Developing Geographical Thinking in Primary School Pupils through Gradual Learning Tasks

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61988987%3A17450%2F23%3AA2402NIH" target="_blank" >RIV/61988987:17450/23:A2402NIH - isvavai.cz</a>

Výsledek na webu

<a href="https://cgscholar.com/bookstore/works/developing-geographical-thinking-in-primary-school-pupils-through-gradual-learning-tasks" target="_blank" >https://cgscholar.com/bookstore/works/developing-geographical-thinking-in-primary-school-pupils-through-gradual-learning-tasks</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.18848/2327-7971/CGP/v31i01/55-71" target="_blank" >10.18848/2327-7971/CGP/v31i01/55-71</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Developing Geographical Thinking in Primary School Pupils through Gradual Learning Tasks

Popis výsledku v původním jazyce

This article is devoted to the characterization of the theoretical and curricular framework for the concept of gradual learning tasks and their importance to developing geographical thinking among primary school pupils. The concept of powerful knowledge as a way to systematize educational content and link it to clearly stated educational goals is emphasized. Bloom’s revised taxonomy, which forms the basis for these gradual learning tasks, appears to be useful in applying powerful knowledge to teaching. The authors intend to describe the process of creating gradual learning tasks in selected parts of the geography curriculum inspired by Bloom’s taxonomy. Examples of specific formulations of learning tasks at different levels of difficulty are provided.

Název v anglickém jazyce

Developing Geographical Thinking in Primary School Pupils through Gradual Learning Tasks

Popis výsledku anglicky

This article is devoted to the characterization of the theoretical and curricular framework for the concept of gradual learning tasks and their importance to developing geographical thinking among primary school pupils. The concept of powerful knowledge as a way to systematize educational content and link it to clearly stated educational goals is emphasized. Bloom’s revised taxonomy, which forms the basis for these gradual learning tasks, appears to be useful in applying powerful knowledge to teaching. The authors intend to describe the process of creating gradual learning tasks in selected parts of the geography curriculum inspired by Bloom’s taxonomy. Examples of specific formulations of learning tasks at different levels of difficulty are provided.

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

<a href="/cs/project/TL05000097" target="_blank" >TL05000097: Význam gradovaných učebních úloh v rozvoji a diagnostice znalostí žáků mladšího školního věku</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2023

Kód důvěrnosti údajů

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

Název periodika

The International Journal of Science, Mathematics and Technology Learning

ISSN

2327-7971

e-ISSN

2327-915X

Svazek periodika

—

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

17

Strana od-do

55-71

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85180594684