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The diploma thesis deals with the topic of evaluation in teaching geography from the teacher's point of view. The first part of the work is focused on the theoretical framing of the researched issues. The main concepts addressed are the professional beliefs of the teacher, the processes and results of teaching, the subject of evaluation and the functions and methods of pedagogical evaluation. For the practical part of the work, a qualitative research survey was conducted in the form of a semi-structured interview with 14 geography teachers in primary schools. We observed the professional conceptual apparatus of geography teachers in oral communication focused on teaching evaluation. The frequency of pre-established basic terms and the frequency of terms that were said beyond the terms set by us were monitored. Five basic terms were found, with which all respondents operate, namely mark, test, knowledge, presentation and by rote. The term mark has the highest frequency. Subsequently, a typology of teachers was created according to their approaches to teaching evaluation (stagnant teacher, overstepping teacher, instructed teacher and advanced teacher). The research provides a comprehensive overview of the evaluation of pupils' performance by geography teachers in primary schools and can thus be...

The thesis is focused on the changes caused by distance education (due to the Covid-19 pandemic). Specifically, how the pandemic influenced the position of school geographic atlases in relation to other tools in geography education and how was changed the use of the functions that this tool could provide. These changes were examined in three periods (pre-pandemic, pandemic and post- pandemic). The focus of the thesis also determines its individual objectives. First main objective of this thesis is to compare the position of printed school geography atlases in distance learning versus face-to-face learning in relation to other teaching tools used in geography education. Hence, the secondary objective, aimed at ranking the main teaching tools used in geography education in face-to-face learning and then capturing their possible transformation in the distance and post- distance learning. The functions and uses of these printed school geography atlases in the above periods are then examined. From this, the further objectives of the thesis are derived, namely to determine the functions that school geographic atlases might have performed and to characterize the possible transformation of the functions of the school geographic atlases and the ways of working with school geographic atlases in distance...

This bachelor's thesis examines textbook tasks designed for the development of map skills. The purpose of the thesis is to determine whether, how often, and in what manner are Geography textbooks and textbook tasks utilized by teachers for the development of map skills in pupils in lower secondary education. The thesis also analyses teachers' assessment of the way textbooks and textbook tasks aimed at map skills are designed. The theoretical basis of the thesis explains the role and function of textbooks within teaching. The current state of Czech research on textbooks is introduced along with prospects for its further development. This is followed by the defining of what didactic textbook tasks are and what their purpose is. The thesis also addresses the determination of specific types of map skills (reading, analysis, interpretation, mapmaking) and gives a description of "models of map skills". Furthermore, it is explained how Geography textbooks can contribute to the development of map skills. In the subsequent part of the thesis, the findings of a questionnaire survey are presented. The results indicate that the majority of teachers actively use textbooks not only in lesson preparation but also in lessons as such. It is revealed that textbook tasks serve mainly as source of inspiration for the...

This diploma thesis deals with the relations between mathematics and geography in teaching at grammar school at implemented curriculum level. In theoretical part it deals with conceptions of teaching which support connection of educational content of individual subjects as well as general possibilities for realization interdisciplinary relations of mathematics or geography. There are also concrete interdisciplinary relations between mathematics and geography presented and there are identified main reasons why the developing of connection berween the mentioned subjects is important. Problems of the realization interdisciplinary relations at teaching conducts a survey by halfstructured interview with mathematics teachers. Their answers provide the view of realized curriculum and they uncover opportunities and limitations the tachers of mathematics at level of interdisciplinary connection deals with in practice. There are mainly teachers with mathematics and geography qualification, who can give their opinion on relations of these two subjects. There were prepared six lessons in this diploma thesis focused on active use of interdisciplinary relations of mathematics and geography. Then the autor taught it at grammar school and it made practical review of possibilities and restrictions of such teaching....

The presented bachelor thesis fosuses on interdisciplinary relations of mathematics and geography in teaching at grammar school. It theoreticcaly defines interdisciplinary relations and terms related with them. Next, it deals with intended (project) curriculum and it analyses mutual linkage between mathematics and geography in RVP G and in selected ŠVP. Next there follows an analyses of mathematics textbooks from the point of view of occurrence of application examples and examples with interdisciplinary themes. Then it focuses more on examples with geography themes. It also presents selected educational materials focused on interdisciplinary relations. keywords: interdisciplinary relations, mathematics, geography, teaching, grammar school