Could We Designate Some Concepts in Czech Geography Textbooks as Problematic?
| Authors | |
|---|---|
| Year of publication | 2007 |
| Type | Article in Proceedings |
| Conference | Changing Geographies: Innovative Curricula |
| MU Faculty or unit | |
| Citation | |
| Field | Pedagogy and education |
| Keywords | Didactics of geography;textbook research;geography textbooks;concepts;understanding |
| Description | The contribution acquaints with description of the situation on Czech geography textbooks market. Mentioned facts are demonstrated on age adequacy of concepts mentioned in Czech lower secondary geography textbooks. Author tried to recognize on the sample of eighty fourteen and fifteen-age pupils how do they understand to human geographical concepts in selected geography textbook text. The result is the finding that we can designate some concepts as problematic from the wiew of their adequacy to the pupil's age. Author strived to find main reasons of concepts problematicness. The largest circumstance is the language analogy. In Czech geography textbooks were useful in some cases to mention more English or international terms and concepts because they are not influenced by spoken language sense. Textbooks authors should much thorough think of terms and concepts used in geography textbooks because teachers are not able to transform all of them into pupil's adequate form. |
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