The conception of geographical fieldwork at primary and lower secondary school
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| Year of publication | 2019 |
| Type | Appeared in Conference without Proceedings |
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| Citation | |
| Description | During the past 50 years, the forms of fieldwork have developed from conventional field excursions through field research based on hypotheses testing to inquiry-based education. Fieldwork contributes to the development of all pupils’ key competences, to linking theoretical knowledge and practice as well as to the development of natural physical activity and healthy lifestyle. If the fieldwork should work, it is necessary for a school to have a coherent system – a conception which would take into account the specifics of the school surroundings, its specialization and type. The conception should also allow for the continuity with regards to the curriculum and its progression, for the interconnection of the indoor and school instruction, and for linking of current topics with fieldwork in the actual surroundings. The aim of the paper is to present the optimal (i.e. comprehensive and coherent) conception of fieldwork in geographical curriculum for primary and lower secondary school. The procedure of designing the conception of fieldwork as well as concrete examples of arranging the fieldwork into geographical curriculum at primary and lower secondary school will be presented. This paper introduces partial results of applied research project supported by TACR. |
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