Teaching “Quality of Life” – experience and implications

BIOLEK, Jaroslav a Ivan ANDRÁŠKO. Teaching “Quality of Life” – experience and implications. In 19. česko-slovenský geografický akademický seminár: Časové a priestorové zmeny regionálnych štruktúr kultúrnej krajiny. 2014.

Základní údaje

Originální název

Teaching “Quality of Life” – experience and implications

Název anglicky

Teaching “Quality of Life” – experience and implications

Autoři

BIOLEK, Jaroslav a Ivan ANDRÁŠKO

Vydání

19. česko-slovenský geografický akademický seminár: Časové a priestorové zmeny regionálnych štruktúr kultúrnej krajiny, 2014

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Další údaje

Jazyk

čeština

Typ výsledku

Konferenční abstrakt

Obor

Zemský magnetismus, geodesie, geografie

Stát vydavatele

Česká republika

Utajení

není předmětem státního či obchodního tajemství

Označené pro přenos do RIV

Ano

Kód RIV

RIV/00216224:14310/14:00077322

Organizační jednotka

Přírodovědecká fakulta

Klíčová slova anglicky

quality of life; geography education; learning with practice

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Anotace

V originále

In the contribution we focus on sharing the experience and ideas resulting from teaching the course unit Quality of Life at the Department of Geography, Masaryk University in Brno. The tuition is divided into lectures and seminars which follow their particular objectives. Lectures aim to introduce students to the concept of quality of life, covering such topics as its definition(s) and ways of interpretation or measurement. In addition to more general theoretical background, the presentation and discussion regarding geographical (or the like) approaches and research on quality of life are of interest here. During seminars, students are led to get familiar with more practical aspects of the topic and deeper understanding of its multiformity and contradictoriness. For example, participation of students in the research project concentrated on quality of life in specific parts of Brno serves as learning process of these aspects through practice. The experience of teaching the course has many consequences and implications. These can be divided into two wide, mutually connected categories. The first one covers the implications regarding the teaching process, strongly influenced by the teacher – student relationship based on feedback. The second category involves more academic or scientific goals, ranging from theory to practical applications of the acquired knowledge and aiming to present geography as a socially-relevant discipline.

Anglicky

In the contribution we focus on sharing the experience and ideas resulting from teaching the course unit Quality of Life at the Department of Geography, Masaryk University in Brno. The tuition is divided into lectures and seminars which follow their particular objectives. Lectures aim to introduce students to the concept of quality of life, covering such topics as its definition(s) and ways of interpretation or measurement. In addition to more general theoretical background, the presentation and discussion regarding geographical (or the like) approaches and research on quality of life are of interest here. During seminars, students are led to get familiar with more practical aspects of the topic and deeper understanding of its multiformity and contradictoriness. For example, participation of students in the research project concentrated on quality of life in specific parts of Brno serves as learning process of these aspects through practice. The experience of teaching the course has many consequences and implications. These can be divided into two wide, mutually connected categories. The first one covers the implications regarding the teaching process, strongly influenced by the teacher – student relationship based on feedback. The second category involves more academic or scientific goals, ranging from theory to practical applications of the acquired knowledge and aiming to present geography as a socially-relevant discipline.