give thoughts on how to implement it in the teaching process methods and supporting active pupil learning. The learner's own active approach to learning is based on activities they perform, either through direct observation of geographic walks or excursions in the local country, or mediated in the classroom by solving various problems and project tasks.

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ACTIVATING METHODS IN GEOGRAPHY TEACHING (GEOGRAPHY BY SENSES)

Author(s): Jana Vojteková / Language(s): English Publication Year: 0

The paper deals with activating and explorational methods in teaching of regional geography. As an example, a methodology for teaching of regional geography of Slovakia, which is taught in the 8th grade of primary knowledge on the specifics of the regions of Slovakia using the explorational approach and activating methods. Activating methods lead the teaching process so that educational goals are achieved mainly on the basis of pupils' own activities while the emphasis is being placed on solving problems. Teaching by using exploration, research or discovery by pupils themselves and finding the truth is an important part of education in the process of adopting key concepts in the field of natural (but not only) sciences. The methodology was verified by primary school pupils at the event called Vedecký jarmok (Science fair) and geography students in the academic course of Geography Didactics.

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GEOGRAPHY AND ITS APPLICATION IN EDUCATION WITHIN THE CROSS BORDER COOPERATION PROJECT “SPRINGS CONNECTING” (CASE STUDY)

Author(s): Kamil Zágoršek,Emil Drápela,Tomáš Vitvar,Matthias Kändler,Jiří Šmída,Hynek Böhm / Language(s): English Publication Year: 0

Technical University of Liberec, Technical University of DresdenInternational Graduate School Zittau and Czech University of Life Sciences Prague within the framework of the cross-border co-operation project “Prameny spojují/Quellen verbinden” (Springs connecting landscapes and countries) applied mostly physical geographical studies in education. The project is providing resources and capacities to develop, implement and maintain practical education of students from all three institutions in the field of Earth, natural sciences as well as human sciences. Altogether 85 students have participated in the project activities and have been practically trained; moreover 6 Bachelor and 5 Maser theses were carried out up to now.

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POLISH MINORITY IN THE CZECH PART OF TĚŠÍN SILESIA IN 2017: CAN ACCENT ON SCHOOLS PREVENT THE ENTIRE ASSIMILATION?

Author(s): Hynek Böhm / Language(s): English Publication Year: 0

The territory of Těšín Silesia was divided between Czechoslovakia and Poland in 1920. This artificial division forced about 200 000 non-Czech first language speakers – 64 000 of them declared themselves to be Poles - to become Czechoslovak citizens. Almost 90 years afterwards only 26 000 inhabitants declared Polish nationality during the last census in 2011. The article analyses activities of both civic (non-governmental organisations - NGOs) as well as public institutions working for the Polish minority in Těšín Silesia region. It identifies strong efforts to stop the progressing assimilation of Polish minority into Czech society by multiple means, spreading from establishing special financial instruments supporting Polish minority organisations towards paradiplomatic activities. The research shows that the education in Polish and accent on the Polish language are the crucial tools to slow-down the assimilation, yet the entire assimilation seems to be inevitable.

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Staroorientální civilizace – přírodní podmínky a rozvoj zemědělství

Author(s): Kateřina Bártová,Petr Koubek / Language(s): Czech Publication Year: 0

Výuková situace, které se budeme v této kapitole věnovat, je částí několikahodinového výukového bloku dějepisu, tematicky vymezeného učivem o staroorientálních civilizacích a prvních státech. V ZŠ, která umožnila výuku zaznamenat, učitelé dějepisu vybírají jako ukázkový staroorientální státní útvar městské státy v Mezopotámii. Žáci jsou seznámeni s odlišnostmi starověkých civilizací v orientu a na západě (klasické Řecko a Řím). Následuje práce s tématy života v Mezopotámii a jeho kulturními přesahy, včetně umění a náboženství.

