Ze0161 Didactics of Geography 3

Faculty of Education
Autumn 2018
Extent and Intensity
0/2/0. 2 credit(s). Type of Completion: z (credit).
Teacher(s)
doc. PaedDr. Eduard Hofmann, CSc. (seminar tutor)
doc. Mgr. Petr Knecht, Ph.D. (seminar tutor)
Guaranteed by
doc. PaedDr. Eduard Hofmann, CSc.
Department of Geography – Faculty of Education
Contact Person: Kateřina Brabcová
Supplier department: Department of Geography – Faculty of Education
Timetable of Seminar Groups
Ze0161/01: Wed 10:00–11:50 učebna 5a, E. Hofmann, P. Knecht
Ze0161/02: Tue 12:00–13:50 učebna 5a, E. Hofmann, P. Knecht
Prerequisites
The course takes place in parallel with the school practice and reflective seminars. The subject synthesizes and applies the knowledge gained in the study of partial geographic disciplines and subjects of pedagogy and psychology.
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
Students are provided with basic theoretical knowledge of geography education with special attention to their application in the school practice. The aim of the subject is to describe and critically evaluate the quality of geography teaching in real school practice.
At the end of the course the student will be able to:
Elaborate the objectives of geographic education into specific and measurable target categories.
To choose appropriate and relevant geographical contents, methods and forms of teaching adequate to pupils' age and cognitive specificities
Analyze, create and modify learning outcomes with regard to the requirement of a congruence of goals, content, teaching methods, and ways of evaluating pupils.
Use strong teaching strategies in teaching in the form of research / problem-based teaching, project teaching, and geographic case studies.
Learning outcomes
- - On the example of selected thematic units of the curriculum, adapt the content of geography teaching to the requirement to create learning opportunities; - Analyze, create and modify learning outcomes with regard to the requirement of a congruence of objectives, content, teaching methods and ways of evaluating pupils; - Use strong teaching strategies in teaching in the form of research / problem-oriented teaching, project teaching and geographic case studies; - Incorporate strong teaching strategies into the school curriculum.
Syllabus
  • Emphasis is placed on elaborating selected thematic units of geography education with respect to different paradigms of contemporary geography and specifics of selected theories of curriculum, teaching and learning. It focuses on the applicability of geographic and environmental education to contemporary and future society.
  • Course contents:
  • - Theory-based analysis and diagnostics of geography teaching;
  • - Creating differentiated learning tasks to test the knowledge, skills and attitudes of lower secondary school pupils;
  • - Creation of theoretically funded and evidence-based preparation of geography teaching
  • - Creating geographic case studies of different scales.
Literature
    required literature
  • ŘEZNÍČKOVÁ, Dana and Tomáš MATĚJČEK. Úlohy ve výuce geografie. Vydání první. Praha: P3K, 2014, 95 stran. ISBN 9788087343463. info
    recommended literature
  • HOFMANN, Eduard and Hana SVOBODOVÁ. Case Studies in Geography Education as a Powerful Way of Teaching Geography. In Karvánková, P., Popjaková, D., Vančura, M., Mládek, J. (Eds.). Current Topics in Czech and Central European Geography Education. 1. vyd. Switzerland: Springer International Publishing AG Schwitzerland, 2017, p. 115-128. Springer Nature. ISBN 978-3-319-43613-5. Available from: https://dx.doi.org/10.1007/978-3-319-43614-2_7. URL info
  • HATTIE, John. Visible learning for teachers : maximizing impact on learning. First published. London: Routledge, 2012, x, 286. ISBN 9780415690157. info
  • LAMBERT, David and John MORGAN. Teaching geography 11-18 : a conceptual approach. 1st pub. Maidenhead: McGraw-Hill/Open University Press, 2010, xii, 180. ISBN 9780335234479. info
    not specified
  • HATTIE, John and Gregory C. R. YATES. Visible learning and the science of how we learn. First published. London: Routledge, 2014, xvii, 349. ISBN 9780415704991. info
  • HATTIE, John. Visible learning : a synthesis of over 800 meta-analyses relating to achievement. First published. London: Routledge, Taylor & Francis Group, 2009, ix, 378. ISBN 9780415476188. info
Teaching methods
Individual, pair and group work with professional information sources. Group discussion. Independent study of professional literature.
Assessment methods
Elaboration of given seminar works, their timely submission and approval by the teacher of the subject.
Presentation of a theoretically reasoned and practically verified preparation of a lesson.
Oral reflection of own lessons based on practical verification of the proposed preparations.
Language of instruction
Czech
Further comments (probably available only in Czech)
Study Materials
The course is taught annually.
The course is also listed under the following terms Autumn 2019, autumn 2020, Autumn 2021, Autumn 2022, Autumn 2023, Autumn 2024.
  • Enrolment Statistics (Autumn 2018, recent)
  • Permalink: https://is.muni.cz/course/ped/autumn2018/Ze0161