"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."@en . . "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." . . . . "[E9BA20AD6EF4]" . . "Mendelova zem\u011Bd\u011Blsk\u00E1 a lesnick\u00E1 univerzita v Brn\u011B" . "RIV/61989592:15410/14:33152642" . "Public recreation and landscape protection - with man hand in hand?" . . "ability to think spatially; data collection; using GIS in classes; geographic information systems (GIS); Education of geography"@en . "978-80-7375-952-0" . . . "15410" . "Brno" . "2014-05-05+02:00"^^ . "7"^^ . . "25596" . . . . "\u0160m\u00EDda, Ji\u0159\u00ED" . "RIV/61989592:15410/14:33152642!RIV15-MSM-15410___" . "3"^^ . "P(EE2.3.20.0166)" . . . "Landscape as an educational space" . "Landscape as an educational space"@en . "1"^^ . "Landscape as an educational space" . . "Pechanec, Vil\u00E9m" . . . "Kilianov\u00E1, Helena" . "K\u0159tiny" . "Landscape as an educational space"@en . .