Integrating Physical Education and Geography - Case Study of the Czech Republic, Slovenia and Denmark

Vlček, Petr; Planinc, Tatjana Resnik; Svobodová, Hana; Clausen, Søren Witzel; Conradsen, Keld; Hergan, Irena; Hofmann, Eduard; Klun, Mojca Ilc; Lupač, Michal; Mužík, Vladislav; Ogrin, Matej; Šeráková, Hana; Štemberger, Vesna; Trávníček, Marek; Umek, Maja; Volshøj, Esben Stilund

doi:10.5817/cz.muni.m210-8519-2016

Cited by 7 publications

(9 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, outdoor education can be cross-sectionally incorporated into almost all subjects and, inter alia, develop inter-subject links -naturally between physical education and other subjects. It is also an advantage not only for the natural sciences that pupils learn in a real environment, which corresponds to current trends in education (Vlček et al, 2016;Adkins & Simmons, 2002).…”

Section: Implications For School Practicementioning

confidence: 99%

“…These centrally drafted curricular programs are binding for all elementary and secondary schools. The FEPs provide a foundation for the School Education Programs (SEPs) that are set at the school level to help teachers refine and customize the objectives and content of the subjects they teach (Vlček et al, 2016).…”

Section: Anchoring Movement and Outdoor Education In The Czech Curricmentioning

confidence: 99%

See 1 more Smart Citation

Strengthening Pupils’ Physical Activity through Outdoor Education

Durna¹,

Svobodová²

2020

StS

Self Cite

View full text Add to dashboard Cite

The time pupils spend at school provides a very small benefit to pupils’ movement activity. At a time when many school-age children lack physical activity, it is necessary to think about how to integrate more movement into the period that the child spends at school. The paper is based on the assumption that outdoor education can contribute to the development of movement activity of pupils, and the paper aims to determine to what extent. For model pupils, the calorie count and metabolic discharge, including sedentary analysis, were recorded through an ActiGraph accelerometer during 4-hour lessons of different types of education days. The result is that outdoor education can serve as an appropriate complement to learning that contributes to the development of pupils’ knowledge and skills while working in a real environment but also acts as a mean of increasing the possibilities for movement for pupils during their schooling.

show abstract

Section: Implications For School Practicementioning

confidence: 99%

Section: Anchoring Movement and Outdoor Education In The Czech Curricmentioning

confidence: 99%

Strengthening Pupils’ Physical Activity through Outdoor Education

Durna¹,

Svobodová²

2020

StS

Self Cite

View full text Add to dashboard Cite

show abstract

“…In the Czech Republic, we are currently revising our national curriculum, finally suggesting a major modification after years of minor changes because the challenges of our modern globalized society have major implications in the design of democratic and pro-European independent Slovenian Republic adopted a new education policy, including a new curriculum. After moderate revisions in 2007, this curriculum was reformed to its current form from 2008 to 2011 (Vlček et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Lower secondary intended curricula of science subjects and mathematics: a comparison of the Czech Republic, Estonia, Poland and Slovenia

Kácovský

Jedličková

Kuba

et al. 2021

Journal of Curriculum Studies

View full text Add to dashboard Cite

Comparative studies on science curricula provide insights into educational standards worldwide. Accordingly, in this study, we analysed the intended curricula of mathematics and science subjects of the Czech Republic, Estonia, Poland and Slovenia by comparing their lower secondary (ISCED 2) National Curriculum Documents on mathematics, physics, chemistry, biology, geography and geology from the perspective of learning outcomes. By document analysis, we extracted obligatory learning outcomes from the national curricula, assessing their level of detail and structure. A team of seven coders also measured cognitive demands of the learning outcomes using the revised Bloom's taxonomy. Our results showed considerable differences in the number of learning outcomes across countries and in the structure of these outcomes across subjects, even within national documents. Cognitive demands determined by learning outcomes were similar across the countries, but metacognitive knowledge and cognitive processes of higher level (Evaluate and Create) were mostly overlooked. We also found a lack of learning outcomes explicitly requiring the use of ICT, experimental or field work or data analysis. Although these requirements are usually formulated in general sections of curriculum documents, we recommend explicitly incorporating them into these documents as individual learning outcomes.

show abstract

“…One of the fi rst steps in the integration of physical education with another subject in our country is international cooperation in researching the possible integration of physical education and geography (Vlček et al 2016). The use of the authentic environment for instruction presents itself in the course of useful introduction of integrated teaching.…”

Section: Introductionmentioning

confidence: 99%

Assessment of pupils’ physical activity during diverse types of teaching lessons

Trávníček¹,

Svobodová²,

Durna³

2018

StS

Self Cite

View full text Add to dashboard Cite

This paper focuses on the physical activity of pupils of early school age during different types of school lessons, i.e. 45 minutes – a frontal teaching lesson, a physical education lesson, and an integrated fieldwork education (IFE) lesson. In the research, we analysed each method of teaching in terms of the number of steps the pupils made and their metabolic rate in MET units. The minor aim was to verify the use of ActiGraph accelerometers by teachers at schools and to provide basic information about the devices to the potential users.The physical education class had the highest volume of movement – 1,202 steps in 45 minutes. However, the IFE with 1,118 steps in 45 minutes may be compared to a class of physical education in terms of the number of steps. The weakest in terms of the steps made and the amount of physical activity was a habitual education class, where students walked an average of 218 steps in 45 minutes. We also tried to find out the intensity of the physical load of pupils of early school age. Again, the physically most demanding form of teaching was the physical education lesson, during which pupils achieved medium physical load above 3 MET. For integrated fieldwork education, the metabolic output was below 3 MET, namely 2.63. The lesson of habitual teaching was characterized by a low-intensity motoric load of 1.81 MET.

show abstract

Integrating Physical Education and Geography - Case Study of the Czech Republic, Slovenia and Denmark

Cited by 7 publications

References 19 publications

Strengthening Pupils’ Physical Activity through Outdoor Education

Strengthening Pupils’ Physical Activity through Outdoor Education

Lower secondary intended curricula of science subjects and mathematics: a comparison of the Czech Republic, Estonia, Poland and Slovenia

Assessment of pupils’ physical activity during diverse types of teaching lessons

Contact Info

Product

Resources

About