Abstract
The outdoor education is an educational form that can be included in the teaching process at elementary and secondary schools. What remains often neglected (and what is marginalized in Czech literature) is both formal and procedural part of outdoor education. The authors of this paper assume that the inclusion of outdoor education in the teaching process is inconceivable in most Czech schools. The presented study analyses the conception of outdoor education at selected primary schools in Czechia. The first phase of research consists of the content analysis of School Education Programs (SEP, i.e. school curricula). This analysis was made in relation to outdoor education on a sample of 50 schools from Czechia. The aim of this step was to analyse the formal part of the outdoor education at selected schools. It means to identify both partial forms of outdoor education and partial educational themes as well as the educational connection of the content of school learning (traditionally indoor) and outdoor education. Time management of outdoor education, its overall concept and the interdisciplinary character was further investigated. The next phase of our research – the structured interview with teachers at nine model elementary schools – specifies and deepens the above described results achieved in the first phase. Interviews were conducted with 18 teachers (9 of them teaching at the first stage of elementary school and 9 teaching at the second stage of elementary school). Selection of these schools was based on the knowledge that the outdoor education has been implemented in these schools continuously for many years, using different forms of outdoor education (both of this was identified in SEPs). The analysis of SEPs showed that the SEP particularly differs by the extent of the description of individual teaching subjects and their content. The most differences were found in the various forms of outdoor education, in terms of quantity and quality of learning. Subsequent interviews with teachers have confirmed these differences, on the other hand, the results have pointed to several additional information which is not possible to obtain in any other way.
Highlights
Interviews were conducted with 18 teachers (9 of them teaching at the first stage of elementary school and 9 teaching at the second stage of elementary school)
Selection of these schools was based on the knowledge that the outdoor education has been implemented in these schools continuously for many years, using different forms of outdoor education
The most differences were found in the various forms of outdoor education, in terms of quantity and quality of learning
Summary
V předchozí části jsme stručně načrtli přístupy k definování terénní výuky a význam jejího řazení do školního kurikula v zahraničí i v Česku. Horizontální řazení vyjadřuje progresi obtížnosti jednotlivých činností, to znamená, že ze začátku školního roku učitel zařazuje takové formy terénní výuky, které pomáhají žákům zvládnout jednodušší činnosti, a postupně přidává činnosti složitější a komplexnější. Exkurze pozorování kladení cílených otázek vedení terénního deníku (zaznamenávání) foto- a (video) dokumentace. Terénní cvičení pozorování kladení cílených otázek měření mapování šetření (dotazníkové) analyzování hodnocení foto- a (video) dokumentace vedení terénního deníku (zaznamenávání). Autoři pracují s vlastním rozdělením časových forem: Krátkodobé formy terénní výuky probíhající zpravidla v bezprostředním okolí školy, na školním pozemku nebo ve venkovní učebně/laboratoři a nepřesahující více než dvě vyučovací hodiny. U dlouhodobých forem terénní výuky je z hlediska koncepce žádoucí, aby při jejich přípravě a realizaci docházelo k zúročení dovedností, návyků a zkušeností získaných z nácviku jednotlivých činností z krátkoa střednědobých forem. Člověkem velmi silně pozměněná městská krajina je pro účely terénní výuky reprezentována buď přímo celým územím sídla, nebo jeho vybranou částí (např. čtvrť, areál podniku, brownfield, park)
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