Outdoor Learning in the Czech Republic – Confrontation between Plans and Reality
| Authors | |
|---|---|
| Year of publication | 2017 |
| Type | Article in Proceedings |
| Conference | Education and New Developments 2017 |
| MU Faculty or unit | |
| Citation | |
| Field | Pedagogy and education |
| Keywords | Czech Republic; outdoor learning; School Education Programme; primary school |
| Description | Fieldwork is a form which has been considered for many years to be a strong instructional strategy for understanding today's world. It is specific for a variety of sciences and indispensable for geographical education. Fieldwork is very specific and its contribution is not only in the cognitive area, but it is important for the affective side of education as well as supporting mutual communication and interpersonal relationships. Positive effect of the fieldwork is also in development students’ motor skills. As is evident, fieldwork should have its place firmly anchored in the current school curriculum. However, despite its indispensability, it still fails to be implemented in teaching at all levels and types of schools in the Czech Republic. The aim of the poster is compare the success rate of the solution of geographical tasks in the classroom and in the field and measure the physical activity of students during these activities. Tasks for testing are designed so that they can be implemented both in the normal classroom and in the field. Whether pupils solve the same task more successfully in the classroom without the influence of the environment or in the field – in an environment where the specified job is realistically happening and where the learner can engage visual and auditory sensations will be monitored. During testing, measuring of the physical activity of students is also be carried out – the students receive an ActiGraph device, which will measure their activity during a day spent at school indoor or outdoor. |
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