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Vývoj didaktiky geografie a nové trendy výuky zeměpisu v Česku

100%
Karvánková P.
Annales Universitatis Paedagogicae Cracoviensis Studia Geographica
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2013
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vol. 4 Współczesne obszary badań w dydaktyce geografii
101-109
EN
This paper deals with the issue of the didactics of the Czech lands geography process and the position of geography as a scientific branch in its system. It describes new trends and styles in teaching geography in the Czech Republic. At the same time, it mentions some current teaching difficulties at Czech primary and secondary schools. The first stage of teaching developing theory, the period from 1948 to 1965, is tagged “applied period” (Hájek, 2003). The theory of teaching geography (nowadays called the didactics of geography) was at that time only a pedagogical discipline. It has been focused on searching and working out in detail the middle ground for the methods, the organization forms and materials specified for geography teaching. The period after the year 1990 is called “the period of the transformation of the didactics of geography”. The attention in teaching geography has been focused on new topics, for example the upbringing for the human rights and democracy, multiculturalism, international understanding and peace, informational or worldwide education, etc. The didactics of geography is already a border science, penetrating two systems –geography and pedagogy (Wahla, 1991). Primarily, the task of the scholars in the field of the didactics of geography was searching for an answer to the question: “What type of knowledge should the students be provided with and what are the reasons and methods for that transfer of knowledge?”. The explanation of the influence of the way geography was taught on the student´s development of imagination, thinking and positive relation to their environment was, to some extent, already provided. Similarly, this influence was also observed in the attention to the quality of the teacher, teaching methods and organization of the forms of teaching, teaching environment, and some specific geography tools (maps, books of maps, etc.). The contemporary concept of the didactics of geography comes from the International Geography Union, which declares not only the value of educational geography importance for individual education, but primarily its application in international and environmental nation education context. The determination of basic questions directed at students is also inconsistent. It is crucial that students are able to react to questions like: “Where is it? What is it like? Why is it there? How did it come into existence? What is the influence of it? How should it be adapted to be beneficial for the people and nature at the same time?”. Contemporary geography education should take aim at students´ knowledge and their skills and phrasing progress, creating the basic attitudes and life values, and also the sense of responsibility. The interdisciplinary and broad multidisciplinary of the thematic range guarantees a strong integrating role of geography education in schools. It is essential for the progress and the formation of all cross-sectional topics (Matoušková, 2005). There is more interests in the way the science subjects, including geography, are taught. It is realized primarily through familiarization of the content – relating to students´ daily life and solving actual questions and topics. In geography teaching the emphasis is put both on practice, fieldwork and working in geo-laboratories, and on class-work. Therefore, the basic principles of researchable orientating education as well as the progress of geographical informational systems and their application in geography teaching at primary and secondary schools are fulfilled. Geography as a subject at Czech schools is considered by students to be of mediocre or even low prestige. There are many reasons for that, but the main one is the unqualified and poorly qualified geography teachers. Geography is seen as a subject concerned with toponymic terms. The prestige of geography can be improved by ensuring that teachers are properly qualified and are specialists in their field. Those teachers should be interested in the subject and teach not only the necessary quota (“general knowledge”), but also a notion of “the intertwined aspects of the world”. A geography teacher should help the students understand the global connections, be able to get students interested in traveling and learning about different cultures and occurring differences, as well as teach the students how to be tolerant of something that is foreign to them (Karas, Kuhnlová, 2011). Additional training for teachers is crucial for improving the quality of geography teaching and it should become an integral part of their pedagogical experience.
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Modern School Geography and Inquiry Education

63%
Popjaková D., Karvánková P.
Annales Universitatis Paedagogicae Cracoviensis Studia Geographica
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2018
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vol. 12
EN
School geography is a subject which has more possibilities to modernize the teaching than other subjects. It is thanks to the interdisciplinary and cross-disciplinary character of the geography science in general. Modern geography could benefit mainly from the cross-curricular links. At the same time it applies modern, but concurrently established and verified concepts as for example inquiry-based education, philosophy for children, global development education or the use of mobile applications et al. The inquiry-based education (IBE) methods deepen pupils’ interest with exploration, they develop their critical thinking and teach them to orientate within the information smog, and they make school and teaching closer to real life. Presented case study is an example of use of the IBE teaching activity at the border geography and biology. The direct and real contact of pupils with the observed animals indicates that this kind of education awakes pupils’ interest in living nature. The teaching activity motivated the pupils to develop affection for animals and to get to know their zoogeographic area of habitat. At the same time, the activity is a perfect example of the so-called “inadvertent learning” (Petty, 2013).
3
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Náměty na globální rozvojové vzdělávání dětí mladšího školního věku

51%
Karvánková P., Popjaková D., Kovaříková V.
Annales Universitatis Paedagogicae Cracoviensis Studia Geographica
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2014
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vol. 6 Innowacje w kształceniu geograficznym i przyrodniczym
183-196
EN
This paper initially deals with the origins of the idea of global education. It points to the multitude of internationally existing concepts and business terms of global education which makes it difficult to implement the global dimension into real-life education. This “international” multitude is, as a result, obvious in the Czech terminology of global development education (GRV in the Czech text) where it originates as particular authors followed one or the other concept of global education. The objective of this paper is not to discuss the correctness or ambiguities in particular conceptions but to find essential contact points in relevant references and thus to offer a determinate picture regarded as GRV. Thus the paper firstly describes the interrelation of often confused concepts of global education and development education. Although it is obvious that the global education is superordinate to development education, many interested parties did not fully understood the international points of view and did not expose the meanings of particular terms. This too was the reason that in the Czech National Strategy GRV 2011–2015, the GRV was coined as a specific term. GRV is then a kind of happy medium between global education and development education. Secondly, the main topics and principles of GRV originating in the National Strategy of Development Education 2011–2015 (based on the British curriculum) are discussed along with their possible modifications and more exact definitions. The article also focuses on a “global development of an educated pupil.” The main educational objectives of GRV are listed and the importance of their differentiation by the age groups of the pupils. In the conclusion, the paper provides samples of topics for GRV of primary school children, the topic being Namibia, the African country.
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