My Master?s thesis will be dealing with a field trip into the Parliament of the Czech Republic as a part of civics lessons in the 6th to the 9th grade of a primary school. It emphasises the meaning of field trips, their organization and it describes possible difficulties which the organizer can get into. The first part focuses on a political system in the Czech Republic with emphasis on general power division in the land. Its aim is to monitor the evolution of legislative power in Czech lands in the 20th century. The second part deals with a teaching method of a field trip as a progressive teaching method which has been out of interest of pedagogy and didactics. In the third part the emphasis is put on the preparation, accomplishment and consequent evaluation of the field trips into the Parliament of the Czech Republic in a form of a case study. It gives instructions for their organisation and mentions basic data about the running of the Chamber of Deputies and the Senate. It also analyses how much the field trip can supplement theoretical knowledge of the pupils gained in the civics lessons. The aim is to deal with the experience from a direct contact with the observed reality from the point of view of the 6th to the 9th grade primary school pupils. Diploma thesis can be used as a methodical tool for pedagogues of civics lessons to organise field trips into the Parliament of the Czech Republic.

The purpose of the investigation was two fold: first, to analyze the school excursion as a teaching and learning aid; and second, to develop a suggested school-excursion program for the social studies in the junior high schools of Dallas, base upon the findings and evaluations reported by educational observers and by experienced users of excursions.

This diploma thesis is focusing on use of Botanical garden of Faculty of Science, Charles University in Prague by teachers as a destination for class field trips. Teachers use this garden with different objectives and different intensity. This diploma thesis provides a summary of this using by the processing of the survey, which took place in elementary school teachers and high school teachers. This work is testing the following hypotheses: 1. Teachers with length of practice above twenty years use the field trip less than teachers with length of practice under twenty years. 2. Men use guided tours more than women. 3. High school teachers use geopark for tour more than elementary school teachers. 4. Teachers with length of practice above twenty years visit gardens other than Faculty of Science, Charles University in Prague and the Botanical Garden in Prague Troja less than teachers with length of practice under twenty years. The thesis summarizes basic information about the field trip as an organizational form. The thesis also deals with the Botanical Garden of faculty of science Charles University in Prague, its collections, history, and possibilities of using in schools.

Thesis is focused on all aspects of having pupils of a younger school age participating in a nature field trip, as percieved from a teacher's point of view. The theory section concentrates on the definition of basic terms on given issues, legislation and organisation of the nature field trip. The practical part is formed of a questionnaire section and a discussion with the aim to find out whether schools in the Czech Republic organise these trips and if so, what experiences teachers come across. If not, what reasons let them to that decision. The object of the thesis is to analyse the outcome of the inquiry and to summarise the benefits and disadvantages which emerge for teachers from such nature field trip. Both part sof the thesis highlight the challenges teachers are facing in thein profession not only during the preparation stages but also throughout the course of the nature field trip. Additionally the practical section features actual examples of previously completed trips, including the reflection of participating teachers.

