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Modern School Geography and Inquiry Education

100%

Popjaková D., Karvánková P.

Annales Universitatis Paedagogicae Cracoviensis Studia Geographica

2018

tom 12

166-179

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).

Náměty na globální rozvojové vzdělávání dětí mladšího školního věku

81%

Karvánková P., Popjaková D., Kovaříková V.

Annales Universitatis Paedagogicae Cracoviensis Studia Geographica

2014

tom 6

183-196

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.

Ograniczanie wyników

2 Annales Universitatis Paedagogicae Cracoviensis Studia Geographica

2 Karvánková P.

2 Popjaková D.

1 Kovaříková V.

1 2019

1 2014

Wyniki wyszukiwania

Modern School Geography and Inquiry Education

Náměty na globální rozvojové vzdělávání dětí mladšího školního věku