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Lecturer(s)
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Rubáš Dominik, RNDr. Ph.D.
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Bendl Tomáš, RNDr. Ph.D.
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Course content
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- The significance and function of geographical education in contemporary society - Educational goals and current trends in geographical education - Geographical thinking as the main objective of geographical education: how to achieve it? - Textbooks and critical points of the geography curriculum - Assessment in geography teaching - How to make geography lessons more interactive? - Using diverse sources of information in geography education: working with maps, climate diagrams, causal diagrams, population pyramids, images, graphs, etc.
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Learning activities and teaching methods
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Demonstration, Active metods (simulation, situational contingency methods, drama,acting, namagerial acting ), Demonstration of student skills, Lecture, Seminár
- Class attendance
- 70 hours per semester
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Learning outcomes
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The course is focused on activities of students and it rings them into school geographical education and knowing pupils competencies. Example US "Geography for Life. Students prepare and present their preparations for pupils, for classroom activities, for field-trips. They will prepare their simple geographical project with integrated character. They learn assessments.
After completing all the courses that shape the professional profile of future geography teachers (in particular UDGN, VGVN/DIDG1, GKUN/DIDG2, FPGV, and teaching practice), the student will be able to: Explain the purpose and goals of geographical education and justify their importance in both national and global contexts. Navigate curricular and other relevant documents and use them effectively in lesson planning and implementation. Select and didactically process appropriate subject matter with regard to students' educational needs. Design and apply diverse teaching methods, organizational forms, and instructional strategies that support active learning, as well as students' critical and creative thinking. Formulate educational objectives, distinguish their levels, and appropriately link them with assessment methods. Evaluate and work with textbooks, atlases, and other teaching aids in terms of their didactic effectiveness. Reflect on and critically assess their own teaching practice, accept feedback, and use it for professional growth. Apply modern approaches (e.g., E-U-R models, formative assessment, active learning strategies) in designing and delivering specific geography lessons. Motivate students to take an interest in geography and foster their ability to understand geographical relationships. Develop students' geographical thinking through appropriately chosen methods and strategies that promote deeper understanding of geographical processes, phenomena, and interconnections. Support not only the acquisition of selected geographical content but also the development of required key competences.
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Prerequisites
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Basic geographical knowledge of comprehensive school and basic knowledge of physiography and human geography. Completion of previous subject-specific didactics courses and teaching practice.
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Assessment methods and criteria
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Oral exam, Presentation of artistic and creative activities
Refer to google classroom.
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Recommended literature
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Balderstone, D. Secondary Geography Handbook.. Sheffield, 2006. ISBN 1 84377 165 9.
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Downs, Roger M., et al. Geography for Life: National Geography Standards. Washington, 2012. ISBN 978-1-884136-41-2.
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Fien, J. et al. The Geography Teacher's Guide to the Classroom. . South Melbourne, 1984. ISBN 0 333 356600 8.
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Gersmehl, P. Teaching Geography. New York, 2014.
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Hofmann, E. a kol. Multimediální učebnice pro terénní výuku. . Brno, 2008.
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Kalhous, Z.; Obst. O. a kol. Školní didaktika.. Praha, 2002. ISBN 80-7178-253-X.
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Kühnlová, H. Život v našem regionu. Pracovní učebnice pro základní školy a víceletá gymnázia. Plzeň, 2007. ISBN 978-80-7238-489-1.
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MŠMT. Standard vzdělávání ve čtyřletetém gymnáziu.. Praha, 1996.
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Petty, G. Moderní vyučování.. Praha, 1996. ISBN 80-7178-681-0.
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Roberts, M. Geographical enquiry. Sheffield, 2010.
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Řezníčková, D. a kol. Geografie. Aktivně, aktuálně a s aplikacemi.. Praha, 2012. ISBN 978-80-87186-99-2.
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Vágai, T. a Vodáková, P. Projektové kurzy na katedře geografie FP TU v Liberci. Praha, 2010.
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Vávra, J. Didaktika geografie I: Od vzdělávacího programu k vyučovací hodině v zeměpisu na ZŠ, na příkladu tématu Světový oceán. . Liberec, 2006. ISBN 80-7372-083-3.
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VÚP. Rámcový vzdělávací program pro gymnázia.. Praha, 2007. ISBN 978-80-87000-11-3.
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VÚP. Rámcový vzdělávací program pro základní vzdělávání.. Praha, 2007.
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VÚP. Rámcový vzdělávací program pro základní vzdělávání.. Praha, 2007.
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