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National Repository of Grey Literature 2 records found  Search took 0.00 seconds. 
(Non-)use of textbook in the geography lessons at lower secondary education.
 Faltisová, Kateřina ; Hanus, Martin (advisor) ; Marada, Miroslav (referee)
This master's thesis addresses the issue of using geography textbooks by Czech teachers at the lower secondary education level. The uniqueness of this work lies in its focus on the specific aspects of teachers' approaches to textbooks, a topic that has not been explored in the Czech educational context. Given the variety of possibilities for working with textbooks, the main goal of this work is to identify the key features of textbooks that lead to teachers' decisions not to use them. One of the subsidiary goals is to perform an analysis of geographical topics in relation to the extent of textbook use in teaching. To fulfill these goals, semi-structured interviews were conducted with 25 geography teachers at the lower secondary education level. The interview scenario was based on the professional literature directly related to the topic. All interviews were subsequently transcribed and open coding of respondents' answers was conducted. The card sorting method was incorporated into the interviews, through which the most important functions and selection criteria for textbooks were evaluated by statistical methods. Subsequent analysis found that the method and extent of textbook use depend on the teacher's concept of teaching. It emerged that teachers consider the ability to present information to be...
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School textbooks and their use in practice: the role of students in the evaluation of textbooks and geographical content
 Kulma, Natanael ; Marada, Miroslav (advisor) ; Cimová, Tereza (referee)
The present bachelor thesis deals with the issue of school textbooks. In the theoretical part, the textbook is clearly defined in terms of its privileged position among educational resources, its internal structure and the functions to which it is adapted. Furthermore, the extent to which it is used, and the way in which it is used in practice by teachers and pupils, is mapped out. Finally, the role of the learner as the evaluative subject of textbooks is presented, and specific recommendations for research and design of textbooks with the aim of increasing their use by learners are outlined. The practical part presents insights into the background of primary school pupils in order to test the theoretical assumptions regarding pupils' experiences of textbook use, their evaluation of the textbook and their preferred geographical themes in the content of the geography textbooks.
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