This thesis deals with organization of a long-term school trip, which means organization of a sojourn for primary school pupils in surrounding which is beneficial to pupils' health while their education is not interrupted. The theoretical part of this thesis is focused on those law regulations, which have to be followed in the process of organizing a long-term school trip and during the time the event is taking place. Basic concepts dealing with the organization of a long-term school trip are also defined in the theoretical part of this thesis. The practical part of this thesis is based on collecting data through a survey and dialogues with teachers. The aim of the survey and those dialogues is to find out the interest of primary school teachers who teach at schools located in Prague 1 and in Prague 2 in organizing a long- term school trip and to detect their experience which they have acquired by organizing long- school trips. KEYWORDS: organization, long-term school trip, administration, interest, pupil of primary school age, younger school age, sojourn, primary school

Title: Physicist's Guide to the City Author: Bc. Katarína Suchá Department: Katedra didaktiky fyziky Supervisor: Mgr. Jakub Jermář Supervisor's e-mail address: jakub.jermar@mff.cuni.cz Abstract: This diploma thesis aims to create a guide to the interesting places in Prague which are related to the physics. The guide contains suggestions for tours containing description of each visited place, including address, GPS coordinates, map with marked route and photographs. For students were created worksheets. The next part of the thesis contains list of places suitable for physical excursions. The thesis can serve as a teaching aid for preparing school trips and excursions. All guides, student worksheets and descriptions of excursions were published on FyzWeb in the section Exkurze (http://fyzweb.cz/exkurze/). Keywords: excursion, physiscs, worksheets, school trip, Prague, FyzWeb

Cette recherche comparative – terrains français et polonais – a été menée à Lyon et à Cracovie. L’objet du travail concerne le tourisme social destiné aux enfants, et ce dans le cadre des classes de découvertes en France et écoles vertes en Pologne, ces voyages scolaires constituant à la fois un temps de vie collective et un temps d’éducation. Le cadre scolaire de la recherche concerne l’école primaire. Le travail s’inscrit dans la vaste problématique de l’acquisition de savoirs géographiques. Le sujet de la recherche mobilise le champ du tourisme dans la mesure où les pratiques qui en relèvent constituent des moyens et modalités d’appropriation de l’espace que les individus mettent en œuvre dans l’élaboration de leurs représentations spatiales. A travers ses expériences, l’individu construit un modèle intériorisé de son environnement. Cette recherche questionne les modalités de l’apprentissage spatial chez les jeunes enfants, questionnement dont l’objectif essentiel est de valider l’hypothèse selon laquelle l’expérience du voyage scolaire est susceptible de modifier leurs représentations spatiales. Pour vérifier si tous les enfants ont des chances égales pour se construire leur propre capital spatial, la recherche examine aussi l’influence sur leurs représentations de la mobilité spatiale antérieure. Afin d’approcher les représentations spatiales des écoliers, sont mobilisés à la fois les données discursives (questionnaires) et graphiques (cartes mentales). L’enquête, menée auprès de 192 élèves de Lyon et de Cracovie, explore donc finalement l’interface entre deux champs scientifiques, ceux de la géographie et ceux de la psychologie, en s’appuyant sur le postulat de représentations spatiales intrinsèques au paradigme qui conçoit l’espace comme un construit. Le travail s’inscrit dans l’approche d’une géographie mettant l’espace vécu au centre de ses préoccupations. / This comparative research - in France and Poland - was conducted in Lyon and Cracow. The purpose of the work is social tourism for children, more specifically the “discovery classes” in France and the “green schools” in Poland, the school trips constituting both a life experience and a time of collective education. The object of the research is primary schools.The work is part of a broader problem of the acquisition of geographical knowledge. The subject of the research mobilizes the field of tourism since the practices that stem from it are ways and means of appropriation of space that individuals implement in the construction of representations of space. Through experience, the individual constructs an interior model of his or her environment. This research project studies the modalities of spatial learning. The objective is to understand if the experience of school trips modifies children’s spatial representations. To ensure that all children have an equal opportunity to build their own spatial capital, research also examines the influence on their representations of previous spatial mobility. In order to examine the children’s spatial representations, both discursive (questionnaires) and graphics data (mental maps) are mobilized. The research, carried out with 192 pupils in Lyon and Cracow, is related to two disciplines, geography and psychology. It is supported by the postulate of spatial representations within the framework of the paradigm of spatial production. The work is part of an approach to geography, in which the “espace vécu” is the central preoccupation.