ANALYSIS OF PROGRESSION OF OUTDOOR EDUCATION LEARNING TASKS IN CZECH ELEMENTARY SCHOOL TEXTBOOKS

This paper focuses on analysis of the educational/learning tasks, which can be found in geographical teaching books (used in Czech primary schools). Twentynine books (and exercise books) were analysed. First step of this analysis was to identify such tasks which can be used for outdoor education. We are using the cross-check method to verify if the task is suitable for outdoor education or not. In each task the active verb (e. g. to describe, to explain, to apply, to analyse, to compare, to organize etc.) was identified. Through identification and comparison of these verbs with Bloom’s taxonomy of learning domains (especially the cognitive domain) we have classified the relevant learning task into six levels according to their degree of cognitive difficulty. Each task was monitored whether it contains information about: allocation of time, localization of fieldwork, interdisciplinary relations and form of education and discussed. The next aim of this analysis is to identify, if there is some cognitive progression among learning tasks in textbooks for higher grades of elementary school