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National Repository of Grey Literature 2 records found  Search took 0.01 seconds. 
Critical issues of curricula in geology at lower-secondary level from the in-service teachers' point of view
 POKORNÁ, Věra
The work presents the in-service teachers' view on Geology teaching as a critical issue of Biology curricula. A subjective view of critical points in the teaching of science, biology and geology was ascertained through a questionnaire survey among in-service teachers with different lengths of experience in the first part of the research. Geology was identified as a critical issue most often in questionnaire survey as well as in semi-structured interviews, including the method of subjective theories. The comprehensive handbook for lower-secondary biology teachers was prepared based on all information gained from the first stage of study. This handbook contains theoretical support for teaching geology, including already prepared activities for pupils. Selected activities were practically implemented into the practice and the methodological recommendations for teachers who would like to use the handbook in practice were summed up based on the findings from implementation of selected tasks.
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The Implementation of Education in Geology Science in High Schools
 OUBRAMOVÁ, Jana
The bachelor thesis deals with the teaching of geology at the higher level of grammar schools. The aim is to map out the conditions under which the teaching is realized. The four main determinants for geology teaching at grammar schools - the framework educational program for grammar schools, school educational programs, textbooks and teaching methods were defined. In the theoretical part, the characteristics of these factors are presented. In the practical part of the thesis they are subjected to closer examination and confrontation. Based on the analysis of the educational programs, textbooks and teachers' opinions, the following conclusions were made: Geology is only marginally enrolled in some schools. Primary pupils come to grammar schools usually without interest in inanimate nature, and their knowledge is weaker than the knowledge of pupils coming from lower secondary schools. The continuity of the curriculum, which is evident from the curriculum documents, does not appear to be very effective in practice. The basic method of teaching that can attract pupils is practical learning of nature in the field. The personality and the teacher's approval are very important.
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