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Use of Experience Pedagogy and Theatrical Education in Geography Teaching
Barešová, Lenka ; Matějček, Tomáš (advisor) ; Bartoš, Jan (referee)
The main objective of the thesies is to compare a frontal teaching method and teaching by simulation. Two comparable groups of students were taught the same topic by the two methods. The topic was focused on an uneven world development. Following assumptions were set. Simulation is a more attractive teaching form, therefore it can help to raise the motivation of students. Frontal method is capable of transmitting more information. Simulation, however, can have bigger impact on students' values. The impact of simulation has a long-term impact in comparison to frontal teaching. These assumptions were confirmed by qualitative and quantitative methods.
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The Game in the Filosofical and Pedagogical Reflection and Use of Simulation Games in Social Sciences Teaching
Němcová, Lenka ; Zicha, Zbyněk (advisor) ; Pelcová, Naděžda (referee)
This diploma thesis focuses on the issue of human game, from several points of view, namely philosophical, pedagogical and didactic. The work is structured into three parts. The theoretical part deals with the philosophical considerations concerning the game phenomenon, where the game is based mainly on the ontological principle and the game theory, which is analyzed by selected authors. The second part then deals with the game used in the pedagogical processes, or the game as a teaching method in the field of social science and its importance in teaching at primary and secondary schools. The practical part is focused on simulation games implementation within the social science - education.
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Use of Experience Pedagogy and Theatrical Education in Geography Teaching
Barešová, Lenka ; Matějček, Tomáš (advisor) ; Bartoš, Jan (referee)
The main objective of the thesies is to compare a frontal teaching method and teaching by simulation. Two comparable groups of students were taught the same topic by the two methods. The topic was focused on an uneven world development. Following assumptions were set. Simulation is a more attractive teaching form, therefore it can help to raise the motivation of students. Frontal method is capable of transmitting more information. Simulation, however, can have bigger impact on students' values. The impact of simulation has a long-term impact in comparison to frontal teaching. These assumptions were confirmed by qualitative and quantitative methods.
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