"Ekologie \u010Dten\u00E1 podruh\u00E9" . . "RIV/00216208:11410/13:10194192!RIV14-MSM-11410___" . "Ekologie \u010Dten\u00E1 podruh\u00E9"@cs . "Jan\u010Da\u0159\u00EDkov\u00E1, Kate\u0159ina" . "197"^^ . "Ekologie \u010Dten\u00E1 podruh\u00E9"@cs . . . "[AE55CC029DE4]" . "Ekologie \u010Dten\u00E1 podruh\u00E9" . "Environmental research; storytelling; narrative method; Environmental Education; Environmental; Ecology"@en . . . . "RIV/00216208:11410/13:10194192" . "Od roku 2007 je na z\u00E1kladn\u00EDch a st\u0159edn\u00EDch \u0161kol\u00E1ch v \u010CR environment\u00E1ln\u00ED vzd\u011Bl\u00E1v\u00E1n\u00ED povinn\u00E9. Environment\u00E1ln\u00ED v\u00FDchova je za\u0159azena jako pr\u016F\u0159ezov\u00E9 t\u00E9ma, na jeho\u017E realizaci se maj\u00ED pod\u00EDlet u\u010Ditel\u00E9 v\u0161ech aprobac\u00ED, nejen u\u010Ditel\u00E9 p\u0159\u00EDrodn\u00EDch v\u011Bd jako je biologie nebo zem\u011Bpis. U\u010Ditel\u00E9 sami n\u011Bkdy nemaj\u00ED ekologick\u00E9 vzd\u011Bl\u00E1n\u00ED. Jist\u011B, existuje cel\u00E1 \u0159ad metodick\u00FDch p\u0159\u00EDru\u010Dek, kter\u00E1 u\u010Ditele nav\u00E1d\u00ED jak maj\u00ED vyu\u010Dovat. C\u00EDlem tohoto autorsk\u00E9ho po\u010Dinu bylo napsat knihu ur\u010Denou pedagogick\u00FDm pracovn\u00EDk\u016Fm a dal\u0161\u00EDm odborn\u00EDk\u016Fm jin\u00FDch profes\u00ED (laik\u016Fm z pohledu ekologie a p\u0159\u00EDrodn\u00EDch v\u011Bd), kter\u00E1 by byla srozumiteln\u00E1, vhodn\u00E9ho rozsahu, z\u00E1rove\u0148 v\u011Bcn\u011B spr\u00E1vn\u00E1 a aktu\u00E1ln\u00ED. P\u0159edkl\u00E1dan\u00E1 kniha se skl\u00E1d\u00E1 ze t\u0159\u00ED logicky na sebe navazuj\u00EDc\u00EDch \u010D\u00E1st\u00ED: Ekologie, Environmentalistiky a Environment\u00E1ln\u00ED v\u00FDchovy. V ka\u017Ed\u00E9 z t\u011Bchto \u010D\u00E1st\u00ED jsou informace a fakta prolo\u017Eena vypr\u00E1v\u011Bn\u00EDm a p\u0159\u00EDb\u011Bhy (storytelling). D\u00EDl\u010D\u00ED nitky p\u0159\u00EDb\u011Bh\u016F vytv\u00E1\u0159ej\u00ED konstrukty, na kter\u00E9 lze pozd\u011Bji aplikovat jin\u00E9 situace a jin\u00E1 data. Ekologick\u00E9 z\u00E1konitosti a principy jsou vysv\u011Btlov\u00E1ny na p\u0159\u00EDb\u011Bz\u00EDch modelov\u00FDch organism\u016F. Environment\u00E1ln\u00ED problematiku p\u0159ibli\u017Euj\u00ED p\u0159\u00EDb\u011Bhy ochr\u00E1nc\u016F p\u0159\u00EDrody. A Environment\u00E1ln\u00ED v\u00FDchovu p\u0159\u00EDb\u011Bhy ze \u0161kol a dal\u0161\u00EDch vzd\u011Bl\u00E1vac\u00EDch instituc\u00ED. Cel\u00FD text je protk\u00E1n n\u00E1pady, jak p\u0159i v\u00FDkladu dan\u00E9ho t\u00E9matu %22zpest\u0159it vyu\u010Dov\u00E1n\u00ED%22, ty vedou k p\u0159em\u00FD\u0161len\u00ED a diskusi. A tak\u00E9 jsou v n\u011Bm doporu\u010Den\u00ED dal\u0161\u00ED \u010Dinnost\u00ED, nap\u0159. na exkurze, shl\u00E9dnut\u00ED filmu pr\u00E1ci s eduka\u010Dn\u00EDmi programy apod. Autor inovativn\u011B navazuje na nov\u00E9 trendy v environment\u00E1ln\u00ED v\u00FDchov\u011B, p\u0159edev\u0161\u00EDm se v\u011Bnuje nov\u011B schv\u00E1len\u00E9 metodick\u00E9 