Made available in DSpace on 2016-04-27T14:30:48Z (GMT). No. of bitstreams: 1 Ricardo Costa Mesquita.pdf: 1354503 bytes, checksum: bf946eb2481f7652df7cceb3cf86b863 (MD5) Previous issue date: 2011-09-30 / The present dissertation gives an account of an experiment related to a field trip held in a school of the private network of São Paulo, and aims to discuss the conditions for its curricular integration. The author starts from the observation that, at times, the curriculum based on the disciplinary matrix encounters difficulties to cater for the frequent movements of curriculum integration in schools, especially in elementary school courses, an example of which being the field trip itself. The author then reflects on these difficulties, assuming the dual assumption that they can provide clues about the effectiveness of the formative potential which is thought to occur in the promotion of curricular integration and that can also reveal something about the school and the fulfillment of the role that society expects of it today. Besides his own experience with field trips, the author brings to his study tales and impressions obtained from conversations with teachers and students. In terms of theory, he uses the concepts of hybridism and recontextualization of discourses that make up the curriculum. He also brings different views on interdisciplinarity, brief fundamentals of classical modalities of curriculum integration, as well as some aspects of recent thinking regarding the school curriculum. In addition, due to the proximity to the school practice that the work seeks to maintain, it has as axis the idea of formative experience, an experience capable of providing meaning to the subject: student, teacher and even school. It is intended, therefore, to describe how the specific design of the studied curriculum integration and its implementation imply a game of identity construction, and how this game may be useful for the pedagogical and educational practice. It is hoped that the work would serve the school manager as a reflection about the daily dilemmas experienced in the construction of the curriculum as it happens on the real everyday practice of the school / A presente dissertação traz o relato de uma experiência de estudo do meio realizada em uma escola da rede particular de São Paulo e procura refletir sobre as condições de realização da integração curricular. O autor parte da constatação de que a organização curricular com base na matriz disciplinar não convive sem dificuldades com os movimentos de integração curricular frequentes nas escolas, mormente nos cursos de Ensino Fundamental, e dos quais o estudo do meio é um exemplo. Reflete sobre tais dificuldades, assumindo a dupla hipótese de que elas podem fornecer pistas sobre a efetivação do potencial formativo que se pensa haver na promoção da integração curricular e de que podem também revelar algo sobre a escola e o cumprimento do papel que hoje a sociedade espera dela. Além de sua própria experiência com estudos do meio, o autor traz para o seu relato falas e impressões obtidas em conversas com professores e alunos. No plano da teoria, utiliza-se das concepções de recontextualização e hibridismo dos discursos que compõem o currículo. Traz também diferentes visões sobre a interdisciplinaridade, breves fundamentos das modalidades clássicas de integração curricular, bem como alguns aspectos do pensamento recente sobre a organização curricular. Além disso, em função da proximidade com a prática escolar que o trabalho procura sempre manter, ele tem como eixo a ideia de experiência formativa, como vivência capaz de imprimir sentido no sujeito aluno, professor e até mesmo escola. Trata-se, pois, de descrever de que modo o projeto específico de integração curricular estudado e sua implementação implicam um jogo de construção de identidades e o que esse jogo pode ter de promissor para a prática pedagógica e educacional. Espera-se que o trabalho possa servir ao gestor escolar como reflexão a respeito dos impasses vividos na construção cotidiana do currículo tal como se dá na prática, no nível do assim chamado chão da escola

This diploma thesis is focused on technological sights located in the Pilsen region. The selection contains only those technological sights that are suitable for primary schools. The theoretical section introduces terms project and project-based learning. It describes the realization of a project, its advantages and difficulties. It explores extensively the educational theme A human and His World, technology education and technological literacy. The end of the theoretical section deals with the term technological sight and also the characteristics of six selected technological sights in the Pilsen region. The practical section of the thesis involves a field research of technological sights, planning field trips, possibility to join a field trip to a selected project for primary school pupils and in the end also creating worksheets for field trips.

The annual Sigmon Farm Tour was started in 1992 as an agricultural education program where students could experience being on a farm with the goal of increasing the agricultural literacy levels of the participants. Every year the entire 4th grade student population of Rockcastle County spends the day touring the farm and participating in experiential mini lessons given by the cooperating farm service and health agencies. The program has continued for 20+ years without an evaluation as to whether it is achieving its objectives. This evaluation will also exhibit the programs strengths and weakness so it can continue to improve. This study utilized the pretest, posttest and delayed posttest to ascertain the agricultural literacy level of the student before the fieldtrip, after participating in the field trip and again 90 days later.

