The Role of International Staff and Student Collaboration in the Enhancement of the Geographic Curriculum Anne Wheeler1, John Smith1, A. Rydant2, Seguei Larin3 1 School of Applied Sciences, University of Wolverhampton, Wolverhampton, WV1 1SB, UK 2 Department of Geography, Keene State College, Keene, New Hampshire, 03435-2001, USA 3 Faculty of Ecology and Geography, Tyumen State University, Tyumen, Russian Federation Abstract Internationalisation of the Geography curriculum at Wolverhampton has been a key feature of the programme over the last 15 years. The activities in the undergraduate and postgraduate programmes have included work placement opportunities, fieldwork through the EU funded Tempus and Neptune programmes and in the USA, Russia, Spain and Eastern Europe, a variety of staff and student exchange programmes, and joint curriculum development projects. There have been a number of advantages to this type of international collaboration. These include comparative studies of assessment methods and joint curriculum development; pooling of academic expertise and economies of scale; facilitating organisation for foreign partners; enrichment of the staff and student experience through contrasting cultural experiences and the broadening of European/global awareness. Key words internationalisation, work experience, fieldwork, international collaboration, broadening awareness
Developing Global Citizenship through Geographical Education : Examples from Kerala, India Andrew Powell and Urszula Basini Kingston University, School of Education, Kingston Hill, Kingston on Thames, KT27LB, England a.powell@kingston.ac.uk, u.basini@kingston.ac.uk Abstract : Geographical Education provides a good context for developing a greater understanding of the importance of global citizenship. An increased awareness of the role of the global citizen can be achieved by establishing links between countries. Exchanging knowledge, ideas, resources, teachers and students can clarify similarities and differences between different countries and cultures from which we can promote a positive understanding for the future. The paper draws on recent experience of working with insitutions in Kerala, India. Key Words: Geographical Education, Global Citizenship, Education in the Developing World, Visits and Exchanges.
The status of geography in Norway; an issue of grave concern Professor Arild Holt-Jensen Department of Geography University of Bergen Fosswinckelsgt 6 N-5007 Bergen Arild.holt-jensen@geog.uib.no Geography has a minor position in Norwegian universities, although MA candidates in geography have less problems in getting relevant jobs than candidates from a number of other disciplines. Of the 5 Norwegian universities (Oslo, Bergen, Trondheim, Tromsø and Stavanger) geography is only taught in the three first. In the major Oslo University geography is split between two faculties; Faculty of Natural Sciences where physical geography is taught within the Department of Geology and Physical geography and Faculty of Social Sciences at which human geography is taught in the Department of Sociology and Human Geography. This split means that geography has a dubious identity in media which is to a large extent dominated by TV and press in the capital. At the University of Bergen the Department of Geography is located in Faculty of Social Science but educates candidates up to MA and PhD levels in both human, environmental and physical geography. In Bergen there is also teaching of economic geography at the Norwegian High School of Business Economy (NHH). At NTNU University in Trondheim Department of Geography is located at the Faculty of Social Sciences and gives education up to MA and PhD levels in human and environmental geography. Historically the weak position of geography in universities seems to be a direct consequence of a rather weak position in the school curriculum. In the end of the 19 th century both geography and history was given a position
in school curriculums, but their relative positions in the educational system largely came to depend on the degree to which either seemed more useful in building up the idea of national identity. Norway had no disputed borders, but national identity building during the union of crowns with Sweden 1814-1905 was fostered by teaching about the glorious history of Viking times and the precious liberal constitution of 1814. Hence history came to dominate over geography with many weekly hours of teaching at gymnasium level. Finland, on the other hand, which also experienced in the same period a union of crowns with Tsarist Russia, lacked the legacy of a glorious history and the border of spoken Finnish and Finnish types of agricultural practice became of more importance; in the Finnish liberation process the Atlas of Finland (first edition in 1899) was an important medium. Geography became an important discipline in Finnish school system as it also became in the UK school system. Not all can, however, be blamed on the school system; to a large extent development has also been promoted or reduced due to activities and choices by disciplinary leaders. In Norway geographers have had problems in attracting attention in media, whereas social anthropologists are very often contacted and their opinions focused. The rather strange situation is that social anthropology attracts more students than geography although their job opportunities are less. And anthropology has no position in the school system. Since the 1970s, however, few geographers have chosen to work in the high school (gymnasium) system as the discipline has a minor position. This makes direct recruitment of new students problematic. The main market for MA candidates in geography is in public administration, primarily in local, environmental and regional planning where their skills have been well received. This is now strengthened by the geography courses in GIS. Recruitment of students with high abilities and ambitions is, however, a matter of grave concern. New students think they know what geography is about, based on a rather mediocre presentation of selected themes at the high school level and more often choose other disciplines they believe are more interesting. However, the small number that eventually choose to study geography tend to stay on in the discipline and end up with a MA degree.
