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Last update: PaedDr. Eva Battistová (07.03.2024)
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Last update: PhDr. Jana Kočí, Ph.D. (30.01.2024)
Students use the terminology of general didactics in the context of interest activities (Valenta, operationalized goal/core activity, OSV principles: practical, personified, accompanying; Jirásek, experience/experience, holistic education; Jonassen, Land, Mareš, Pelikán, Jirásek, Holec, Neuman, learning environment accentuating the student, pedagogy of the environment - direct and indirect educational influence; Vygotský, Křivohlavý, zone of immediate development; Csikszentmihalyi, Flow/stress/boredom; Kolb, Hanuš, Drahanská, experiential learning, reflection, formative assessment, constructivism in teaching, Čáp, Mareš , Kalhous). . They interpret the activity/game as a method in relation to an operationalized goal (affective, psychomotor, cognitive domain of goals) They argue the meaning of pedagogical diagnosis of the group for setting a safe educational context of activities (situation for social learning at the level of eustress). They compare the possibilities of social motivation (needs of the group; reference frame of the group) of the individual with the situation of group dynamics (also in connection with the goals of developing the competence to cooperate) |
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Last update: PhDr. Monika Kadrnožková, Ph.D. (26.10.2020)
Beames, S., Brown, M. (2016). Adventurous Learning: A Pedagogy for a Changing World. New York: Routledge. Berry, M., Hodgson, Ch. (2011). Adventure Education: An Introduction. New York: Routledge.
Jeffs, T., Ord, J. (2017). Rethinking Outdoor, Experiential and Informal Education: Beyond the Confines. New York: Routledge.
Potter, M. (2008). Free Time Activities: For Ages 9-11. A&C Black Childrens & Educational.
Wattchow, B., Brown, M. (2011). A Pedagogy of Place: Outdoor Education for a Changing World. Monash University Publishing.
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