Geografie 2023, 128, 397-418

https://doi.org/10.37040/geografie.2023.016

Geography curriculum fidelity in map-skills development: Examining teachers’ personal concepts, lesson objectives, and observed lessons

Kristýna ŠtolcováID, Martin HanusID, Dana ŘezníčkováID

Charles University, Faculty of Science, Department of Social Geography and Regional Development, Prague, Czechia

Received April 2023
Accepted August 2023

References

1. AUSUBEL, D.P. (1968): Educational psychology: A cognitive view. Holt, Rinehart & Winston, New York.
2. BEDNARZ, S.W., ACHESON G., BEDNARZ R.S. (2006): Maps and map learning in social studies. Social Education 70, 7, 398−404.
3. BEDNARZ, S.W., HEFFRON, S., HUYNH, N.T., eds. (2013): A road map for 21st century geography education: Geography education research. A report from the Geography Education Research Committee of the Road Map for 21st Century Geography Education Project. Association of American Geographers. Washington, DC.
4. BIDDULPH, M., BÈNEKER, T., MITCHELL, D., HANUS, M., LEININGER-FRÉZAL, C., ZWARTJES, L., DONERT, K. (2020): Teaching powerful geographical knowledge – a matter of social justice: initial findings from the GeoCapabilities 3 project. International Research in Geographical and Environmental Education, 3, 29, 260−274. <https://doi.org/10.1080/10382046.2020.1749756>
5. BIN ABU BAKAR, Z. et al. (2014): Goal-setting learning principles: a lesson from practitioner. Journal of Education and Learning (EduLearn), 8, 1, 41−50. <https://doi.org/10.11591/edulearn.v8i1.204>
6. BOL, L., STRAGE, A. (1996): The contradiction between teachers’ instructional goals and their assessment practices in high school biology courses. Science Education, 80, 2, 145−163. <https://doi.org/10.1002/(SICI)1098-237X(199604)80:23.0.CO;2-G>
7. BUBB, S., EARLY, P., eds. (2004): Managing teacher workload: Work-life balance and wellbeing. Paul Chapman, London. <https://doi.org/10.4135/9781446211564>
8. CAROLL, C. et al. (2007): A conceptual framework for implementation fidelity. Implementation Science. 2, 1, 40−49. <https://doi.org/10.1186/1748-5908-2-40>
9. CATLING, S. (2004): An understanding of geography: The perspectives of English primary trainee teachers. GeoJournal, 60, 2, 149−158. <https://doi.org/10.1023/B:GEJO.0000033575.54510.c6>
10. CHAN, K.W., ELLIOTT, R.G. (2004): Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and teacher education, 20, 8, 817−831. <https://doi.org/10.1016/j.tate.2004.09.002>
11. CONRAD, L.Y., TUCKER, V.M. (2019): Making it tangible: hybrid card sorting within qualitative interviews. Journal of Documentation, 75, 2, 397−416. <https://doi.org/10.1108/JD-06-2018-0091>
12. ČŠI (2012): Tematická zpráva. Analýza školních vzdělávacích programů pro základní vzdělávání za období 2007−2011. Česká školní inspekce, Praha.
13. ČŠI (2017): Kvalita a efektivita vzdělávání a vzdělávací soustavy ve školním roce 2016/2017. Česká školní inspekce, Praha.
14. DANE, A.V., SCHNEIDER, B.H. (1998): Program integrity in primary and early secondary prevention: are implementation effects out of control? Clinical psychology review. 18, 23−40. <https://doi.org/10.1016/S0272-7358(97)00043-3>
15. DUFFEK, V., PLUHÁČKOVÁ, M., STACKE, V. (2018): Kritická místa ve výuce zeměpisu na ZŠ – úvod, stanovení terminologie a metodický postup jejich zjišťování. Arnica 8, 1, 45−55. Západočeská univerzita v Plzni, Plzeň.
16. DUSENBURY, L. et al. (2003): A review of research on fidelity of implementation: implications for drug abuse prevention in school settings. Health education research. 18, 2, 237−256. <https://doi.org/10.1093/her/18.2.237>
