Geology at the Lower Secondary Educational Level (ISCED 2): Comparison of the Czech Republic, Estonia, Slovenia and Poland: Comparison of the Czech Republic, Estonia, Slovenia and Poland

Tereza Jedličková; Andrea Svobodová; Václav Kachlík

doi:10.14712/18047106.1265

Vol. 10 No. 3 (2019): sciED Research Reports

Geology at the Lower Secondary Educational Level (ISCED 2): Comparison of the Czech Republic, Estonia, Slovenia and Poland

Comparison of the Czech Republic, Estonia, Slovenia and Poland

Tereza Jedličková, ¹ Andrea Svobodová, ¹ Václav Kachlík, ¹

Institute of Geology and Paleontology, Faculty of Science, Charles University

DOI: https://doi.org/10.14712/18047106.1265

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Jedličková, T., Svobodová, A., & Kachlík, V. (2019). Geology at the Lower Secondary Educational Level (ISCED 2): Comparison of the Czech Republic, Estonia, Slovenia and Poland: Comparison of the Czech Republic, Estonia, Slovenia and Poland. Scientia in Educatione, 10(3), 72-93. https://doi.org/10.14712/18047106.1265

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Abstract

Geology is a science with a highly interdisciplinary character. Thus, in education it is ideal to provide education in a form integrated with the other branches of natural sciences under the subject of Science or Natural Sciences. However, most European countries prefer separate teaching of the individual educational fields and subsume geology within one of them, most frequently biology or geography. The submitted study discusses the potential advantages and disadvantages of various strategies of allocation of geological topics in education. A comparative method is used to evaluate and analyse curricular documents in the Czech Republic, Estonia, Slovenia and Poland at the lower secondary educational level. The comparison is focused on the scope and incorporation of selected educational content of geology into individual educational subjects, and on the recommended teaching methods suitable for interpreting geological subject matter. On the basis of this knowledge from abroad, individual subjects are selected for the “best practice” and subsequently proposed for implementation under the conditions in the Czech Republic. This seeks to make geology more familiar and attractive for students at the lower secondary level of education.

References

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[1] Aikenhead, G. S. (2005). Research into STS science education. Educación Química, 16(3), 384–397. doi: 10.22201/fq.18708404e.2005.3.66101 Open DOI Search in Google Scholar

[2] Bicanová, L. (2013). Míra popularity geologických věd mezi žáky základních škol a víceletých gymnázií [Bakalářská práce]. České Budějovice: Jihočeská univerzita v Českých Budějovicích, Pedagogická fakulta. Search in Google Scholar

[3] Czerniak, C.M. (2014). Interdisciplinary science teaching. In S. Abell & N. Lederman (Eds.), Handbook of research on science education (537–559). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. doi: 10.4324/9780203097267.ch20 Open DOI Search in Google Scholar

[4] Erlingsson, C. & Brysiewicz, P. (2017). A hands-on guide to doing content analysis. African Journal of Emergency Medicine, 7, 93–99. doi: 10.1016/j.afjem.2017.08.001 Open DOI Search in Google Scholar

[5] Euridyce. (2011). Science education in Europe: National policies, practices and research. Education, Audiovisual and Culture Executive Agency (EACEA P9 Eurydice). doi: 10.2797/7170 Open DOI Search in Google Scholar

[6] Fermeli, G., Meléndez, G., Calonge, A., Dermitzakis, M., Steininger, F., Koutsouveli, A., Neto de Carvalho, C., Rodrigues, J., D’arpa, C. & Patti, C. (2011). GEOSCHOOLS: Innovative teaching of geosciences in secondary schools and raising awareness on geoheritage in the society. In E. Fernández-Martínez & R. Casta˜no de Luis (Eds.), Avances y retos en la conservación del Partimonio Geológico en Espa˜na (120–124). Search in Google Scholar

[7] Actas de la IX Reunión Nacional de la Comisión de Patrimonio Geológico (Sociedad Geológica de Espa˜na), Léon, Universidad de Léon. Search in Google Scholar

[8] Lederman, N.G. & Niess, M. L. (1997). Integrated, interdisciplinary, or thematic instruction? Is this a question or is it questionable semantics? School Science and Mathematics, 97(2), 57–58. Search in Google Scholar

[9] Hejnová, E. (2011). Integrovaná výuka přírodovědných předmětů na základních školách v českých zemích – minulost a současnost. Scied 2(2), 77–90. Search in Google Scholar

