The subject of my Master’s thesis deals with teaching geology in primary schools. I undertook this study with the aim of showing how by choosing an appropriate teaching method and/or using teaching aids with geological content we can be more successful in teaching and achieving better results. We used the following methods: we analysed the aims of selected teaching plans for primary schools (years 4, 5 and 6 of primary school), we taxonomically evaluated the targets of teaching plans, analysed how geological content was presented and taught in selected text books for primary schools, created a handout for evaluating the success of a lesson, analysed and evaluated this handout, and made a questionnaire for teachers. After looking through the teaching plans I found that geological content was present in primary school years 4 to 6 in the following subjects: Natural Sciences and technology, Society, Natural Sciences and Geography. In these subjects the pupils mostly attain the first, second and third taxonomical level. Having looked through the textbooks and work books and having analysed the ways in which the pupils were taught I realised that the text books contained various different subjects, which were dealt with well in certain text books and not so well in others. This made me realise that there are different ways of teaching the same subject matter. The work books contain different theoretical and practical exercises which are intended for independent or group work, homework or in nature and also in school. The work books are good supplementary material. By teaching in a varied and meaningful way and linking different subjects, we also help the pupil retain the knowledge they have gained. I prepared a lesson that would be useful for learning about geology and is connected with the attainment of learning plans for a target group of primary school pupils. The lesson was prepared for the subject Natural Sciences for year 6 and was taught at 6 primary schools in year 8. The lesson included some brainstorming, explanation of definitions, demonstration and work with plasticine, interactive presentations, handouts for pupils and an evaluation questionnaire for teachers. The central theme of the lesson was a poster with an unfinished rock cycle which the pupils had to fill in during the lesson. The brainstorming method immediately indicated what (prior) knowledge the pupils had. The results of the handout exercise were satisfactory, the pupils attained the first and second taxonomical level, they remembered the rock cycle quite well but to remember things better they would need more time to go over things more than once. The teachers gave a positive opinion of the lesson, above all about the effects of the active participation of the pupils. They gave an equally positive opinion of the content and the pedagogical suitability and length of the lesson. All these results indicate how pupils can remember what they are taught and remember it more easily and for a longer period of time. I also received a positive opinion regarding the lesson’s suitability for achieving the learning targets.
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