17. HANUS, M. (2012): Mapové dovednosti českých žáků: porovnání různých věkových skupin. Ph.D. thesis, Charles University, Faculty of Science, Dpt. of Social Geography and Regional Development, Praha, 139 p.
18. HANUS, M., MARADA, M. (2013): Mapové dovednosti v českých a zahraničních kurikulárních dokumentech: srovnávací studie. Geografie, 118, 2, 158−178. <https://doi.org/10.37040/geografie2013118020158>
19. HANUS, M., HAVELKOVÁ, L. (2019): Teachers’ concepts of map-skill development. Journal of geography, 118, 3, 101−116. <https://doi.org/10.1080/00221341.2018.1528294>
20. HANUS, M. et al. (2020): Práce s mapou ve výuce: certifikovaná metodika. P3K s. r. o.
21. HAVELKOVÁ, L., HANUS, M. (2019): Map skills in education: a systematic review of terminology, methodology, and influencing factors. Review of International Geographical Education Online (RIGEO), 9, 2, 361−401. <https://doi.org/10.33403/rigeo.591094>
22. HAVELKOVÁ, L., GOLEBIOWSKA I.M. (2019): What Went Wrong for Bad Solvers during Thematic Map Analysis? Lessons Learned from an Eye-Tracking Study. International Journal of Geo-Information, 9, 1, 9. <https://doi.org/10.3390/ijgi9010009>
23. HAVELKOVÁ, L., HANUS, M. (2021): Upper-Secondary Students’ Strategies for Spatial Tasks. Journal of Geography, 120, 5, 176−190. <https://doi.org/10.1080/00221341.2021.1981979>
24. HÜBELOVÁ, D., JANÍK, T., NAJVAR, P. (2008): Pohledy na výuku zeměpisu na 2. stupni základní školy: souhrnné výsledky CPV videostudie zeměpisu. Orbis scholae, 2, 1, 53−72. <https://doi.org/10.14712/23363177.2018.221>
25. JOHN, P.D. (2006): Lesson planning and the student teacher: re‐thinking the dominant model. Journal of Curriculum Studies, 38, 4, 483−498. <https://doi.org/10.1080/00220270500363620>
26. KNIGHT, P.T. (2001): Complexity and curriculum: A process approach to curriculum-making. Teaching in higher education, 6, 3, 369−381. <https://doi.org/10.1080/13562510120061223>
27. KOLÁŘ, Z., VALIŠOVÁ, A. (2009): Analýza vyučování. Grada Publishing a. s.
28. KOSÍKOVÁ, V. (2011): Psychologie ve vzdělávání a její psychodidaktické aspekty. Grada Publishing a. s., Praha.
29. MARADA, M. et al. (2017): Koncepce geografického vzdělávání. https://www.egeografie.cz/ (26. 2. 2023).
30. MAREŠ, J. (1990/1991): Učitelovo pojetí výuky 1. díl. Výchova a vzdělání, 1, 2, 31−33.
31. MAUDE, A. (2016): What might powerful geographical knowledge look like? Geography, 2, 101, 70−76. <https://doi.org/10.1080/00167487.2016.12093987>
32. MITCHELL, D. et al. (2022): Enhancing Teachers’ Expertise Through Curriculum Leadership – Lessons from the GeoCapabilities 3 Project. Journal of Geography, 121, 5−6, 162–172. <https://doi.org/10.1080/00221341.2022.2149838>
33. MRÁZKOVÁ, K. (2013): Kartografické dovednosti ve výuce zeměpisu. Ph.D. thesis. PdF MU, Brno.
34. MŠMT (2021): Rámcový vzdělávací program pro základní vzdělávání. Ministerstvo školství, mládeže a tělovýchovy, Praha.
35. MULLIS, I.V. et al. (2003): TIMSS: Assessment frameworks and specifications 2003. Chestnut Hill, MA: International Study Center, Lynch School of Education, Boston College.
36. MULLIS, I.V., MARTIN, M.O. (2017): TIMSS 2019 Assessment Frameworks. International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands.
37. NICOL, D., MACFARLANE DICK, D. (2006): Formative assessment and self regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31, 2, 199−218. <https://doi.org/10.1080/03075070600572090>
38. OECD (2014): Talis 2013 Results: An International Perspective on Teaching and Learning, TALIS, OECD Publishing.
39. OECD (2019): Talis 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners, TALIS, OECD Publishing, Paris.