[10] Jeníková, K. (2017). Možnosti výuky geologie na gymnáziích. Diplomová práce. Praha: Univerzita Karlova. Search in Google Scholar

[11] Jeřábek, J. & Tupý, J., et al. (2005). Manuál pro tvorbu školních vzdělávacích programů v základním vzdělávání. Praha: VÚP. Search in Google Scholar

[12] Jeřábek, J. & Tupý, J., et al. (2017). Rámcový vzdělávací program pro základní vzdělávání, Praha: MŠMT. Available at http://www.msmt.cz/file/41216/ Search in Google Scholar

[13] King, C. (2001). The response of teachers to new content in a national science curriculum: the case of the Earth-science component. Science Education, 85, 636–664. doi: 10.1002/sce.1030 Open DOI Search in Google Scholar

[14] King, C. (2004). Earth science at school level in the UK. ESEF (EW). Conference — Improving the effectivenness of education resources for Earth science and industry, 19 October 2004, London. Search in Google Scholar

[15] Meléndez, G., Fermeli, G. & Koutsouveli, A. (2007). Analyzing geology textbooks for secondary school curricula in Greece and Spain: Educational use of geological heritage. Bulletin of the Geological Society of Greece, 40, 1819–1832. doi: 10.12681/bgsg.17143 Open DOI Search in Google Scholar

[16] Ministry of Education and Research. (2014). National curriculum for basic schools. Tallin. Search in Google Scholar

[17] Ministry of Education and Sport. (2011). White Paper on education in the Republic of Slovenia. Ljubljana. Search in Google Scholar

[18] Ministry of National Education. (2002). Core Curriculum for Pre-school and General Education. Warsaw. Search in Google Scholar

[19] OECD. (2018). PISA 2015 Results in Focus. Available at https://www.oecd.org/pisa/pisa-2015-results-in-focus.pdf, doi: 10.1787/9789264273856-en Open DOI Search in Google Scholar

[20] Osborne, J., Simon, S. & Collins, S. (2003). Attitudes towards science: a review of the literature and its implications. International Journal of Science Education, 25(9), 1049–1079. doi: 10.1080/0950069032000032199 Open DOI Search in Google Scholar

[21] Pařízková, Š. (2015). Průzkum zájmu o neživou přírodu u studentů ZŠ a SŠ na Chrudimsku [Bakalářská práce]. České Budějovice: Jihočeská univerzita v Českých Budějovicích, Pedagogická fakulta. Search in Google Scholar

[22] Pluskalová, J. (2004). Rámcový vzdělávací program a výuka geologie na základní škole a čtyřletém gymnáziu. E-pedagogium, 2005(2), 50–57. Search in Google Scholar

[23] Rocard, M., Csermely, P., Jorde, D., Lenzen, D., Walberg-Henrikson, H. & Hermmo, U. (2007). Science education now: A renewed pedagogy for the future of Europe. Brussels: Search in Google Scholar

[24] European Comission, Directorate-General for Research, Science, Economy and Society, Information and Communication Unit, Brussels. doi: 10.12691/education-3-7-14 Open DOI Search in Google Scholar

[25] Sjøberg, S., 2002. Science and technology education in Europe: Current challenges and possible solutions. Connect: UNESCO International Science, Technology & Environmental Education Newsletter, 27(3–4), 1–4. Available at http://unesdoc.unesco.org/images/0014/001463/146315e.pdf [Accessed 22 October 2018] Search in Google Scholar

[26] Škoda, J. & Doulík, P. (2009). Vývoj paradigmat přírodovědného vzdělávání. Pedagogická orientace, 19(3), 24–44. Search in Google Scholar

[27] UNESCO (2012). International Standard Classification of Education ISCED 2011. Quebec: UNESCO Institute for Statistic. ISBN 978-92-9189-123. Available at http://uis.unesco.org/sites/default/files/documents/international-standard-classificationof-education-isced-2011-en.pdf. Search in Google Scholar

[28] Wake, M.H. (2000). Integrative biology as a framework for education and training. Biology International, 2000(39), 49–55. Search in Google Scholar

[29] Wake, M.H. (2008). Integrative biology: Science for the 21st century. BioScince, 58(4), 349–353. doi: 10.1641/B580410 Open DOI Search in Google Scholar

Scientia in educatione

Geology at the Lower Secondary Educational Level (ISCED 2): Comparison of the Czech Republic, Estonia, Slovenia and Poland

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References

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