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Design of a partial methodology of "Skautská stezka" with the use of review for the educational goals of rope activities
Klusáček, Petr ; Hanková, Zdeňka (advisor) ; Kočí, Jana (referee)
The outcome of this thesis is to extend scout educational methodology by rope activities for the younger scout age group. The aim of my BT is to further develop the methodology for mountain scouting and to contribute to the development of this educational method. As a contribution and goal for education is the creation of draft method cards for scout competence handbook "skautské stezky" for the younger age category of boys ("vlčata") and girls ("světlušky") for mountain scout troops. The basis for the development of this methodology is the comparison between framework curriculum for primary education and the Scout method. I use an analysis of the framework curriculum for primary education ("Rámcového vzdělávacího programu pro základní vzdělávání") and interviews with rope activity instructors. KEYWORDS Leisure education, scouting, rope activities, experiential pedagogy, review
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Forest pedagogy and its value for geographical education
Rothbauerová, Nikola ; Matějček, Tomáš (advisor) ; Jelen, Jakub (referee)
This bachelor thesis deals with the topic of forest pedagogy and possibilities of its use in geographical education. The introductory theoretical part based on the content analysis of domestic and foreign literary sources summarizes the present knowledge of the forest pedagogy in the domestic and world context. It describes this educational direction and its differences from other forest pedagogy-related educational approaches. It introduces the person of the forest pedagogue and the used educational methods. It briefly characterizes the problems of geographic education in our country and tries to find connections between teaching geography and forest pedagogy. The practical part explains how forest pedagogy can contribute to geographic education. It is based on a qualitative research conducted through structured interviews with forest pedagogues. On the basis of the analysis of the obtained data, it explains which geography topics are taught in forest pedagogy programs and how forest pedagogy can be used for geographic education.
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Using board games in the Czech language lessons in primary school
Hyklová, Lucie ; Janovec, Ladislav (advisor) ; Babušová, Gabriela (referee)
My diploma thesis on the Using board games in the Czech language lesson in primary school is divided into two parts. The first part deals with theoretical starting points based on experiential and constructivist pedagogy. It focuses on the game from several points of view - as a free activity and joy during life and as a didactic method in which pupils' education is realized, a class climate is formed and a board game is applied. Further there are described places where you can play board games outside the school environment. The second part is devoted to the production of my own board games and their subsequent use in the teaching of the Czech language in the fourth year of primary school. In conclusion, I reflect on their suitability for teaching, highlight their advantages, possible pitfalls and suitable variations and forms of gradation. KEYWORDS Game, board game, Czech language, experiential pedagogy, constructivist pedagogy, activation methods, pupil, teaching, primary school, own experience and enjoyment
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adaptation course as the class teacher's tool to get to know the class collective
TENKLOVÁ, Eliška
The thesis deals with the influence of class teacher's participation on the adaptation course to the teacher's knowledge of the pupils' collective. In the theoretical part, attention is paid to the concepts of experiential education and adaptation courses. Furthermore, it describes various types of adaptation course methodologies and suggests possibilities of class teacher's participation during the course. The research part describes a qualitative study with respondents who, as a class teacher, have undergone an adaptation course with their new class. The results of the research describe how class teachers perceive the adaptation course as a tool for their knowledge of pupils depending on their participation in the adaptation course.
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Experiential games as a stimulus of philosophical dialogue - analysis of game principles
HAJNÁ, Tereza
This thesis deals with problems of philosophy for children and experience pedagogy. It describes their methods and it points to their connections. Its aim is to find out which of the specific games is the best motivation for participants to actively engage in the philosophical dialogue. The chosen problem was solved by analyzing data obtained from observations and group interviews. Particular results have been processed and can be used for further research.
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Effect of the Adaptation Course and Form Teacher Lessons on the Climate in the Sixth Class in Lower Secondary School
Kovaříková, Markéta ; Mojžíšová, Jarmila (advisor) ; Nováková, Daniela (referee)
This thesis examines change of classroom climate in lower secondary school. In the theoretical part, issues of classroom climate, experiential pedagogy, adaptation courses and form teacher lessons are described from the perspective of different authors. The thesis introduces basic approaches for diagnosing classroom climate. It also gives instructions for management of form teacher lessons. B-3 questionnaire determines the current classroom climate and subsequent effects of the adaptation course among the respondents. Form teacher lessons are reported in this thesis, whose effect is also measured by the B-3 questionnaire in a longer period of the adaptation course. The results of the questionnaire investigation point to the need for regular form teacher lessons, in which the formation of a friendly climate in the classroom is realized.
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The Benefits of Experiential Pedagogy for Personal Individual Development
HORTOVÁ, Ilona
The thesis, The Benefits of Experiential Pedagogy for Personal Individual Development, deals with an importance of experiential educational courses and activities for personal development of adults. The thesis is focused on a description of circumstances that accompany actual fields of experiential educating. It emphases the impact and pedagogical benefit for an individual. The work research aim is to definite fields of personal development where the experiential pedagogy can prepare suitable training setting. The researching part of the work introduces a review of the most important fields of personal development that were acquired by individuals after passing the experiential program.
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