podpo\u0159e environment\u00E1ln\u00ED v\u00FDchovy Doporu\u010Den\u00FDm o\u010Dek\u00E1van\u00FDm v\u00FDstup\u016Fm (Pastorov\u00E1, 2011). Upozor\u0148uje na zaj\u00EDmav\u00E9 didaktick\u00E9 inovace, nap\u0159. na Dobr\u00E9 ot\u00E1zky (Sullivan, Lilburnov\u00E1, 2010), metodu rozd\u011Blen\u00ED skupiny do t\u00FDm\u016F Semafor (Jan\u010Da\u0159\u00EDkov\u00E1, Scholleov\u00E1, ). Nezanedb\u00E1v\u00E1 ani hodnocen\u00ED a p\u0159edstavuje v t\u00E9to profesn\u00ED skupin\u011B m\u00E1lo zn\u00E1mou metodu Implicitn\u00EDch asociac\u00ED (Greenwald et al., 1998). Zna\u010Dn\u00E1 \u010D\u00E1st p\u0159edkl\u00E1dan\u00FDch informac\u00ED je podlo\u017Eena v\u00FDzkumnou prac\u00ED autorky." . . "Environmental education has been compulsory in Czech primary and secondary schools since 2007. Environmental education became one of the so called core cross curricular topics in 2007. This means the topic should be approached by teachers of all different subjects taught at primary and secondary schools, not only by teachers of Biology and Geography. This in fact means that teachers are responsible for handing over information and knowledge they know very little, or nothing about. Of course there are a variety of methodological handbooks whose aim is to offer advice to teachers on how to teach these issues. These methodological handbooks offer short-term as well as long-term projects, suggestions for activities in the wood, in the garden, or methodological approaches (e.g. eco games). However, the experience of the author of this paper from her meetings with in-service teachers - students of combined study at the Faculty of Education - shows that they lack basic understanding of the issue. The aim of the author's activity was to write a book for teachers as well as for specialists in other professions (non-experts in ecology, environmental studies and natural sciences) that would be comprehensible, readable, with appropriate content yet factually correct and up-to-date. The presented book consists of three consequent parts: Ecology, Environmental Studies and Environmental Education. Each of the parts not only offers information and facts but also stories, storylines and narratives. There are also suggestions for follow-up activities, e.g. excursions, films, educational programmes etc. These provide a deeper and more complex insight into the issue. The author innovatively builds on new trends in environmental education."@en . . . "978-80-7290-713-7" . . "11410" . . "1"^^ . . "I" . "1"^^ . . "Univerzita Karlova v Praze. Pedagogick\u00E1 fakulta" . "Ecologie - Ecology Second reading (restorytelling)"@en . . "Praha" . "197"^^ . "Od roku 2007 je na z\u00E1kladn\u00EDch a st\u0159edn\u00EDch \u0161kol\u00E1ch v \u010CR environment\u00E1ln\u00ED vzd\u011Bl\u00E1v\u00E1n\u00ED povinn\u00E9. Environment\u00E1ln\u00ED v\u00FDchova je za\u0159azena jako pr\u016F\u0159ezov\u00E9 t\u00E9ma, na jeho\u017E realizaci se maj\u00ED pod\u00EDlet u\u010Ditel\u00E9 v\u0161ech aprobac\u00ED, nejen u\u010Ditel\u00E9 