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České národní hnutí

Author(s): Marek Fapšo,Hana Havlůjová / Language(s): Czech Publication Year: 0

Sledovaná vyučovací hodina dějepisu proběhla na osmiletém gymnáziu v tercii. Jejími účastníky byli žáci ve věku od třinácti do čtrnácti let, s nimiž vyučující pracoval od sekundy, tj. druhým rokem. Videozáznam byl nejprve reflektován učitelem a didaktičkou dějepisu, kteří jsou rovněž spoluautory této případové studie, a následně předložen ke kontrolnímu rozboru třiceti studentům učitelství dějepisu. Studentské analýzy byly inspirovány Goodwinovou teorií profesního vidění a poskytly písemné záznamy prekonceptů, jež souvisejí s rozvojem tzv. profesní všímavosti (Goodwin, 1994; Sherin, 2002). Uvedený postup přispěl k identifikaci selhávající výukové situace, která skýtala potenciál pro hlubší rozbor i potřebu alterace. Terminologicky a metodologicky se předkládaná didaktická analýza opírá o koncept tzv. hospitačních videostudií (Janík et al., 2013).

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Mentalizace aneb Kanzi mi to poví, nebo ne?

Author(s): Alena Nohavová / Language(s): Czech Publication Year: 0

Výuka psychologie na středních školách gymnaziálního typu bývá součástí tzv. společenskovědního předmětu (dále základy společenských věd, ZSV), anebo je studentům nabízena v podobě povinně volitelného semináře. Na středních odborných školách (např. pedagogických a zdravotnických) se psychologie často vyučuje jako samostatný povinný předmět, stejně jako na některých obchodních akademiích. Na konzervatořích je psychologie zařazena jako součást umělecko-pedagogické přípravy (více Vašutová & Ježková, 2015). I v rámci dalších oborů vyučovaných na středních školách (např. kadeřník, obchodník aj.) je psychologie rovněž obsažena ve výuce.

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Evaluation of Inquiry-Based Mathematics Education

Author(s): Inés Gómez-Chacón,Nataša Brouwer,Paola Iannone,Maria Králová / Language(s): English Publication Year: 0

The PLATINUM project is a joint effort to develop an approach for teaching and learning mathematics at university level that will improve the balance between procedural and conceptual learning of mathematics and build a community of inquiry that will disseminate this approach across European universities. It promotes inquiry-based practices while encouraging collaboration across regional, European and international institutions. This chapter focuses on one of the main intellectual outputs on the project: \Guidelines and recommendations for quality assessment in Inquiry Based Learning environment" (IO6). One of the main goals of the project is not only to provide lecturers with the tools to implement inquiry-based practice, but to offer practical guidelines that enable them to independently monitor their progress in mastering Inquiry-Based Mathematics Education (IBME) methods and students' engagement with more efficient learning approaches (see Guideline Document available on the PLATINUM website).

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Introduction to the Case Studies in PLATINUM

Author(s): Barbara Jaworski / Language(s): English Publication Year: 0

PLATINUM is a project in which the main focus is the development of teaching and learning mathematics through an inquiry-based approach in which our students, through their own inquiry in mathematics, engage more deeply and develop more conceptual mathematical understandings. The project spans seven countries with partners in eight universities. In each of these universities the partner team has engaged with ideas about inquiry-based learning and teaching in mathematics and, in so doing, members have developed their own practices. In our submission to the EU Erasmus+ programme, we promised a book in which each partner would write a case study, from their inquiry community, in which they would discuss their learning and development through engagement with the six Intellectual Outputs of the project (see Chapters 2 and 5 and below). This chapter provides an introduction to these case studies and a brief perspective on the main elements of each case study.

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Teaching Students to Think Mathematically Through Inquiry: The Norwegian Experience

Author(s): Svitlana Rogovchenko,Yuriy Rogovchenko / Language(s): English Publication Year: 0

The University of Agder (UiA) is a public university located in the southern part of Norway on two campuses, one in a larger city of Kristiansand where the university administration and most faculties are situated and another in a smaller town of Grimstad, about 45 kilometres distant from the main campus. UiA is one of the youngest universities in Norway, yet its history dates back to 1839 when the Teacher Training School was established at Holt rectory. Being one of the major driving forces for the regional development, UiA is also internationally oriented; it contributes to many international projects in education and research as a leading organisation (as in PLATINUM) or as a partner. The university is the home to about 13,000 students and 890 academic staff. It is organised in six faculties: Faculty of Engineering and Science, Faculty of Fine Arts, Faculty of Health and Sport Sciences, Faculty of Humanities and Education, Faculty of Social Sciences, School of Business and Law and has a Teacher Education Unit.

