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Geographical literacy: various approaches to its definition and verification
Kalfusová, Helena ; Řezníčková, Dana (advisor) ; Chromý, Pavel (referee)
The present baccalaureate work deals with geographical literacy. It has as the major aims to define geographical literacy in accordance with contemporary professional literature, to investigate the presence of elements of geographical education incorporated in the National Education Frame of preschool and primary education levels, and to indicate basic means of its verification. Each if these aims requires to seek answers to the following research questions: 1. Is the notion of geographical literacy unanimously defined in professional literature? 2. Which of the requirements posed on the children of the preschool and the 1st and 2nd primary school levels, given in the National Education Frame, represent fundamentals of geographical literacy. Are these requirements continuously developed? 3. How can the basic geographical literacy be tested? Each of these questions implied a specific approach: literature retrieval, content analysis of the National Education Frame, survey of the existing verification methods and case studies. The paper is divided into five chapters, dialing with the subject of geographical literacy in general (the first chapter), with its components (the second chapter) and with the geographical literacy in particular (the third chapter). The fourth chapter is concerned with the...
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Geographical literacy in work with graphics for 15-year-old pupils at lower secondary schools
Štochl, Vojtěch ; Marada, Miroslav (advisor) ; Měkota, Tomáš (referee)
The diploma thesis deals with the issue of a part of geographical literacy, specifically the skills associated with working with graphics such as tables, graphs, maps, or pictures, but, to a lesser extent, with the necessary knowledge. The thesis is divided into a theoretical part, where the literature on the topic is discussed and a practical part, where I describe the process of creating the test, its application and evaluation. The results are then subjected to analysis and discussion. In the research, I used the method of testing pupils of different schools - from elementary schools (lower secondary stage) to grammar schools and from Prague's schools to the Central Bohemian's ones. The testing took place in electronic form. The research sample of testing consisted of ninth-grade elementary school students and their equivalent groups from grammar schools - quarters. This is therefore a group of children aged about 15, for whom it is assumed (mainly for lower secondary ones) that they will no longer come into contact with formal geography education, and therefore they should be elementary geographically literate youths. The results of the work show that geographical knowledge is an important prerequisite for the development of geographical skills. Furthermore, the marks that students receive at...
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Geographical literacy: various approaches to its definition and verification
Kalfusová, Helena ; Řezníčková, Dana (advisor) ; Chromý, Pavel (referee)
The present baccalaureate work deals with geographical literacy. It has as the major aims to define geographical literacy in accordance with contemporary professional literature, to investigate the presence of elements of geographical education incorporated in the National Education Frame of preschool and primary education levels, and to indicate basic means of its verification. Each if these aims requires to seek answers to the following research questions: 1. Is the notion of geographical literacy unanimously defined in professional literature? 2. Which of the requirements posed on the children of the preschool and the 1st and 2nd primary school levels, given in the National Education Frame, represent fundamentals of geographical literacy. Are these requirements continuously developed? 3. How can the basic geographical literacy be tested? Each of these questions implied a specific approach: literature retrieval, content analysis of the National Education Frame, survey of the existing verification methods and case studies. The paper is divided into five chapters, dialing with the subject of geographical literacy in general (the first chapter), with its components (the second chapter) and with the geographical literacy in particular (the third chapter). The fourth chapter is concerned with the...
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