p\u0159\u00EDrodn\u00EDch v\u011Bd jako je biologie nebo zem\u011Bpis. U\u010Ditel\u00E9 sami n\u011Bkdy nemaj\u00ED ekologick\u00E9 vzd\u011Bl\u00E1n\u00ED. Jist\u011B, existuje cel\u00E1 \u0159ad metodick\u00FDch p\u0159\u00EDru\u010Dek, kter\u00E1 u\u010Ditele nav\u00E1d\u00ED jak maj\u00ED vyu\u010Dovat. C\u00EDlem tohoto autorsk\u00E9ho po\u010Dinu bylo napsat knihu ur\u010Denou pedagogick\u00FDm pracovn\u00EDk\u016Fm a dal\u0161\u00EDm odborn\u00EDk\u016Fm jin\u00FDch profes\u00ED (laik\u016Fm z pohledu ekologie a p\u0159\u00EDrodn\u00EDch v\u011Bd), kter\u00E1 by byla srozumiteln\u00E1, vhodn\u00E9ho rozsahu, z\u00E1rove\u0148 v\u011Bcn\u011B spr\u00E1vn\u00E1 a aktu\u00E1ln\u00ED. P\u0159edkl\u00E1dan\u00E1 kniha se skl\u00E1d\u00E1 ze t\u0159\u00ED logicky na sebe navazuj\u00EDc\u00EDch \u010D\u00E1st\u00ED: Ekologie, Environmentalistiky a Environment\u00E1ln\u00ED v\u00FDchovy. V ka\u017Ed\u00E9 z t\u011Bchto \u010D\u00E1st\u00ED jsou informace a fakta prolo\u017Eena vypr\u00E1v\u011Bn\u00EDm a p\u0159\u00EDb\u011Bhy (storytelling). D\u00EDl\u010D\u00ED nitky p\u0159\u00EDb\u011Bh\u016F vytv\u00E1\u0159ej\u00ED konstrukty, na kter\u00E9 lze pozd\u011Bji aplikovat jin\u00E9 situace a jin\u00E1 data. Ekologick\u00E9 z\u00E1konitosti a principy jsou vysv\u011Btlov\u00E1ny na p\u0159\u00EDb\u011Bz\u00EDch modelov\u00FDch organism\u016F. Environment\u00E1ln\u00ED problematiku p\u0159ibli\u017Euj\u00ED p\u0159\u00EDb\u011Bhy ochr\u00E1nc\u016F p\u0159\u00EDrody. A Environment\u00E1ln\u00ED v\u00FDchovu p\u0159\u00EDb\u011Bhy ze \u0161kol a dal\u0161\u00EDch vzd\u011Bl\u00E1vac\u00EDch instituc\u00ED. Cel\u00FD text je protk\u00E1n n\u00E1pady, jak p\u0159i v\u00FDkladu dan\u00E9ho t\u00E9matu %22zpest\u0159it vyu\u010Dov\u00E1n\u00ED%22, ty vedou k p\u0159em\u00FD\u0161len\u00ED a diskusi. A tak\u00E9 jsou v n\u011Bm doporu\u010Den\u00ED dal\u0161\u00ED \u010Dinnost\u00ED, nap\u0159. na exkurze, shl\u00E9dnut\u00ED filmu pr\u00E1ci s eduka\u010Dn\u00EDmi programy apod. Autor inovativn\u011B navazuje na nov\u00E9 trendy v environment\u00E1ln\u00ED v\u00FDchov\u011B, p\u0159edev\u0161\u00EDm se v\u011Bnuje nov\u011B schv\u00E1len\u00E9 metodick\u00E9 podpo\u0159e environment\u00E1ln\u00ED v\u00FDchovy Doporu\u010Den\u00FDm o\u010Dek\u00E1van\u00FDm v\u00FDstup\u016Fm (Pastorov\u00E1, 2011). Upozor\u0148uje na zaj\u00EDmav\u00E9 didaktick\u00E9 inovace, nap\u0159. na Dobr\u00E9 ot\u00E1zky (Sullivan, Lilburnov\u00E1, 2010), metodu rozd\u011Blen\u00ED skupiny do t\u00FDm\u016F Semafor (Jan\u010Da\u0159\u00EDkov\u00E1, Scholleov\u00E1, ). Nezanedb\u00E1v\u00E1 ani hodnocen\u00ED a p\u0159edstavuje v t\u00E9to profesn\u00ED skupin\u011B m\u00E1lo zn\u00E1mou metodu Implicitn\u00EDch asociac\u00ED (Greenwald et al., 1998). Zna\u010Dn\u00E1 \u010D\u00E1st p\u0159edkl\u00E1dan\u00FDch informac\u00ED je podlo\u017Eena v\u00FDzkumnou prac\u00ED autorky."@cs . "72161" . "Ekologie \u010Dten\u00E1 podruh\u00E9" . "Ecologie - Ecology Second reading (restorytelling)"@en . . . "Neuveden" . . .