Cramming Facts and Thinking Concepts: Instance of Preparation of Student Geography Teachers in Liberec

Year 2014, Volume: 4 Issue: 3, 261 - 280, 31.12.2014

Jaroslav Vávra

Abstract

In general, geographical education is closed into two strands. First, in geographical content (knowledge),
there are geographical facts on the one hand and on the other hand there is geographical thinking. Second,
in geographical cognition there is rote learning in behavioral strategy on the one hand and on the other
hand meaningful learning in constructivist strategy. This study presents interactions into the two strands
and it describes theoretical sources that comes from geography, geographical education and cognitive
psychology and presents experience of the Liberec students, student geography teachers, and their
preparation for their job. Access is laying on key courses, Classroom Management, Czech Geographical
Curriculum and Geographical Exercises and Projects. In geographical projects, fieldworks and enquiry
are preferred. Geographical (scientific) content is emphasized that is transferred into school geographical
education. Methods which are used in the text result from description of development of geographical
education in the Czech R. (one hundred years). This evaluation is based on wider frame of geographical
curriculum, above all on English curriculum and US geography standards. The key tool of analysis is
used in a revision of Bloom's taxonomy of educational objectives. Results are implemented into the
courses in which future geography teachers in Liberec are prepared and practiced

Keywords

Geographical education, geographical teaching and learning, educational strategies, geographical content, taxonomy of educational objectives, geographical curriculum

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