PdF:ZS1BK_ITC Integrated Field Practice - Course Information

ZS1BK_ITC Integrated Field Practice

Extent and Intensity

0/0/3.3. 2 credit(s). Type of Completion: z (credit).

Teacher(s)

Mgr. Tereza Češková, Ph.D. (seminar tutor)
Mgr. Iva Frýzová (seminar tutor)
doc. PaedDr. Eduard Hofmann, CSc. (seminar tutor)
Mgr. Miroslav Jireček, Ph.D. (seminar tutor)
Mgr. Kateřina Ševčíková (seminar tutor)

Guaranteed by

doc. PaedDr. Eduard Hofmann, CSc.
Department of Geography – Faculty of Education
Contact Person: Mgr. Iva Frýzová
Supplier department: Department of Geography – Faculty of Education

Timetable of Seminar Groups

ZS1BK_ITC/01: Mon 3. 6. 8:00–15:50 kancelář vyučujícího, Tue 4. 6. 8:00–15:50 kancelář vyučujícího, Wed 5. 6. 8:00–15:50 kancelář vyučujícího, Thu 6. 6. 8:00–15:50 kancelář vyučujícího, Fri 7. 6. 8:00–15:50 kancelář vyučujícího, T. Češková
ZS1BK_ITC/02: Mon 3. 6. 8:00–15:50 kancelář vyučujícího, Tue 4. 6. 8:00–15:50 kancelář vyučujícího, Wed 5. 6. 8:00–15:50 kancelář vyučujícího, Thu 6. 6. 8:00–15:50 kancelář vyučujícího, Fri 7. 6. 8:00–15:50 kancelář vyučujícího, I. Frýzová
ZS1BK_ITC/03: Mon 3. 6. 8:00–15:50 kancelář vyučujícího, Tue 4. 6. 8:00–15:50 kancelář vyučujícího, Wed 5. 6. 8:00–15:50 kancelář vyučujícího, Thu 6. 6. 8:00–15:50 kancelář vyučujícího, Fri 7. 6. 8:00–15:50 kancelář vyučujícího, M. Jireček
ZS1BK_ITC/04: Mon 3. 6. 8:00–15:50 kancelář vyučujícího, Tue 4. 6. 8:00–15:50 kancelář vyučujícího, Wed 5. 6. 8:00–15:50 kancelář vyučujícího, Thu 6. 6. 8:00–15:50 kancelář vyučujícího, Fri 7. 6. 8:00–12:50 kancelář vyučujícího, K. Ševčíková

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

• Primary School Teacher Training (programme PdF, M-ZS5)

Course objectives

This course is a fieldwork. It is a continuing course. That means that you had to pass courses Integrated Knowledge Base and practicum from Integrated Knowledge Base. The aim is to understand the human-nature interrelationship on examples from particular territory. This course also helps to understand pedagogical terms through students’ integration into teaching.

Learning outcomes

- Searching, analyzing and interpreting information for a given location for the purpose of their didactic transformation; - Evaluate the site / location with respect to the security risks associated with this learning form; - Design and implement individual learning tasks for pupils based on active learning of landscape and nature (observation, work with different learning aids, landscape orientation, panoramic layout, GPS location, ...); - Build a set of learning tasks and activities in the form of short-term and long-term field lessons and then implement these lessons; - Design appropriate ways of evaluating field learning at the level of knowledge, skills and attitudes; - Use the regional principle in teaching, ie to select examples of curriculum that relate to specific situations and places that will be understandable to pupils especially for their use in practical life; - Strengthen the ability of students to cooperate in teaching. - The student is aware of various activities that can not be learned only in the school environment, he / she is able to identify them during the course of the year and be suitably included in the school education program. - The student will design, implement and reflect the professionally correct, age-appropriate forms of field education, which has a large interdisciplinary overlap, leading not only to the practice of knowledge, but also to skills and attitudes.

Syllabus

• Landscape yesterday and today, changes of landscape and its formation with a help of historic- geographic methods (historical maps, forming of land registers, medieval settlement remains, cultural relics in region) – genius loci. Effect of natural conditions on life and work of people in visited region (SWOT analysis of natural conditions and its effect on visited area). Heritage for contemporary generation, thematic mapping, inspiration from natural materials, distance measurement, object size measurement, recreation and tourist trade – geocaching. What lives and grows in water and on meadows? Data gathering from fieldwork research, map recording, taking of water and soil samples and analysis, relationship of localities and their contribution to environment. What lives and grows in forest? Participation of people in managing forest. Are we able to imagine with a help of maps and names of villages or towns the recent forest stands? Locality records on maps, arboretum – Timber Species Library – Textbook in Nature. Movement as a teaching form in fieldwork also contributes to a healthy life style. The main aim of the fieldwork is not only a collecting of quantitative data but the important is also the ability of perception of a particular place from its qualitative site.

Literature

• Náhradní obsah: Hofmann,E. a kol. Integrované terénní vyučování. Brno, Paido 2003, ISBN 80-7315-054-9
• RYCHNOVSKÝ, Boris, Josef TRNA and Eduard HOFMANN. Stacionár Jedovnice jako zařízení pro rozvoj přírodovědně talentovaných žáků (Centre Jedovnice as the Facility for Development of science talented Students). In Dimenze pedagogické práce s nadanými žáky. Brno: MSD, 2007, p. 217-220. ISBN 978-80-7392-006-7. info

Teaching methods

field work

Assessment methods

Block lectures. Portfolio of curricular materials.

Language of instruction

Czech

Further comments (probably available only in Czech)

Study Materials
The course is taught annually.
Information on the extent and intensity of the course: 5 dnů. Výuka probíhá blokově.

• Enrolment Statistics (Spring 2019, recent)
  
• Permalink: https://is.muni.cz/course/ped/spring2019/ZS1BK_ITC