Jak na kritická místa ve výuce zeměpisu?
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F49777513%3A23420%2F20%3A43958868" target="_blank" >RIV/49777513:23420/20:43958868 - isvavai.cz</a>
Výsledek na webu
<a href="http://www.fpv.umb.sk/app/cmsFile.php?disposition=a&ID=20722" target="_blank" >http://www.fpv.umb.sk/app/cmsFile.php?disposition=a&ID=20722</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.24040/GR.2020.16.1.4-24" target="_blank" >10.24040/GR.2020.16.1.4-24</a>
Alternativní jazyky
Jazyk výsledku
čeština
Název v původním jazyce
Jak na kritická místa ve výuce zeměpisu?
Popis výsledku v původním jazyce
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.
Název v anglickém jazyce
How to cope with critical spots in geography education?
Popis výsledku anglicky
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.
Klasifikace
Druh
J<sub>ost</sub> - Ostatní články v recenzovaných periodicích
CEP obor
—
OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
—
Návaznosti
O - Projekt operacniho programu
Ostatní
Rok uplatnění
2020
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
Geografická revue
ISSN
2585-8955
e-ISSN
—
Svazek periodika
16
Číslo periodika v rámci svazku
1
Stát vydavatele periodika
SK - Slovenská republika
Počet stran výsledku
21
Strana od-do
4-24
Kód UT WoS článku
—
EID výsledku v databázi Scopus
—