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Design and Implementation of an Inquiry-Based Mathematics Module for First-Year Students in Biomedical Sciences

Author(s): André Heck,Marthe Schut,Nataša Brouwer / Language(s): English Publication Year: 0

How might you design and implement an inquiry-based basic mathematics module for first-year students in biomedical sciences? What mathematical content would you choose? What decisions would you have to make? What issues would you have to address? How would you gain insight into students' learning? In this chapter, these questions are addressed relating to a first semester module in the first year of the bachelor programme Biomedical Sciences at the University of Amsterdam, which started in the study year 2018-2019.

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In Critical Alignment With IBME

Author(s): Johanna Ruge,Reinhard Hochmuth,Sarah Khellaf,Jana Peters / Language(s): English Publication Year: 0

The aim of this contribution is to describe the professional growth of the Leibniz- University-Hannover-group (LUH-group). The four authors of this chapter are the core members of the LUH-group and belong to a working group in the mathematics education department of Leibniz University Hannover. In the beginning, a number of people from other departments were interested in joining the LUH-group, but either transferred to other universities (in Germany staff changes between universities are quite common), or didn't and the time to attend meetings on a regular basis. The LUH-group conducts research in the field of university mathematics education and, with regard to teaching, offers courses in mathematics education for prospective mathematics teachers at secondary school level. This means all LUH-group-members are mathematics education researchers as well as mathematics teacher educators. The reported professional growth is connected to our involvement in and reflection of a developmental research project called Leibniz-Prinzip (see Section 14.2).

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Two Decades of Inquiry-Based Developmental Activity in University Mathematics

Author(s): Barbara Jaworski,Stephanie Thomas,Paola Iannone / Language(s): English Publication Year: 0

The authors of this chapter work at a Mathematics Education Centre (MEC) at Loughborough University (LU) in the UK. We teach mathematics and mathematics education and we do research in mathematics education. This case study discusses research and development activities in which the MEC has been engaged for over 15 years including inquiry-based activity which is now related to the PLATINUM project. Our learning from these has been important for our individual development in both research and teaching.

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Development of a Community of Inquiry Based on Reflective Teaching

Author(s): Josef Rebenda,Zuzana Pátíková,Gabriela Rebendova,Eva Sedláková,Hanna Demchenko / Language(s): English Publication Year: 0

In this case study we give an overview of the development of a local Community of Inquiry (CoI) at Brno University of Technology (BUT) in Brno, the Czech Republic, during the implementation period of the PLATINUM project. The key word of this chapter is `development' and it concerns history, goals, achievements, challenges and lessons learned of the local CoI. Other important key phrases are `classroom observations' and `discussion' that contributed to the professional development of the local CoI members and their teaching practice significantly.

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Experience in Implementing IBME at the Borys Grinchenko Kyiv University

Author(s): Mariia Astafieva,Mariia Boiko,Oksana Hlushak,Oksana Lytvyn,Nataliia Morze / Language(s): English Publication Year: 0

In recent years, Borys Grinchenko Kyiv University has faced the problem of low motivation of future students in choosing mathematics programmes, and in teaching| with the problem of involving students in active learning through the use of new methods of teaching mathematics. One of the ways to tackle these problems is the use of innovative pedagogy and educational technology by mathematics teachers, which stimulate students' motivation to study mathematics and their involvement in the learning process. This includes inquiry-based mathematics education (IBME). With this in mind, an educational community of mathematics teachers was created at the university to acquaint teachers with IBME and the peculiarities of its use. The purpose of creating such a community was: to acquaint teachers with the concept, types, and cyclic structure of inquiry; examples of use; discussion of the use of inquiry in the teaching and learning of mathematics at the university. Initially, theoretical problems were analysed, the experience of creating educational communities was studied as well as forms of their activities to attract university teachers to participate in the community.

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