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Lecturer(s)
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Pavelková Renata, RNDr. Ph.D.
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Course content
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The course covers the following thematic areas: 1. Fundamentals of meteorology - characteristics and properties of the atmosphere; meteorological elements and instruments; meteorological data and data sources; fundamentals of synoptic meteorology. 2. Fundamentals of climatology - basic principles and concepts of climatology. 3. Fundamentals of hydrology - properties of water and its distribution on Earth; the hydrological cycle and its components; hydrography of streams and drainage basins; hydrological balance; fundamentals of hydrometry; hydrological data and data sources; fundamentals of limnology; surface and subsurface runoff in river basins; water resources and water protection. 4. Atmospheric hazards, extreme hydrological events, and climate change. 5. Fundamentals of oceanography.
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Learning activities and teaching methods
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Monologic Lecture(Interpretation, Training), Dialogic Lecture (Discussion, Dialog, Brainstorming), Work with Text (with Book, Textbook)
- Attendace
- 39 hours per semester
- Preparation for the Course Credit
- 20 hours per semester
- Preparation for the Exam
- 40 hours per semester
- Homework for Teaching
- 21 hours per semester
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Learning outcomes
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The aim of the course *Physical Geography in Education 1* is to introduce students to the fundamental principles and processes of physical geography related to the atmosphere and the hydrosphere, as well as to the fundamentals of climatology. The course also aims to develop students' ability to work independently with meteorological and hydrological information sources and real-world environmental data. The course is practice-oriented and integrates disciplinary knowledge with subject-specific didactics. During seminar sessions, students work in pairs or small groups to transform scientific knowledge and data into lesson content for selected geography topics suitable for teaching at lower and upper secondary schools. An important objective of the course is to develop students' ability to present and justify their instructional decisions, engage in collaborative reflection, and provide constructive feedback to their peers. The course contributes to the development of the following graduate teacher competences: - subject knowledge and subject-specific didactics - 1.1 Understands the subject disciplines and continuously develops disciplinary expertise; 1.2 Effectively transforms and communicates subject content for pupils. Specifically, the course contributes to competences 1.1.1, 1.1.3, 1.2.2, and 1.2.3. - professional collaboration - 5.1 Collaborates with colleagues to support pupils' learning and shared professional development. Specifically, the course contributes to competence 5.1.1.
Upon successful completion of the course **Physical Geography in Education 1**, the student will be able to apply theoretical knowledge of meteorology, climatology, hydrology, and oceanography to the analysis of real-world physical geographical processes and the interpretation of environmental data. Based on this knowledge, the student will be able to independently and collaboratively transform disciplinary knowledge and data into teaching preparation for geography education at lower and upper secondary schools and critically reflect on the work of peers. Upon successful completion of the course, the student: * Applies disciplinary knowledge of physical geography related to the properties and processes of the atmosphere, the hydrosphere, and climatology to explain natural phenomena and landscape processes (linked to competence 1.1.1). * Understands how scientific knowledge is generated in physical geography, applies methods of environmental data processing and analysis, and critically evaluates and uses reliable disciplinary information sources when completing assigned tasks (linked to competence 1.1.3). * Effectively creates learning opportunities through the didactic transformation of physical geography topics. Based on real-world data, prepares the content of selected topics and identifies appropriate information sources and illustrative examples for geography teaching at lower and upper secondary schools (linked to competence 1.2.2). * Develops teaching materials that demonstrate the relationships between physical geographical theory, real-world phenomena (e.g. extreme hydrological events and hazardous atmospheric phenomena), and contemporary environmental issues (e.g. climate change, drought, and water protection) (linked to competence 1.2.3). * Clearly presents the proposed content of a teaching topic to peers, actively participates in the joint reflection on presented outputs, provides constructive feedback, and draws on peer feedback and discussion to further develop teaching materials (linked to competence 5.1.1).
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Prerequisites
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Knowledge within the scope of general geographical disciplines of the bachelor study of geography.
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Assessment methods and criteria
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Mark, Written exam
Course credit (zápočet) will be awarded upon meeting the following requirements: a) Completion of the disciplinary component of the seminar, focused on working with hydrological and meteorological data, applying data processing and analysis methods, and interpreting the results (Linked to competence: 1.1.3). b) Completion of the didactic component of the seminar in pairs or small groups. This component involves preparing lesson content on a selected topic in hydrology or climatology/meteorology for teaching at lower and upper secondary schools (Linked to competences: 1.2.2, 1.2.3). The lesson should establish connections between disciplinary theory, real-world phenomena, and everyday life (Linked to competences: 1.1.3, 1.2.3). Students are also expected to participate actively in collaborative reflection and provide and receive constructive peer feedback (Linked to competence: 5.1.1). Award of the course credit is a prerequisite for taking the final examination. To successfully complete the course, the student must demonstrate, through a written examination, the knowledge and skills covered in the lectures, online study materials, and required reading, achieving a minimum score of 60%. The student demonstrates a comprehensive understanding of the fundamental principles and processes of physical geography and the ability to apply disciplinary knowledge from both scientific and didactic perspectives (Linked to competences: 1.1.1, 1.1.3, 1.2.2).
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Recommended literature
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Barry, R. G., Chorley, R. J. (2003). Atmosphere, Weather and Climate, Eight Edition.
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Davie, T. (2002). Fundamentals of Hydrology. London.
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Jones, J. A. A. (1997). Global Hydrology: Processes, Resources and Environmental Management.
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PAVELKOVÁ CHMELOVÁ, Renata a Jindřich FRAJER. (2013). Základy fyzické geografie 1: hydrologie. Olomouc.
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Strahler, A. H. Introducing Physical Geography, 6th Edition. 2013.
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Škarpich, V. (2022). Meteorologie a klimatologie. Ostrava.
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THURMAN H.V. & TRUJILLO A.P. Oceánografie. 2005, Brno.
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Trizna, M. (2007). Meteorológia, klimatológia a hydrológia pre geografov. Bratislava.
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VYSOUDIL, Miroslav. (2013). Základy fyzické geografie 1: Meteorologie a klimatologie. Olomouc.
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