Frequent Limits and Advantages of Conditions for Geology Education: Example of Czech and Slovak State Curricula

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11310%2F24%3A10487137" target="_blank" >RIV/00216208:11310/24:10487137 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=N8MQen18SV" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=N8MQen18SV</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.26529/cepsj.1449" target="_blank" >10.26529/cepsj.1449</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Frequent Limits and Advantages of Conditions for Geology Education: Example of Czech and Slovak State Curricula

Popis výsledku v původním jazyce

Geology is a subject of low interest for many pupils and teachers. The present study aims at examining the organizational conditions for geology education using the model of the Czech Republic and Slovakia, drawing from the national curricula. The study discusses the possible reasons for the unpopularity of the field worldwide and proposes general recommendations that would contribute to increasing interest in geoscience. The main drawbacks of geology education seem to be the large volume of required knowledge, its thematic structure, and a lack of links to real life. The Czech curriculum is vaguely and theoretically defined, placing demand on pupils, especially in the area of memorizing given information and practically pays no attention to recommended teaching methods. In contrast, the Slovak curriculum better reflects current trends. In general, it is necessary to implement continuous educational support for geology teachers and restructure the geology syllabus so that individual sub-fields are interlinked. Moreover, the learning outcome definition should include action-based education, fieldwork, experimenting, and similar elements.

Název v anglickém jazyce

Frequent Limits and Advantages of Conditions for Geology Education: Example of Czech and Slovak State Curricula

Popis výsledku anglicky

Geology is a subject of low interest for many pupils and teachers. The present study aims at examining the organizational conditions for geology education using the model of the Czech Republic and Slovakia, drawing from the national curricula. The study discusses the possible reasons for the unpopularity of the field worldwide and proposes general recommendations that would contribute to increasing interest in geoscience. The main drawbacks of geology education seem to be the large volume of required knowledge, its thematic structure, and a lack of links to real life. The Czech curriculum is vaguely and theoretically defined, placing demand on pupils, especially in the area of memorizing given information and practically pays no attention to recommended teaching methods. In contrast, the Slovak curriculum better reflects current trends. In general, it is necessary to implement continuous educational support for geology teachers and restructure the geology syllabus so that individual sub-fields are interlinked. Moreover, the learning outcome definition should include action-based education, fieldwork, experimenting, and similar elements.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Center for Educational Policy Studies Journal

ISSN

1855-9719

e-ISSN

2232-2647

Svazek periodika

14

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

SI - Slovinská republika

Počet stran výsledku

22

Strana od-do

85-106

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85198390066