Developing Undergraduate GIS Study-units – The Experience of Malta Maria Attard1 1 GIS Laboratory, Geography Division, University of Malta, Msida MSD 06 Corresponding author: maria.attard@um.edu.mtl Abstract: The GIS Laboratory of the University of Malta was set up in 1996 and has since then provided academic support to a number of departments within the University on the concepts and application of Geographic Information Systems. The objectives of this paper are to (a) identify key elements of an introductory undergraduate GIS study-unit; (b) identify the problems of teaching GIS at undergraduate level in various disciplines; and (c) discuss the role of student self-learning in the application of GIS. This paper will use the experience gained at the University of Malta and the multi-disciplinary approaches to teaching GIS. Key words Geographic Information Systems (GIS), teaching, multi-disciplinary, undergraduate.
New job opportunities and university programs Teresa Barata Salgueiro Department of Geography, University of Lisbon, Portugal tbs@fl.ul.pt Abstract: I intend to present the recent modifications of Lisbon university geographical curriculum in relation both to the enlargement of job opportunities for geographers and geography theoretical transformations with new research topics coming out. Within this background I will discuss the competencies we expect from the program based on the surveys carried on Portuguese universities and employers. Key words: Geography, curriculum, competencies.
The place of Geoinformation technologies in the education and professional development of the European geographers Stelian Dimitrov, Anton Popov Sofia University “St.Kliment Ohridski”,Faculty of Geology and Geography, 15 Tzar Osvoboditel Bd, Sofia 1504, Bulgaria *Corresponding author:stelian@gea.uni-sofia.bg Abstract: The paper discusses the importance of GIS and related geoinformation technologies in the processes of capacity building of geographers. In the analysis of the different teaching programs, the accent is putted to the European practices in teaching GIS. The paper is trying to present the actual situation of GIS education in Europe and to propose a view for the future implementation of GIS and geoinformation technologies as a whole in the geography curriculum and its importance for the employability of the graduates. Key words Geography, GIS, teaching, Geography education, Geoinformation technologies, professional development, capacity building
International collaboration in distance education for geography students – experience of Vilnius University Donatas Burneika Vilnius University Abstract The aim of the paper is to present experience of Vilnius University in using distance education methods for teaching bachelor students. In general ordinary old-fashioned ways of teaching still prevails in Department of General Geography, when main source of knowledge for students is ordinary lectures. However during period 1999 – 2003 our department was involved in Baltic Sea region Study programme and common courses for students in various Baltic Sea countries were organised. Main methods of teaching involved tools usually used in distance education – audio-lectures, Internet and WebCT. Students in different countries had to work together, prepare comparative projects and present them. There was a lot of new and interesting experience for students, teachers and tutors, which will be discussed in the article. Beside some positive experience there were problems, which also are to be mentioned in order to have objective opinion on such way of teaching. Keywords: teaching geography, distance education
Effective Practices in Distance Education in Upper Secondary Level Geography Jeronen, E. & Anttila-Muilu, S. Jeronen, E. Department of Educational Sciences and Teacher Education, University of Oulu P.O.B. 2000 90014 Oulu, Finland Anttila-Muilu, S., Oulun Lyseon lukio, Kajaaninkatu 3, 90100 Oulu, Finland Abstract During the last decade, there have been big changes in the society and the school system in Finland. This paper describes new Finnish curricula for upper secondary schools, to be introduced by the 1st of August 2006. It also offers a specific set of pedagogical and assessment strategies found to be successful in distance education in Geography. The courses described have been taught nearly 10 years in the Oulu region in Finland. In the new curricula, communication, media skills and technology are listed as important teaching methods. Distance education offers students an opportunity to have upper secondary level education also in small rural village schools which do not have teachers in all the required subjects. The development of distance education is especially important in sparsely populated countries, such as in Finland where distances are long.
Representations of space and relations: the inherent inadequacy of common visual and linguistic models. Barbara Gambini Università degli Studi di Urbino. Abstract: verbal and graphic representations of thought and space are necessarily simplified, but we tend to forget this necessity is determined by representational limits, given our profound need to believe our cognitive systems
objective and accurate. Representational oversimplifications can thus have repercussions on the way we conceive and describe reality and its extremely complex relations and systems.
The evolution of a European Student Network Gert Ruepert,* Anouk Adang Faculty of Geosciences, Utrecht University, P.O. Box 80.115, NL-3508 TC, Utrecht, The Netherlands *Corresponding author: G.Ruepert@students.uu.nl Abstract: EGEA, the European Geography Association, is a European network of Geography Students and young Geographers. EGEA was founded in 1988 by students from Utrecht, Warsaw and Vienna. Today it has around 60 entities in 30 different countries. Its goals are to exchange knowledge and information between geography students and young geographers. To achieve these goals, congresses and exchanges are being organised and an internet forum was created. By research in archives and in interviews with old members the (geographical) development of the EGEA network has been reconstructed. The theory about networks will be applied to the development of EGEA. Social contacts, dedicated individuals and the internet play an important role in the EGEA network. The EGEA network has experienced many changes in its history, not only has it grown dramatically, it also shows great dynamics. Many new entities came into existence, but many also disappeared. Only a few entities have been constantly active in the EGEA network. The current geographical core of EGEA can be found in the Netherlands and Germany.
