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Teaching colonialism in Czech schools
Landsmann, Jiří ; Najbert, Jaroslav (advisor) ; Sixta, Václav (referee)
This thesis focuses on the issue of colonialism. However, this is not a theoretical work. The main aim of this thesis is to analyze the teaching of the topic itself at Czech elementary schools. The work could be divided into three imaginary parts. In the first part of the thesis, the methodology of the diploma thesis, related concepts of historical thinking is characterized, followed by the concept of colonialism in historiography. This part is followed by the second part. It characterizes how textbooks, websites and the framework educational program for primary schools work with the topic of colonialism. The last part of the thesis describes the research carried out by the author of this work. It consisted of visiting several elementary schools, where he conducted interviews with teachers and watched the teaching itself. As already mentioned, the work is based on concepts of historical thinking. I assumed that the topic would be problematic and would lead to the fact that both teachers and pupils would take a certain value attitude towards it. Furthermore, the theme is followed from the concept of causes and consequences and contemporary perspectives.
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Historical curriculum at primary school
Šulcová, Jana ; Dvořáková, Michaela (advisor) ; Stará, Jana (referee)
This thesis discusses the historical curriculum in primary school and looking for ways to teach it effectively. Its aim is to analyze the educational goals of the historical curriculum of primary school. The introduction deals with the question of why history should be part of education in the first grade of primary school. Furthermore, it compares the historical conception of education at primary school in our conditions with the concept of the state, whose aims and methods of historical thinking are inspiring for us. Based on the findings and recommendations of domestic and foreign researches are in the empirical part of the thesis didactic designed tutorials selected topic historical subject matter with regard to diagnosis and development of historical thinking. Proposed lessons were implemented in the second year of primary school. At the end of each lesson is to evaluate the effectiveness of proposed schemes through analysis worksheets and comparing the results of the input and output mind maps and chalk talk. The entire set of lessons is evaluated through analysis of the final evaluation sheets pupils.
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Primary pupils' historical thinking
Kopecká, Karolína ; Dvořáková, Michaela (advisor) ; Stará, Jana (referee)
PRIMARY PUPILSʼ HISTORICAL THINKING Abstract This thesis deals with development of childrenʼs historical thinking in primary school. At the beginning of the theses, changes in the Czech history curriculum are presented. Moreover, it discusses psychological relations of historical thinking and introduces important Czech and foreign works presenting researches in this field of study. The thesis depicts the course of the qualitative research focusing on the level of historical thinking skills of the fifth graders, especially their historical understanding. The research also contains four lesson plans including special tasks for children. At the end of the thesis, the influence of these tasks on childrenʼs historical thinking is examined and described. The suggested methods should be not only an inspiration source for teachers, but also a possible way of development of historical thinking of primary school pupils. Key words: historical thinking, historical inquiry, evidence and artefacts, child as a historian, historical inquiry question, history at school Vedoucí diplomové práce: Ing. Michaela Dvořáková Autor diplomové práce: Karolína Kopecká Studijní obor: učitelství pro 1. stupeň ZŠ Forma studia: prezenční Diplomová práce dokončena: červen, 2012
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Contemporary history textbooks as a tool for developping historical thinking of the elementary school students - case of French Revolution
Tomčíková, Eva ; Najbert, Jaroslav (advisor) ; Pinkas, Jaroslav (referee)
This thesis inspects how the topic of French Revolution is presented in three chosen textbooks, corresponding exercise books and, in some cases, methodical guidelines for Czech elementary schools (textbooks by the publishing houses Fraus, Nová škola and Státní pedagogické nakladatelství). This is done through three of the six historical thinking concepts as established by Peter Seixas. The chosen concepts are: (identify) continuity and change, (analyze) cause and consequence and (take) historical perspetives. The thesis consists of a theoretical (chapters on historical literacy, inquiry-based learning, six historical thinking concepts, defining the topic of French Revolution and how it is elaborated in historiography, the significance and the role of the texbooks in teaching history) and a practical part (analysis and comparison of the chosen textbooks, exercise books and, in some cases, metodical guidelines, a plan of a unit on the given topic in the lenght of three standard lessons, which is oriented towards the development of the historical thinking of students). Considering the current state of Czech research of textbooks by Seixas' concepts, which is very limited, the methodology and research questions are newly and somewhat experimentaly created. The result of this research is the fact that...
