Entry knowledge and ideas about Central European states for pupils of younger school age

The thesis deals with the scope and the level of entry knowledge and ideas about Central European states for pupils of younger school age. The aim of the work is to evaluate, through a quantitative research inquiry, the comprehensive knowledge of central European countries of pupils in the first grade. The evaluation was carried out on the base of a questionnaire survey of 396 respondents from eight primary schools, allowing an assessment of the level of geographical knowledge of primary pupils in fourth and fifth years. The analytical part of the thesis focuses on results and their comparison according to several categories, which are differences in knowledge across schools, years and gender. This section also looks at the differences arising from the location and size of the primary schools in question and, last not least, the source of this knowledge. The final practical section is based on the results of the survey and contains educational material, which is extended to include a methodical guide for educators and suggestions for teaching central European states