O presente trabalho apresenta um estudo do meio sobre o tema desenvolvimento sustentável que teve trabalho de campo em maio de 2001 no Estado do Amapá para analisar a implantação do Programa de Desenvolvimento Sustentável daquele Estado. Nasceu a partir de uma proposta do currículo de Geografia e envolveu alunos e alunas do 3º ano do Ensino Médio de uma escola privada da cidade de São Paulo. O objetivo desta tese é analisar a metodologia do estudo do meio na construção de uma aprendizagem significativa para alunos e alunas envolvidos no processo, com base nos Parâmetros Curriculares Nacionais e em teóricos como Pontuschka, Bittencourt e Castellar. Discorre sobre o processo de aquisição do espírito científico, a partir da utilização do método dialético. Discute a concepção de ensino/aprendizagem tendo como base Vigotsky a partir dos conceitos de Zona de Desenvolvimento Proximal e do caráter Interacionista de uma prática educativa escolar. Fundamenta-se em teóricos como Zabala, Coll e Solé no que diz respeito ao papel do professor, à aquisição de conteúdos conceituais, procedimentais e atitudinais e à adoção de um enfoque globalizador, entendido como sinônimo de interdisciplinaridade. Aborda importantes temas da Geografia tais como: Diversidade Cultural, Amazônia, Segregação Espacial, Paisagem, Território, Meio Ambiente, Desenvolvimento Sustentável, entre outros. Trata-se de pesquisa qualitativa, realizada a partir da metodologia de análise documental, considerando a produção dos alunos e alunas registrada nos cadernos de campo, diários de viagem, em entrevistas concedidas a periódicos no Amapá, nos testemunhos para o site da escola e nas monografias elaboradas. / This thesis presents a field project on sustainable Development. The objective of the field trip, which took place in May 2001 in the state of Amapá, was to examine the implementation of the Program for Sustainable Development in the State. The project involved students who study in a private school in the city of Sao Paulo and who were in their final year at high school. The aim of this thesis is to examine the methodology of field work to create a meaningful learning experience for students involved in the process based on the National Curriculum Parameters and theorists such as Pontuschka, Bittencourt and Castellar. The thesis examines the process of acquiring scientific spirit through the use of a dialectical method. It discusses the design of teaching / learning based on Vigotskys concepts of Zone of Proximal Development and on the integrationist character of an educative scholarly practice. It is based on theorists such as Zabala, Coll and Solé with regard to the role of teacher, the acquisition of conceptual, procedural and attitudinal content and to the adoption of a globalizing focus, regarded as synonymous with interdisciplinary focus. This is qualitative research, which was achieved through the methodology of documentary analysis. It took into consideration the production of students registrations in their field notebooks, their travel diaries, interviews held and testimony given to the school web site and monographs.

The diploma thesis is focused on the current state evaluation of conditions and implementation of educational excursion in the Czech Republic and the economic impact of existing alternatives. The theoretical part defines the educational tourism's market and delimits the educational excursion's peculiarities. The thesis also contains interviews with high school representatives who organize the educational excursions in their practice and the results of questionnaire of secondary schools. The comparison of obtained information reflects the current state of educational excursion's implementation in the Czech Republic. Output of this work is evaluation of educational excursion's direct economic impact.

The species diversity, aktivity, equitability and human impact were studied using epigeic beetle communities on transect whest field field trip and alfaalfa field. The materiál was collected by pitfall traps during the period Juni-September 20016 in cadastr of the town Písek in the Southern Bohemia. 38 species and 567 individuals were kept together. Activita of beetles differs in studied plots. The highest aktivity was found on fields and the lowest in field trip. Index of human impact was very similar on studied plots wheat 2,5, field trip 12, rape 0). I tis clear that alll studied are strongly impacted by human acticity. The frequency of relic species were (Dragons and Ground beetles) 20% only on all studied plots 80,00%. The adaptible species absent on field cultures and was found on field trip only. 6 species of adaptible (stenotopic) species were found on field trip only, but their aktivity were very low. The equitability of communities in filed plots was very low (2,331 2,474). The highest equitabilty was found on field trip (3,04). The ordination of commuties indicate the close similarity. The species diversaity is very similar in all communities on studied plots. We recommend the change of sowing management and the lower agrotechnic interference in studied locality. We recommend to enhance the plots of biocorridors and biocenters. The stuided field trip plays a role for the increse of the biodiversity of epigeic beetles, which are important for the reduction of pest organisms in agricultural landscape.