article INQUIRY-BASED FIELDWORK EDUCATION: EVALUATION OF AN INTERNATIONAL
SUMMER SCHOOL
Dominik Rubáš, Anežka Nejedlová, Kamil Zágoršek
information
year: 2025
issue: 3
fulltext: PDF
online publishing date: 6/1/2026
DOI: 10.14712/25337556.2025.3.2
ISSN (Online): 2533-7556
Toto dílo podléhá licenci Creative Commons Uveďte původ 4.0 Mezinárodní License.
abstract
This paper presents a research study aimed at examining the extent to which an international summer school, held in August 2025 in the Ralsko National Geopark, influenced selected dimensions of the professional development of its participants (didactic competences, subject-related skills, and attitudes). A further objective was to identify the main barriers to implementing fieldwork education perceived by the participants, as well as what they took away from the summer school for their teaching practice. Data were collected through questionnaires, texts, story maps, and interviews. The analysis combined statistical methods with content analysis of texts and story maps. The results show that the summer school had a positive impact on the participants’ professional development, particularly on their sense of place, competences for conducting inquiry-based fieldwork, and geographical thinking. Among the main barriers to fieldwork education identified were time constraints and insufficient material resources. Projects similar to the one in which the summer school took place may help to overcome these barriers by providing teachers with access to new teaching materials and lending them the necessary equipment. Based on the findings, the paper offers practical recommendations for education. One of them is to implement inquiry-based fieldwork more frequently in teacher education.
keywords
geography education, fieldwork education, inquiry-based learning, interdisciplinary education, evaluation
fulltext (PDF )
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