The key aim of this thesis was to create a complex and detailed guide for organization of a children's camp focusing on the first aid and population protection. Based on the guide, a lay reader will be able to create their own camp and that without any experience with the issue. Among partial aims, preparing material for camp's realization including the camp's narrative preparation, assessing program and games, and producing teaching materials for the program and camp leaders training were listed. Another partial aim was the camp execution and overall detailed assessment. In a theoretical part of the thesis, we took a closer look into the issue of free time pedagogy and its influence on child upbringing. We also wrote what kind and type of camps we know and what camp organization involves, including legislation, budget and financing, activities and program structure. In the thesis results, we describe an exact organization procedure of our own camp focusing on the first aid and population protection, which took place from July 30, 2017 to August 6, 2017 in Rajecká Lesná. The exact same procedure is described as a guide, which includes two parts, the preparation organized before the beginning of the camp and the camp's execution itself. The preparation part involves the grounds selection, budget and financing determination, and specifically determined monthly preparation schedule. The realization part includes the camp's motivational narrative, a whole-camp game, the manuals for camp leaders and a general framework program for the specific camp days. The days are individually stated in the precise timetable which includes a program prepared for the given camp focus. In the discussion, we assess the success of the camp execution along with the individual days description. We believe this thesis will serve as a basis for organization of the camps with the similar focus in the future.

The thesis brings out and analyse pedagogy approach to the education by the experience. The theoretical part characterizes basic concepts of the education and the upbringing, experience pedagogy and its parts. The thesis describes historical evolution of experience pedagogy and analyses the basement of pedagogical approach to the experience education. The thesis provides the summary of activities of experience pedagogy that can be used at school during leisure time. The practical part contains the probe of using experience pedagogy activities at schools during the leisure time. The skiing courses were selected for the probe. Teachers in all three courses used the principals of experience pedagogy but their procedures are not well processed according to unfamiliarity with experience pedagogy. The strongest weakness arose at the feedback phase. I researched that the vocational knowledge is essential for children education though positive pedagogical approach. The personality of the teacher is significant point of view because the personality of the teacher is the basement for everything else. According to my research I presume that experience pedagogy approach has great value and will be used more for the education and the upbringing of children and the youth.

This diploma thesis deals with development potential of board games. The first part of the thesis defines basic concept of competence and its impact on ability to solve problems. Next it examines use of games as a means of increasing said competence. These theoretical findings are then used in the practical part of the thesis. The practical part compares individual board games and their ability to increase the competence to solve problems.

<p>The main purpose of this study is to view the aims of the local authority of Botkyrka for their prehistoric village, and to compare those with the actual activities in the village.</p><p>Because of no official formulated aims, the study were laboured through interviews, observations, analysis of evaluations and a parallell literature study.</p><p>For the visiting pupils today, the village has an introduction, but not a follow-up. Pedagogically the follow-up is the most important part, seeing that it’s there the knowledge is created in relation to the experience.</p><p>Through experience-pedagogy, based on learning by doing, try to attain an experience intended to generate knowledge. But in this case, the focus lands on doing, and the reflection fails to occur. This is a learning based on the situation, rather than on the reflection, situated learning.</p> / <p>Syftet med uppsatsen är att synliggöra Botkyrka kommuns syften och mål med den i kommunen belägna, järnåldersbyn. Samt att väga dessa gentemot den faktiska verksamheten.</p><p>På grund av saknandet av officiellt formulerade syften och mål, baseras studien på intervjuer, observationer och analyser av utvärderingar, samt en parallellt pågående litteratur studie.</p><p>För de besökande har byn idag en introduktionsdag, men ingen uppföljning. Pedagogiskt är uppföljningen den viktigaste delen i en upplevelse pedagogisk verksamhet. Efter som det är där kunskap skapas i relation till upplevelsen.</p><p>Avsikten i denna järnåldersby är att genom metoden learning by doing, skall barnen nå en upplevelse och inlevelse som skall generera kunskap. Men i detta fall, så har fokusen landat på görandet, och reflektionen uteblir. Detta sorts lärande, baserat på situationen snarare än på reflektionen, kallas Situerat lärande.</p>

