Comparison of selected Czech geography textbooks

KNECHT, Petr. Comparison of selected Czech geography textbooks. In Geografické aspekty stredoeurópskeho priestoru. 1st ed. Nitra: Universita Konstantina filozofa v Nitre, 2006, 2 pp. ISBN 80-8094-058-4.

Basic information

Original name

Comparison of selected Czech geography textbooks

Name in Czech

Srovnání vybraných českých učebnic zeměpisu

Name (in English)

Comparison of selected Czech geography textbooks

Authors

KNECHT, Petr (203 Czech Republic, guarantor)

Edition

1. vyd. Nitra, Geografické aspekty stredoeurópskeho priestoru, 2 pp. 2006

Publisher

Universita Konstantina filozofa v Nitre

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Other information

Language

Czech

Type of outcome

Stať ve sborníku

Field of Study

50300 5.3 Education

Country of publisher

Czech Republic

Confidentiality degree

není předmětem státního či obchodního tajemství

RIV identification code

RIV/00216224:14410/06:00031764

Organization unit

Faculty of Education

ISBN

80-8094-058-4

Keywords in English

Education; Didactics of Geography; Educational Research; Geographical Education; Textbooks Research; Textbooks Assesment

Tags

didactics of geography, Education, educational research, geographical education, Textbooks Assesment, textbooks research

Tags

International impact, Reviewed

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Abstract

V originále

Comparation of selected Czech geography textbooks. Author composed a concept analysis of Czech human geography primary school textbooks, which consisted in frequential analysis of all human geographical concepts initiated in examined textbooks. The analysis demonstrated that all examined textbooks intended for the same type and grade of primary schools are different in content and multitude of initiated concepts. This fact could have an influence upon divergence in teching reality at the primary schools.

In English

Comparation of selected Czech geography textbooks. Author composed a concept analysis of Czech human geography primary school textbooks, which consisted in frequential analysis of all human geographical concepts initiated in examined textbooks. The analysis demonstrated that all examined textbooks intended for the same type and grade of primary schools are different in content and multitude of initiated concepts. This fact could have an influence upon divergence in teching reality at the primary schools.