40. PLUHÁČKOVÁ, M. et al. (2019): Kritická místa ve výuce zeměpisu na ZŠ – identifikovaná kritická místa a jejich příčiny. Arnica 9, 1, 15−30. Západočeská univerzita, Plzeň.
41. PRIESTLEY, M. et al. (2012): Teacher agency in curriculum making: Agents of change and spaces for manoeuvre. Curriculum inquiry, 42, 2, 191−214. <https://doi.org/10.1111/j.1467-873X.2012.00588.x>
42. RASHID, R.A., JAIDIN, J.H. (2014): Exploring Primary School Teachers’ Conceptions of Assessment for Learning. International Education Studies, 7, 9, 69−83. <https://doi.org/10.5539/ies.v7n9p69>
43. REMILLARD, J.T. (2005): Examining Key Concepts in Research on Teachers Use of Mathematics Curricula. Review of Educational Research. 75, 2, 211−246. <https://doi.org/10.3102/00346543075002211>
44. RUIZ-PRIMO, M.A. (2006): A Multi-Method and Multi-Source Approach for Studying Fidelity of Implementation. CSE Report. Los Angeles: University of Carolinia.
45. ŘEZNÍČKOVÁ, D. et al. (2013): Dovednosti žáků ve výuce biologie, geografie a chemie. Nakladatelství P3K.
46. ŘEZNÍČKOVÁ, D. (2019): Podkladová studie: Mozaikovitý obraz stavu geografického všeobecného vzdělávání. NÚV, Praha, https://www.npi.cz/images/podkladov%C3%A1_studie/geografie.pdf (27. 2. 2023).
47. SAAD, A., CHUNG, P.W., DAWSON, C.W. (2014): Effectiveness of a case‐based system in lesson planning. Journal of Computer Assisted Learning, 30, 5, 408−424. <https://doi.org/10.1111/jcal.12053>
48. SANTROCK, J.W. (2011): Educational Psychology (5th ed.). McGraw-Hill, New York.
49. SEIDEL, T., RIMMELE, R., PRENZEL, M. (2005): Clarity a nd coherence of lesson goals as a scaffold for student learning. Learning and Instruction, 15, 6, 539−556. <https://doi.org/10.1016/j.learninstruc.2005.08.004>
50. SLAVÍK, J. (1995). Mezi pedagogickou tvorbou a pedagogickou reflexí. Teorie v pedagogické praxi, praxe v pedagogické teorii. Sborník příspěvků z celostátního semináře, 54−60.
51. SLAVÍK, J. et al. (2017): Transdisciplinární didaktika: O učitelském sdílení znalostí a zvyšování kvality výuky napříč obory. Masarykova univerzita, Brno. <https://doi.org/10.5817/CZ.MUNI.M210-8569-2017>
52. SLEEP, L. (2012): The work of steering instruction toward the mathematical point: A decomposition of teaching practice. American Educational Research Journal, 49, 5, 935−970. <https://doi.org/10.3102/0002831212448095>
53. STARÁ, J. (2011): Výzkumy souladu záměru vzdělávacích programů s jejich implementací. Pedagogika, 61, 3, 290−305.
54. STARÁ, J., STARÝ, K. (2018): Výukové cíle aneb cesta tam a zase zpátky. Pedagogika, 68, 2, 107−129. <https://doi.org/10.14712/23362189.2017.1033>
55. SVOBODOVÁ, H., SPURNÁ, M., KNECHT, P. (2020): Pojetí geografie a geografického vzdělávání u studentů učitelství v Česku. Geografie, 124, 4, 501−526. <https://doi.org/10.37040/geografie2020125040501>
56. SWANN, J., BROWN, S. (1997): The implementation of a national curriculum and teachers’ classroom thinking. Research Papers in Education, 12, 1, 91−114. <https://doi.org/10.1080/0267152970120106>
57. VERHOEVEN, P., VERLOOP, N. (2002): Identifying changes in teaching practice: Innovative curricular objectives in classical languages and the taught curriculum. Journal of Curriculum Studies, 34, 1, 91−102. <https://doi.org/10.1080/00220270110069190>
58. WIEGAND, P. (2006): Learning and Teaching with Maps. Routledge, New York. <https://doi.org/10.4324/9780203477793>
59. WITTROCK, M.C. (1991): Generative teaching of comprehension. The Elementary School Journal, 92, 2, 169−184. <https://doi.org/10.1086/461686>
front cover

ISSN 1212-0014 (Print) ISSN 2571-421X (Online)

Archive