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Gifted Students in Geography
Růžičková, Zuzana ; Řezníčková, Dana (advisor) ; Kühnlová, Hana (referee)
This thesis is one of the first in the Czech Republic dealing with the theme of gifted students in geography. The main aim of the thesis is to define the character of gifted grammar school student in geography. This wide and interdisciplinary theme is then divided into several scientific subthemes and questions. The basic theoretical approaches to the definition of gifted students generally and gifted students in geography are discussed in the theoretical background. The research part contains of the content evaluation of the International Geography Olympiad and the outcomes of the structured guided interviews. The content of the questions of the International Geography Olympiad is evaluated through the own constructed structured evaluation and then these questions are compared to the official Czech requirements for the graduation exam in geography. The outcomes of the guided interview are organized and interpreted using the method of the framework analysis. Despite the few problems while getting and analysing the data, there are finally defined the main characteristics of the gifted grammar school student in geography in the summary of this thesis.
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The Importance of School for Regional and Local Identity Formation - case study the Tábor Region
Mrázková, Anna ; Kučerová, Silvie Rita (advisor) ; Kühnlová, Hana (referee)
The educational reform, current changes in society and closer cooperation with municipalities as the usual founders of schools allow schools to focuse on less common and specific themas and work with them in a new way. In these days, the school itself is not only a place of education, it is a very important element of cultural and social life of every municipality as well. Based on these changes, the possibility of schools and individual teachers to form territorial identity of pupils and local residents comes to the fore. That is why the aim of this diploma thesis is to analyse teachers' attitudes to teaching about the territorial identity and its forming "outside" the school. For our research three small schools with composite classes in the Tábor region are chosen. Subsequently we analyse their school education programmes in the cotext of territorial identity, by the in-depth interview with teachers we analyse the intended currirulum and by the observing of appropriate lesson we analyse thematically focused realised curriculum. Key words: territorial identity, elements of territorial identity, small school with composite classes, curricural documents
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The Education of Geography for Visually Impaired in Czechia
Míková, Hana ; Kühnlová, Hana (advisor) ; Matějček, Tomáš (referee)
7 ABSTRACT This thesis deals with problems of geography education of visually impaired students. The ambition of the thesis is presentation of a new concept of geography education on special schools for visually impaired students. On the basis of research of geography education on Secondary School for Visually Impaired in Prague-Jinonice is processed the model that presents possibilities of modern educational methods and organizational forms of education of visually impaired students. The thesis consists of several topical chapters. Firstly there are described the problems of visually impaired generally, especially there are defined basic terms. Next chapter deals with education for visually impaired and with special schools for these students in the Czech Republic. Then there is a chapter which describes concretely geography education for these students; at first there is described geography education generally in Czech education system, then there are mentioned methods, organisational forms and special instruments of geography education and in conclusion there is presented conception of geography education with specialities characteristic for visually impaired. The two last chapters offer new benefit. There is analysed conception of geography education on Secondary School for Visually Impaired in Prague-...
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Analysis of Teaching Geography in Upper Secondary Educational Level in Germany
Jindřichová, Eliška ; Řezníčková, Dana (advisor) ; Kühnlová, Hana (referee)
Title: Analysis of teaching geography in upper secondary educational level in Germany Author: Bc. Eliška Jindřichová Department:Department of social geography and regional development Supervisor: RNDr. Dana Řezníčková, Ph. D. This thesis contains an analysis of the conception of geographical education on ISCED level 3 in Germany. It aims to answer the following basic conceptual questions: Under which conditions is geography being taught? In what manner is geography being taught? What are the expected effects of geographical education on the pupils? During the discussion of conditions, the current status of geography as a teaching subject is presented and the possibilities for cross-curricular collaboration are pointed out. Emphasis is placed on the analysis of form and content, learning objectives/goals and creation of geographical skills. Another part of the thesis is the description of the process and methods used to evaluate the gained geographical knowledge of pupils. The basic method for obtaining relevant data is content analysis of the curricula of the federal states of Germany, resulting in a set of complete record sheets. Based on the chosen method of data collection and analysis, I got all the answers to the three basic conceptual questions and compare the resulting data to Czech...
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Geography teaching of students with a specific learning disabilities
Blablová, Veronika ; Hanus, Martin (advisor) ; Kühnlová, Hana (referee)
My thesis "Geography teaching of students with a specific learning disabilities" is concerned with specific learning disabilities related to lessons of Geography. It presents the ways of manifestation of the issue in educational process and, subsequently, the effective solutions in a form of recommendations usable in lessons of Geography. The practical part is based on the assumption of displays of certain learning disabilities that may occur in lessons of Geography. The ways how the disabilities may be displayed were estimated through studying available literature in question. Based on the above Frame Education Programme for Elementary Education was analysed. Certain proposals have been worked out for the items that seem to be problematic for pupils with dyslexia and dyscalculia. The proposals are presented in a common format usual in Geography lessons and, subsequently, in adjusted format to be checked if it is easier to understand to the corresponding pupil's. The practical part contains adapted tasks, pupils work description in Geography lessons, and analysis of results. The results represent comparing success rates of both the versions, and potential additional information acquired from pupils. Keywords Dyslexia, dysgraphia, dysortografia, specificlearningdisabilities, geography, teaching.
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Problems of Teaching Geography to Students with Specific Learning Related Difficulties
Uvízlová, Lenka ; Řezníčková, Dana (advisor) ; Kühnlová, Hana (referee)
This thesis deals with specific learning difficulties (SLD) in the context of teaching geography in upper primary schools and secondary schools, trying to figure out whether pupils and students have (or may have) specific learning difficulties when learning geography, whether such problems exist. If so, how can be these problems avoided or at least mitigated. To meet stated goals, it was necessary to answer fundamental questions about the specific learning disabilities. What SLD are? What type of SLD are known? What causes SLD? And what are the typical symptoms? After that, based on the findings from answers to these questions, qualitative research was realised through in-depth interviews. Respondents of these interviews were eight people with learning disabilities - dyslexia, dysgraphia, dysorthography, dyscalculia, and a combination. All interviews were recorded on a tape recorder, transcribed and analyzed using the methods of clustering and capturing patterns (so- called gestalts) using open and axial coding. The results of analysis of these interviews were summarised and provide some insight into the SLD related to teaching geography. KEYWORDS specific learning difficulties, dyslexia, education, teaching, geography
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