Regional biogeographical model of vegetation zones in doctoral programme Regional Biography in Olomouc (Case study for Norway spruce)

Regional climate changes impacts induce vegetation zones shift to higher altitudes in temperate landscape. This paper deals with applying of regional biogeography model of climate conditions for vegetation zones in Czechia to doctoral programme Regional Geography in Palacky University Olomouc. The model is based on general knowledge of landscape vegetation zonation. Climate data for model come from predicted validated climate database under RCP8.5 scenario since 2100. Ecological data are included in the Biogeography Register database (geobiocoenological data related to landscape for cadastral areas of the Czech Republic). Mathematical principles of modelling are based on set of software solutions with GIS. Students use the model in the frame of the course “Special Approaches to Landscape Research” not only for regional scenarios climate change impacts in landscape scale, but also for assessment of climate conditions for growing capability of agricultural crops or forest trees under climate change on regional level.

Regional Geography Education in Poland

Education in regional geography in Poland takes place at public schools from the earliest educational stages and is compulsory until young people reach the age of adulthood. Reforms of the Polish education system, resulting in changes in the core curriculum of general education, likewise resulted in changes in the concept of education in the field of regional geography. The subject of the authors’ article is education in regional geography in the Polish education system at various educational stages. The authors’ analysis has two research goals. The first concerns changes in the education of regional geography at Polish schools; here the analysis and evaluation of the current content of education in the field of regional geography are offered. The second one is the study of the model of regional geography education in geographical studies in Poland on the example of the geographyat the Pedagogical University of Cracow. Although elements of education about one’s own region already appear in a kindergarten, they are most strongly implemented at a primary school in the form of educational paths, e.g. “Regional education – cultural heritage in the region”, and at a lower-secondary school (gymnasium) during geography classes. Owing to the current education reform, liquidating gymnasium (a lower secondary school level) and re-introducing the division of public schools into an 8-year primary school and a longer secondary school, the concept of education in regional education has inevitably changed. Currently, it is implemented in accordance with a multidisciplinary model of education consisting in weaving the content of regional education into the core curricula of various school subjects, and thus building the image of the whole region by means of viewing from different perspectives and inevitable cooperation of teachers of diverse subjects. Invariably, however, content in the field of regional geography is carried out at a primary and secondary school during geography classes. At university level, selected students – in geographical studies – receive a regional geography training. As an appropriate example one can offer A. Świętek’s original classes in “Regional Education” for geography students of a teaching specialty consisting of students designing and completing an educational trail in the area of Nowa Huta in Cracow.

Inquiry-based learning and its using in geography at the second level of primary schools

Current social needs emphasize the education of a person with creative thinking, capable of not only finding problems but also solving them. Different strategies are applied in the educational process according to the society's requirements for an educated individual. On this basis, the appropriate content of education, organizational forms, didactic methods and the use of the latest didactic techniques are also determined. One way to achieve this is to introduce other teaching methods, such as inquiry-based teaching, into the teaching process. Inquiry-based learning aims to make science lessons more effective, especially at primary schools, and at the same time seeks to attract students to study them. It has an irreplaceable role in new, modern and successful ways of teaching science. The aim of the paper is to design methodological sheets in the 5th year of elementary school in terms of inquiry-based learning and their application to the teaching process.

Pre-industrial landscape of the Jeseníky region as a natural and cultural heritage

Small parcels of agricultural land are rare in the present landscape of Czech Republic and become the subject of interests of the state protection of the nature, the landscape and the environment. At the same time, such areas represent interesting subjects for the local administration as attractive tourist object. In the historical territory of Moravia (the eastern 1/3 of the Czech Republic), a regional inventory of areas with preserved ancient land use structure was carried out on all individual cadastral territories (focused not only on small parcels, but also on large aristocratic estates on agricultural and forest land originated before the main wave of industrial revolution Moravia, before 1850. The sites are still subjects to topic economic pressure on land consolidation. Their existence in the future is under threat and is decreasing every year both in number and size. The inventory results are presented on example of the Jeseníky region.

Landscape Fragmentation Around Us – Integrating the Issue into Educational Processes at Primary and Secondary Schools

The steadily increasing landscape fragmentation and the reduction of permeability for wildlife are among the most negative impacts of human activity on the environment. In terms of education, theseproblems appear to be rather demanding, withthe difficulty corresponding tosecondary school standards. Considering the multiple interdisciplinary connections, the entire process cannot be sufficiently understood without a relevant amount of preliminary knowledge. Such a corpus of information is acquired especially through biology/ecology, geographyand history classes, but links to other subjects can be found too. The paper presents didactic methods facilitating the actual presentation of the theme to pupils/students; in this context, the authors discuss the possibilities of integrating the given problems into applicable schoolsubjects andoutline the risks arising from the proposed modification and/ or expansion of the teaching procedures. Also the links to data and supporting methodological materials are included that will allow the teacher to obtain enough information on the topicsto comprehend all the aspects and complexities of the innovated classes. In the corresponding sections, the papercharacterizes individual topics to be combined with selected teaching methods, especially as regards worksheets, project-oriented education, anda case study relating to afield trip targeting one of the areas of high importance for wildlife migration in the Czech Republic.

