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Statements

Subject Item
n2:RIV%2F61989592%3A15410%2F14%3A33152642%21RIV15-MSM-15410___
rdf:type
skos:Concept n11:Vysledek
dcterms:description
Czech primary and secondary schools rarely apply the methods and technologies of geoinformatics in the education of geography. The reasons vary from objective and subjective. The essential objective barriers of introducing geographic information systems (GIS) in primary and secondary classes include insufficient methodology for teachers who might realise such lessons with its help. Geographic information systems can be used in classes to organise a field data collection and creation of analytical maps. The landscape - both urban and natural - is best to introduce by means of active infolvement in data collection supported with lessons in the field. The pupils becomes an active user of spatial data, he learns to identify it in the landstape, to collect, evaluate and use it to understand his attitude. Thus he develops from the lowest degrees of learning (i.e. Remembering) to understanding and applicationsd. His attitude to the landscape is reinforced by the ability to think spatially. A possible methodology is demonstrated in the task where the students of grammar school in Liberec mapped parks (public green areas) in the city and used the attributes to describe their quality. Czech primary and secondary schools rarely apply the methods and technologies of geoinformatics in the education of geography. The reasons vary from objective and subjective. The essential objective barriers of introducing geographic information systems (GIS) in primary and secondary classes include insufficient methodology for teachers who might realise such lessons with its help. Geographic information systems can be used in classes to organise a field data collection and creation of analytical maps. The landscape - both urban and natural - is best to introduce by means of active infolvement in data collection supported with lessons in the field. The pupils becomes an active user of spatial data, he learns to identify it in the landstape, to collect, evaluate and use it to understand his attitude. Thus he develops from the lowest degrees of learning (i.e. Remembering) to understanding and applicationsd. His attitude to the landscape is reinforced by the ability to think spatially. A possible methodology is demonstrated in the task where the students of grammar school in Liberec mapped parks (public green areas) in the city and used the attributes to describe their quality.
dcterms:title
Landscape as an educational space Landscape as an educational space
skos:prefLabel
Landscape as an educational space Landscape as an educational space
skos:notation
RIV/61989592:15410/14:33152642!RIV15-MSM-15410___
n5:aktivita
n17:P
n5:aktivity
P(EE2.3.20.0166)
n5:dodaniDat
n16:2015
n5:domaciTvurceVysledku
n15:6581897
n5:druhVysledku
n9:D
n5:duvernostUdaju
n19:S
n5:entitaPredkladatele
n20:predkladatel
n5:idSjednocenehoVysledku
25596
n5:idVysledku
RIV/61989592:15410/14:33152642
n5:jazykVysledku
n7:eng
n5:klicovaSlova
ability to think spatially; data collection; using GIS in classes; geographic information systems (GIS); Education of geography
n5:klicoveSlovo
n6:using%20GIS%20in%20classes n6:Education%20of%20geography n6:ability%20to%20think%20spatially n6:geographic%20information%20systems%20%28GIS%29 n6:data%20collection
n5:kontrolniKodProRIV
[E9BA20AD6EF4]
n5:mistoKonaniAkce
Křtiny
n5:mistoVydani
Brno
n5:nazevZdroje
Public recreation and landscape protection - with man hand in hand?
n5:obor
n18:AM
n5:pocetDomacichTvurcuVysledku
1
n5:pocetTvurcuVysledku
3
n5:projekt
n21:EE2.3.20.0166
n5:rokUplatneniVysledku
n16:2014
n5:tvurceVysledku
Šmída, Jiří Pechanec, Vilém Kilianová, Helena
n5:typAkce
n12:EUR
n5:zahajeniAkce
2014-05-05+02:00
s:numberOfPages
7
n8:hasPublisher
Mendelova zemědělská a lesnická univerzita v Brně
n10:isbn
978-80-7375-952-0
n13:organizacniJednotka
15410