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Panel housing complex in the context of school history education
Jahelková, Kateřina ; Najbert, Jaroslav (advisor) ; Pinkas, Jaroslav (referee)
This diploma thesis deals with the didactic use of the topic of panel housing estates in the teaching of history by applying historical thinking methodology. The first part is theoretical and deals with the historical development of housing construction in Czechoslovakia within a global context. The second part elaborates the methodological basis for the preparation of teaching material utilizing the curricular documents and presents examples of didactic use of this topic in historical education. Furthermore, possible starting points for using the topic of panel housing estates to develop historical thinking are considered in more detail. The third part presents the preparation of a lesson, which was implemented in November 2021 at the Korunovační Primary School in Prague. The lesson created for the purpose of this thesis drew upon 'The Big Six Historical Thinking Concepts'. This diploma thesis proved the usability of the topic of panel housing estates in the teaching of history, but also pointed out the limits of the chosen method, especially the need for gradual development of concepts. KEYWORDS history teaching, housing estates, historical thinking, Research-Based teaching, 20th century
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Comparison of the didactic potential of Austrian and Czech history textbooks on the example of selected historical events
Hrabáková, Simona ; Najbert, Jaroslav (advisor) ; Pinkas, Jaroslav (referee)
The aim of this diploma thesis is to analyze and compare the didactic potential of Czech and Austrian history textbooks regarding to their anchoring in the educational system and working with historical thinking and historical literacy, generally with the development of students' key competencies. The thesis took into account differences in the educational systems of both countries, the curriculum and, overall, worked with the goals of modern history teaching. The comparison was made on historical events that connect these two countries, and the core of the thesis is the analysis of processing these topics in terms of the Research-Based teaching goals. The output of this thesis is a specific teaching unit that works with Czech and Austrian textbooks and tries to cover the main theses of modern didactics of history. Keywords Textbooks, history teaching, Czech Republic, Austria, Research-Based teaching, historical thinking, historical literacy
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The Goll ś style. A study to the historical thinking of Jaroslav Goll
Pazderský, Roman ; Beneš, Zdeněk (advisor) ; Činátl, Kamil (referee)
Roman PAZDERSKÝ, The Goll's style. A study to the historical thinking of Jaroslav Goll, rigorous thesis, FF UK, Prague 2013 This thesis seeks to expose the theme style of famous Czech historian Jaroslav Goll (1846- 1929). The methodological basis of this work is the concept of style analysis as one of the possible ways to understanding the Goll's historical thinking. Style, understood as the outward projection or reflection of deep contents of historian's historical thinking, leads the author this work to the detailed reflections of real nature of Goll's thought about the history and historiography, which often finds itself in evident collision with the stereotypical image of the Goll's rigid historiographical "positivism". The author wants, on the basis of precise analysis of the Goll's texts (including the surviving notes of his university lectures), to offer a qualified statement especially about non-positivist moments of the Goll's historical thinking, which are in his work represented firstly by the way of Goll's approach to historical themes and secondly by the so-called "symptomatic features of the Goll's historiographical style". All these problems open also a much broader issue on the adequacy of the concept "positivism" as a general designation for the intellectual orientation of the...
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Ambiguity in teaching historical topics at primary school
Matějová, Veronika ; Dvořáková, Michaela (advisor) ; Županič, Jan (referee)
The thesis focuses on the ambiguity in teaching historical topics at ISCED 1 level of education, portraying a teaching method aimed at developing pupils' ability to perceive and reflect upon the ambiguity in teaching history. This ambiguity is demonstrated on historical events concerning Jan Hus. The objective is to develop a thematic unit on ambiguity of approach to historical facts, then to reflect upon the implementation and to outline suggestions for further work. In the beginning the thesis shows the importance of studying history, the changes to teaching the subject in elementary schools throughout time, the concept of historical thinking, memory and multiperspectivity. The practical part documents and reflects upon a process, that was implemented with groups of elementary school pupils. Than analyszs and interprets pupils' outputs. The conclusion contains modifications to the unit, suggested in such a way, that they entice the students' capabilities to interpret matter and to form an argument, as well as their historical thinking and their ability to reflect upon the ambiguity of teaching history, as much as possible.
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Interview with witnesses in the teaching of history in primary school.
Tomanová, Kamila ; Dvořáková, Michaela (advisor) ; Zicha, Zbyněk (referee)
The aim of the thesis is the support and the development of the relationship among different generations and learning among pupils of younger age and elderly people. Teaching national history in a traditional way brings two main problems. Firstly, children learn history through abstract terms, which they are not acquainted with. It is followed by another problem, when the presentation for pupils is not in detail and they cannot imagine most of the historical situations. Memories of contemporary witnesses can help us to solve these problems, because thanks to these memories pupils can better understand historical situations. Therefore, it is necessary to find and use such a way of teaching history in the current education, which would be interesting for pupils. Such a way would encourage an interest of pupils about history and further education. Thanks to this, they can gain different points of view about the background of their family, the place of birth and also about the Czech history. Inner motivation is what we want to achieve. By using activities which stimulate pupils we can develop critical thinking while teaching history. The first part of my thesis deals with theoretical knowledge of the authors who concern with the themes of the concept of memory with all its aspects, historical thinking...
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The Topic of Middle Ages in the Curriculum of the Educational Theme a Human and his World.
Kubelková, Kristýna ; Dvořáková, Michaela (advisor) ; Zicha, Zbyněk (referee)
This thesis "The topic of Middle Ages within a historical curriculum of the educational area Humans and their world" deals with the issue of children's development of historical thinking and its usage in the historical teaching, which is focused on Middle-Ages, at primary school. The theoretical part of this thesis aims at the educational area Humans and their world, its development through history and its analysis. This educational area is compared with teaching of historical topics at primary school involved in selected foreign educational curriculums. The theoretical part deals with historical thinking and psychological theories. The practical part of this thesis depicts set up and realization of thematic unit which is focused on the period of the house of Přemyslovci. This thematic unit aims at the development of historical thinking competence, which should be achieved by completion of particular goals. These goals focus on working with sources, various interpretations of historical events and also on deepening of pupil's relationship to history. At the end of this thesis, the thematic unit is assessed. KEY WORDS historical thinking, Humans and their world, foreign school curriculums, thematic topic, house of Přemyslovci, pupil of primary school age
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