2023
Czech education system’s conditions for the implementation of GIS in the curriculum in an international context
MÍSAŘOVÁ, Darina, Hana SVOBODOVÁ, Vendula MAŠTEROVÁ a Kateřina NOVOTNÁZákladní údaje
Originální název
Czech education system’s conditions for the implementation of GIS in the curriculum in an international context
Autoři
MÍSAŘOVÁ, Darina, Hana SVOBODOVÁ, Vendula MAŠTEROVÁ a Kateřina NOVOTNÁ
Vydání
International Research in Geographical and Environmental Education, London, Taylor & Francis, Routledge, 2023, 1038-2046
Další údaje
Jazyk
angličtina
Typ výsledku
Článek v odborném periodiku
Obor
50300 5.3 Education
Stát vydavatele
Velká Británie a Severní Irsko
Utajení
není předmětem státního či obchodního tajemství
Odkazy
Impakt faktor
Impact factor: 1.800 v roce 2022
Organizační jednotka
Pedagogická fakulta
UT WoS
001138446200001
Klíčová slova česky
kurikulum; GIS; primární a sekundární vzdělávání
Klíčová slova anglicky
Curriculum; GIS; primary and secondary education
Příznaky
Mezinárodní význam, Recenzováno
Změněno: 2. 6. 2024 18:07, RNDr. Hana Svobodová, Ph.D.
Anotace
V originále
The implementation of geospatial technologies in both primary and secondary education is more than desirable. However, many obstacles stand in the way. This paper reflects on the current state of geographic information systems (GIS) implementation in the educational curriculum in Czechia in comparison with an international context. The study aimed to analyse the anchoring of GIS in Czech curricula and identify the enablers and barriers to the use of GIS in education. It employed a questionnaire survey to capture a large number of responses (n = 94); following this, guided interviews were conducted with selected teachers (n = 9) to delve deeper into the selected topics. This research work shows that external barriers to the use of GIS in teaching are essentially non-existent; specifically, (the curriculum does not hinder GIS implementation, school management support is sufficient, and the material and technical facilities required are available in most schools). However, teachers’ non-/unpreparedness—their lack of motivation or experience in teaching with GIS—is a significant internal barrier.
Návaznosti
TL02000142, projekt VaV |
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