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Interdisciplinary relation between cartography and mathematics in the teaching at high school
Leipertová, Gabriela ; Netrdová, Pavlína (advisor) ; Marada, Miroslav (referee)
LEIPERTOVÁ, G. (2012): Interdisciplinary relation between cartography and mathematics in the teaching at high school. Department of Social Geography and Regional Development, Charles University in Prague. The present diploma thesis analyses interdisciplinary relations between cartography and mathematics on three levels: on the level of intended curriculum, on the level of implemented curriculum and on the level of attained curriculum. On the level of the intended curriculum, project documents such as the Framework Educational Programme for High Schools and the School Educational Programmes of selected high schools are especially studied. The content analysis of selected textbooks of geography evaluates relations between cartography and mathematics on the basis of occurrence and (quality of) explication of required subject matters, amount of examples, illustrations and charts. Moreover, selected chapters of cartography, in which mathematical skills are applied, are elaborated in detail. On the level of the implemented curriculum, the real state of teaching of these interdisciplinary relations at selected high schools is evaluated through questionnaires for teachers of geography and of mathematics. On the level of the attained curriculum, the ability of pupils to combine knowledge of cartography and...
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Fidelity of implementation of teachers'guide
Bartoňová, Blanka ; Stará, Jana (advisor) ; Poche Kargerová, Jana (referee)
This diploma work is dedicated to problems of textbooks from view of harmony authors of the textbooks and realization education in the class (Fidelity of implementation of teachers guide). At the beginning of the theoretical part is short chapter about history of education system from the view of content of education. After that, the theoretic part deals with the textbook itself, its content and its creating. The work is thinking about difficulty of creating the new textbooks, and that from the view not only of teachers, but also from the view of authors and the publishers. Not less important is chapter dealing with researches of the textbooks. This chapter is divided in the researches before 1989 and after 1989, and using professional literature describes the variety ways of researches of the textbooks not only in Czech Republic, but also in foreign countries. Then the theoretic part is concerning of relation the textbook and its users, so the teacher, the student and also the parent. It tries to explain, how big part play the teacher and his choice of the textbook, due to interaction between him and the student during the education. The last chapter of the theoretical part shortly describes the education sphere of "Člověk a jeho svět", its content and also the opinions of the specialists on its...
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Interdisciplinary relation between cartography and mathematics in the teaching at high school
Leipertová, Gabriela ; Netrdová, Pavlína (advisor) ; Marada, Miroslav (referee)
LEIPERTOVÁ, G. (2012): Interdisciplinary relation between cartography and mathematics in the teaching at high school. Department of Social Geography and Regional Development, Charles University in Prague. The present diploma thesis analyses interdisciplinary relations between cartography and mathematics on three levels: on the level of intended curriculum, on the level of implemented curriculum and on the level of attained curriculum. On the level of the intended curriculum, project documents such as the Framework Educational Programme for High Schools and the School Educational Programmes of selected high schools are especially studied. The content analysis of selected textbooks of geography evaluates relations between cartography and mathematics on the basis of occurrence and (quality of) explication of required subject matters, amount of examples, illustrations and charts. Moreover, selected chapters of cartography, in which mathematical skills are applied, are elaborated in detail. On the level of the implemented curriculum, the real state of teaching of these interdisciplinary relations at selected high schools is evaluated through questionnaires for teachers of geography and of mathematics. On the level of the attained curriculum, the ability of pupils to combine knowledge of cartography and...
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Designed, Implemented and Achieved ICT Curriculum at Basic Schools
BERKI, Jan
One of the base intention of this research in didactic sphere is to describe and to analyse curriculum in all of its forms. In educational sphere focused on Information and Communication Technology (ICT) or on Informatics, this intention is very actual mainly due to recent integration to compulsory part of curriculum at elementary schools and also due to its dynamic development. This PhD thesis follows researches analysing curriculum of other educational spheres and also follows survey devoted to implementation of ICT to educational environment. Second type of research uses mainly quantitative method and relied on declarations of respondents. Compared to this, there was chosen qualitative case study getting data also from analysis of documents or from observing. At first, there are identified terms of curriculum, its phases and ICT literacy which presents one of the main goals of educational environment in the Czech curriculum. Then it is fol-lowed by analysis and summary of results of already realized surveys focused on teaching conditions of ICT and with ICT, together with informatics themes and their relations to individual actors. Last but not least, it is finished by results of students in ICT literacy and informatics thinking. Based on analysis of documents, the empirical part of theses describes models used to definition of educational sphere of ICT and projected curriculum of chosen basic school. Realized curriculum and its changes are deduced from analysis of notes in class-book. Videorecords of some lessons were used to verification of notes and also to analyse used educational methods. Based on its analysis, there were defined also educational goals of these teaching units and reached curriculum. Special practical exercise was used to verify the knowledge and skills of selected knowledge and skills. This thesis describes not only individual phases of ICT curriculum in chosen basic school but also identifies some differences between them. Finally, some of findings are used also as incentives to adjust the projected curriculum at the national level.
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