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Misconceptions in teaching geography in the topic of planetary geography
Kalicherová, Tereza ; Šobr, Miroslav (advisor) ; Cimová, Tereza (referee)
The bachelor thesis focuses on the nine most common misconceptions in planetary geography, which were selected based on an analysis of previous research on this topic and subsequently tested on primary school students. The theoretical part focuses on the reasons for the emergence of misconceptions in general and in planetary geography, followed by a more detailed analysis of the most common misconceptions. For each of them it is described how the planetary phenomenon works in reality, and then how the misconception is most likely to arise and why. The practical part consists of the development of a didactic test and the evaluation of data collected from 292 students from four lower secondary schools. The main aim of the bachelor thesis was to check whether the most common misconceptions in planetary geography are also found among students in Czech schools and to what extent. A sub-objective was to find out how misconceptions vary across grades and whether the degree of misconception depends on the elapsed time before which the material was discussed. The results showed that even Czech primary school students have many misconceptions about planetary phenomena. In most cases, however, they performed better than respondents in previous research analysed for this paper. Furthermore, the results did not...
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Geography pre-service teachers' perceptions of using artificial intelligence in education
Balvín, Vojtěch ; Krajňáková, Lenka (advisor) ; Cimová, Tereza (referee)
The bachelor thesis focuses on pre-service teachers'perspective of artificial intelligence. The thesis aims to explore how geography pre-service teachers perceive using artificial intelligence during their study and teaching. The stated aim was achieved through semi-structured interviews with twelve students. For the evaluation of the students' responses, the content analysis method was utilised. The findings show that most of the interviewed pre-service teachers have a positive view of artificial intelligence, and each of them has used it at least once during their studies. It is mostly used by them for writing seminar papers and for information retrieval during their studies. When teaching in lower- or higher-secondary schools, AI is then mainly used by the students to prepare lessons and educational materials. Respondents themselves are trying to deepen their knowledge and skills regarding artificial intelligence. They would also like to attend courses where they would be given the basics of how to work properly with artificial intelligence.
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School textbooks and their use in practice: the role of students in the evaluation of textbooks and geographical content
Kulma, Natanael ; Marada, Miroslav (advisor) ; Cimová, Tereza (referee)
The present bachelor thesis deals with the issue of school textbooks. In the theoretical part, the textbook is clearly defined in terms of its privileged position among educational resources, its internal structure and the functions to which it is adapted. Furthermore, the extent to which it is used, and the way in which it is used in practice by teachers and pupils, is mapped out. Finally, the role of the learner as the evaluative subject of textbooks is presented, and specific recommendations for research and design of textbooks with the aim of increasing their use by learners are outlined. The practical part presents insights into the background of primary school pupils in order to test the theoretical assumptions regarding pupils' experiences of textbook use, their evaluation of the textbook and their preferred geographical themes in the content of the geography textbooks.
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The effect of 3D models usage in teaching on students' misconceptions about contours
Mokruša, Oldřich ; Hanus, Martin (advisor) ; Cimová, Tereza (referee)
The diploma thesis deals with the impact of using 3D models in education on students' misconceptions about contours. The main objective of the thesis is to determine whether 3D relief models are a suitable tool for eliminating students' misconceptions when interpreting elevation on topographic maps. To introduce the reader to the context, the terms related to topographic maps, pedagogical constructivism, and the use of 3D models in education are first explained. To achieve the main objective and collect data, closed conceptual tests and educational interventions with the help of three-dimensional models are used. Crucial data is obtained by comparing the results students achieved before the intervention, in the pre-test, and after completing it, in the post-test. This research builds on a series of previous studies that were focused on the issue of misconceptions in interpreting contour lines. One of the outcomes of this thesis is the specifics and process of creating 3D terrain models and worksheets, which serve as teaching tool. The results showed that students' performance and confidence in their answers improved. To draw conclusions, the results are compared with specialized literature concerning the use of 3D models in education. Key words: Contours, misconception, conceptual test, 3D model,...
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Everydayness in teaching regional geography
Benešová, Markéta ; Matějček, Tomáš (advisor) ; Cimová, Tereza (referee)
The aim of the diploma thesis is to find out the potential of using the phenomenon of the everydayness in the teaching of regional geography. In the theoretical part, the concept of everydayness is presented from different perspectives, and we further focus on its connection with geography. In the practical part of the diploma thesis, several activities based on the stories of the daily life of the inhabitants of the selected region are put forward and tested in the lesson. The investigation was carried out using qualitative research methods. The source of the data were the notes from the participants' observation conducted during the lesson and the submitted outputs of the students (in the form of worksheets or a short questionnaire). These data were then analyzed, and the results were subjected to a discussion in which they were confronted with the fulfillment of the respective objectives. The conclusion of the thesis contains, among other things, suggestions for further possible geographical research in the field of everydayness. key words: everydayness, regional geography, geography of everyday life, geographic education, qualitative research
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Regional differentiation of availability and success in tennis in Czechia
Kobr, Adam ; Fialová, Dana (advisor) ; Cimová, Tereza (referee)
The bachelor thesis deals with the accessibility and success rate of tennis in individual municipalities with extended scope in Czechia and finding the connection between these criteria and the level of development of the municipalities. The thesis is divided into two parts: theoretical and practical. In the theoretical part, first a literature search on the geography of sport was conducted. This was followed by a chapter on the historical development of tennis in the world and in Czechia. Next, trends in tennis, which are very important for the current form of the game, were presented. The typology of, can be described as the key part of regions can be described as the key part of the theoretical part. In the practical part of the thesis, the tennis infrastructure and the performance of tennis players in each municipality was compared with the level of development of the respective municipality. The work is executed with publicly available data managed by the Czech Tennis Association, recalculated per municipality with extended scope and relativized to the population. The typology of municipalities is taken from a study conducted at the Department of Social Geography and Regional Development, Faculty of Science, Charles University for the Ministry of Regional Development of the Czech Republic. The...
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Influence of perceived difficulty on the origin of misconceptions in geography tuition: occurance and genesis of selected misconceptions
Cimová, Tereza ; Marada, Miroslav (advisor) ; Knecht, Petr (referee) ; Baarová, Barbara (referee)
The dissertation thesis deals with two related researches - pupils' and teachers' perception of the geography content matter difficulty as a factor determing the occurence of misconceptions and qualitative research aimed at revealing the origin of selected misconcepts. The first part of the research is based on the assumption that the incidence of misconceptions will be higher with an increasing perceived difficulty of the content. First, the study examines the percieved difficulty of geographical topics by pupils and teachers. Then, a didactic test verifies the occurrence of misconceptions in topics selected on the basis of perceived difficulty by pupils and teachers. This part of the thesis also includes a discussion of the definition of the difficulty concept. Author defined the difficulty by three dimensions: cognitive difficulty, subjectively perceived difficulty of the subject matter and motivation to learn. The results indicate that students perceive the difficulty more "realistically" in accordance with the assumption that they will solve easy questions with higher success. In turn, the teachers' estimate corresponds to the occurrence of expected misconceptions. A higher success rate was recorded when teachers and students agreed on the difficulty (including difficult topics). There are...
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