Mapping of urban geoheritage in city of Liberec using participatory research

Urban geoheritage is a phenomenon that is present in almost every city, but so far, only some cities use it as a tourist product. In May and June 2019, in order to create an urban geoheritage trail in Liberec, it was mapped in the wider city centre. Considering the vastness of the area, mapping was carried out by volunteers who were interested in the topic of popularization of geology but did not have the expertise of geological knowledge. This lack of expertise may seem to be a significant limiting factor, but in fact, it is a positive thing, as the knowledge of the mapping volunteer is at a similar (low) level to the future user of the educational trail. Thus, in the evaluation of geosites, the expert-layman barrier is eliminated and the benefit is the feedback of the future user. However, participatory research has its own specifics, which must be adapted to the methodology used. First, it is to ensure the homogeneity of the data that is collected by a large number of volunteers and which can be influenced by subjective influences. Furthermore, it is their professional value and practical application. Finally, yet importantly, the technical parameters of data that will be further processed in GIS. This paper describes the research methodology used and summarizes the experience with the use of participatory research for the purpose of mapping urban geoheritage in Liberec.

Comparison of Static Perspective Views and 2D Maps – the Role of Age, Spatial Abilities, and Task Nature

In this study, we focus on the usability of pseudo-3D thematic maps (static perspective views) compared with their conventional 2D equivalents. A total of 105 study participants were divided into two groups (12–19 years old and 20–27 years old). A Perspective Taking Test measured their spatial abilities and each participant solved 15 tasks using four thematic maps. We compared map variants to determine which is more suitable for individual tasks. We then examined the differences between the two age groups and tried to find any relationship between the user’s spatial abilities and the number of correct answers. We observed a significant difference regarding the map’s visualization dimension only in one particular task and significant differences between the age groups when they worked with 2D maps. We found a positive correlation between the participant’s level of spatial ability and the number of correct answers.

Environmental visualization of selected Czech regions: analysis of geography textbooks

The aim of this paper is to evaluate the quality of environmental visualization of selected regions in Czech geography textbooks for primary and lower secondary schools. The method of quantitative content analysis of visuals was used. The categories of quantitative analysis were defined based on the content of the environmental and geographical curriculum, for example landscape type, emotional charge etc. The results show a relatively similar structure of environmental visualization between textbooks: emotionally positive visuals showing the protection of cultural-historical heritage and protection of nature dominate. The exception is the Moravskoslezský kraj, which is visually presented in a negative way compared to other regions. In textbooks there are a minimum of abstract visuals or visuals showing the tendencies of environmental components.

Geological paths – their use for the regional geography teaching

Geological paths (geopaths, geotrails) represent a type of educational paths that connect sites which are interesting from the Earth-sciences point of view. These sites (e.g. outcrops, old quarries, historical buildings built of local stone or viewpoints) often represent the links between geodiversity and other phenomena within a region (which is in accordance with a holistic approach to geotourism). Thus, they can give complex information not only about the abiotic nature but also about biodiversity, history or culture of the region, usually through narrative. Suitable interpretation of geodiversity and its relationships to the biodiversity and cultural heritage allows to identify regional specifics, it helps to find the mutual connections between particular phenomena within the region and it supports the holistic perception of a given region. The contribution presents an example from the Brno city where the urban geopath can be used for teaching regional geography of Brno and its surroundings.

Anthropogenic relief transformations – their knowledge and evaluation with regard to the uniqueness and cultural identity of regions

Within the development of new regional geography, the role of human geographic research in the study of regions is emphasized. Regional uniqueness, a consciousness of belonging to a particular region and regional identity also play an important role in the definition of regions. However, physical geography disciplines, e.g. geomorphology, can also contribute to the knowledge of these aspects with regard to the definition of regions. Currently, within the framework of geomorphology, attention is paid to the diversity of anthropogenic landforms. The knowledge and evaluation of these anthropogenic landforms, which are an important part of the historical elements of the landscape and are also referred to as cultural artefacts of the landscape, enables to supplement the cultural-historical values of the region and to specify the cultural identity of the region. On the example of sites – Staré Hradisko and Hostýn – we will present the specifics of secondary geodiversity with respect to the cultural identity of the sites.