The main purpose of this study is to view the aims of the local authority of Botkyrka for their prehistoric village, and to compare those with the actual activities in the village. Because of no official formulated aims, the study were laboured through interviews, observations, analysis of evaluations and a parallell literature study. For the visiting pupils today, the village has an introduction, but not a follow-up. Pedagogically the follow-up is the most important part, seeing that it’s there the knowledge is created in relation to the experience. Through experience-pedagogy, based on learning by doing, try to attain an experience intended to generate knowledge. But in this case, the focus lands on doing, and the reflection fails to occur. This is a learning based on the situation, rather than on the reflection, situated learning. / Syftet med uppsatsen är att synliggöra Botkyrka kommuns syften och mål med den i kommunen belägna, järnåldersbyn. Samt att väga dessa gentemot den faktiska verksamheten. På grund av saknandet av officiellt formulerade syften och mål, baseras studien på intervjuer, observationer och analyser av utvärderingar, samt en parallellt pågående litteratur studie. För de besökande har byn idag en introduktionsdag, men ingen uppföljning. Pedagogiskt är uppföljningen den viktigaste delen i en upplevelse pedagogisk verksamhet. Efter som det är där kunskap skapas i relation till upplevelsen. Avsikten i denna järnåldersby är att genom metoden learning by doing, skall barnen nå en upplevelse och inlevelse som skall generera kunskap. Men i detta fall, så har fokusen landat på görandet, och reflektionen uteblir. Detta sorts lärande, baserat på situationen snarare än på reflektionen, kallas Situerat lärande.

The role of Drama-in-Education in personal and social development of persons studying technology at university level Abstract The dissertation thesis deals with application of the Drama-in-Education form in a curriculum of a technical university. The courses at the Faculty of Civil Engineering, Czech Technical University in Prague were aimed to help the personal and social development of the students. As such courses and the form were unusual in the study plans in the time of research, both the outcome and the students' perception of the courses are studied. In general, the work aims to verify whether the Drama-in-Education form is able to effectively help the personal and social development of technically oriented students in tertiary education. The text consists of two parts. The theoretical part describes the historical and cultural context in which Drama-in-Education and also Personal and Social Education originated and were integrated into the educational process. It documents how complicated was the integration of Drama-in-Education into the Czech educational system. The research section describes and analyzes compulsory elective courses that took place at the Faculty of Civil Engineering, Czech Technical University in Prague in 2011/12 and 2012/2013. The thesis seeks to answer the question how...

The main objective of the thesies is to compare a frontal teaching method and teaching by simulation. Two comparable groups of students were taught the same topic by the two methods. The topic was focused on an uneven world development. Following assumptions were set. Simulation is a more attractive teaching form, therefore it can help to raise the motivation of students. Frontal method is capable of transmitting more information. Simulation, however, can have bigger impact on students' values. The impact of simulation has a long-term impact in comparison to frontal teaching. These assumptions were confirmed by qualitative and quantitative methods.

The dissertation is focused on changes in an attitude and initiative students at secondary special school with gastronomy orientation to study special subjects after realization a creative project: "Welcome Day - Day of Open Door - Halloween." The target group are students of Secondary School and College for Tourist Industry in České Budějovice. The dissertation is divided into fifth chapters. I the first two chapters different opinions of experts in teaching methods, classical and alternative methods of education and teaching, teachers competence and authority participation, experimental education are compared. The thirds chapter contains proposals for topics of project learning in schools with gastronomy orientation. There is an enumeration of folk traditions and their connection with the culture and gastronomy. The fourth chapter describes the project realization in Secondary School and College for Tourist Industry in České Budějovice. The fifth chapter contains the research targets, the research methods and interpretation of research results. The target of the dissertation is questionnaire comparison of students' attitudes after realization the project learning. The research assumptions are that students appreciate extension special subjects of folk traditions and do not reject to participation in the pro?ject realization.