GIS-USE IN GEOGRAPHY LESSONS AT SCHOOLS INNOVATION AND CHALLENGE Prof. Dr. Y. Schleicher University of Education Weingarten, Department of Geography, Kirchplatz 2, 88250 Weingarten, Germany schleicher@ph-weingarten.de Abstract According to P. Wiegand (Leeds, UK, 2001), GIS might represent the single biggest contribution geographers have made to society and economy since the Age of Discovery. The future will show us if GIS will also be a great benefit for Geography at schools. GIS challenges universities in Germany (and elsewhere) to qualify teachers to integrate GIS into geographic education at schools. After understanding the potentials of GIS the following questions arise: How, where and when do we teach with and about GIS? According to this we have to analyse: Why is it so difficult to integrate GIS into geographic education at schools? An overview of research in geographical GIS-education in two fields helps answer the following questions: 1. Which basic working-conditions have to be available for teachers who want to start teaching with GIS? 2. How do students react to GIS-lessons? An overview of student feedback will show the main challenges. A proposed GIS-curriculum (analysing maps, modifying maps, and creating new maps with GIS) shows how the technology and methods are being implemented in geographical education in Germany. Three steps are involved: Step 1: teaching about GIS, Step 2: teaching with GIS, and Step 3: student-active learning with GIS This presentation will introduce GIS software designed for schools with such a curriculum in mind especially: SchulGIS (SchoolGIS). It provides three levels of GIS-integration in geographic education at schools: an introductory tutorial, an advanced tutorial, and a tutorial for experts. The end of this report about the German GIS movement will identify the main factors for successful GISintegration into geographic education at schools.
Building Bridges with GIS Gregor Falk, Humboldt University Berlin With GIS geoscientists have developed a tool which enables its users to work with spatial data. This statement sounds simple but the invention of GIS had enormous consequences for various parts of our societies. No other product for datamanagment and assesment seems to have penetrated such a wide range of applications. GIS are everywhere and determine everyday life. GIS are used by scientists, planning institutions, local communities, military services, health and environmental institutions, trading companies and many more. Even schools have started implicating GIS as a tool for learning and understanding spatial processes. One aim is to promote GIS in schools for the benefit of the students and for creating a common understanding among schools (education), universities (science and education) and future employers (economy). Regarding involved partners, shared actions and employed datasets all activities will have a strong European perspective. Additional research work and practical experience will help to develop a GIS curriculum defining basic requierments for GIS educators and learners on various levels. Thus GIS can not only function as a bridge between European countries. As a widely used tool, they can also support an intensive knowledge transfer between schools and scientific research activities on a higher level of education. The presentation will present recent research results as an outcome of various school projects and ways for further implementation of GIS in schools.
Primary Childrens’ Understanding of Fieldwork Experiences. John Halocha Bishop Grosseteste College, Lincoln, England. Abstract: Fieldwork activities in England are currently under treat owing to concern over the safety of pupils. It is therefore essential for geography educators to have clear evidence of the benefits of fieldwork in being able to develop primary childrens‟ understanding of the world. The research was based on field visits made to the coast by children aged 10-11. The purpose of the visits was to develop their understanding of coastal processes. Following the fieldwork, pupils were asked to represent what they had learnt and how they thought they understood coastal processes. Analysis of the childrens‟ work provided a number of insights into their understanding: these are discussed within the paper, along with some implications for fieldwork design and justification.
OBSERVATION AND PRESENTATION OF PHENOMENA IN GEOGRAPHY EDUCATION Iwona Piotrowska Departament of Geography Teaching and Ecological Education, Faculty of Geographical and Geological Sciences, Adam Mickiewicz University, ul. Dzięgielowa 27, 61-680 Poznań *Corresponding author: ipiotrow@main.amu.edu.pl Abstract Contemporary geography is treated as a science studying and explaining the causes and effects of the natural and socio-economic diversification of geographical space. Understood in this way as a subject taught at school irrespective of the education level, including academic training, it offers great cognitive, practical and instructional insights. The teaching of geography should help the student to seek an answer to the question of the meaning or cause of existence of individual geographical objects and phenomena and their role in the environment, as well as their rational use. Of great significance in the cognitive process is the ability to make keen observations. Geographical education is thus one of the pillars of the development of a knowledge-based economy. Apart from the choice of the contents of geographical instruction, the role of this subject in the school structure, and its importance in the education of modern man, reflection is also due to the mode of observation and presentation of geographical knowledge. The way in which the teacher passes on information, tries to make the student interested in the geographical environment and moulds his imagination, has a decisive effect not only on his learning progress, but also on the perception of the subject itself. In many works the didactic effort of the teacher is treated as a teaching art. Hence, it seems justified to approach the teacher's demonstration, discussion or explanation of geographical processes and objects as another art - that of presentation. The more so as presentation is considered today a skill which is a fundamental part of one's professional competence and a condition for one's personal development. Key words: geography, presentation, observation, teaching, conditions of effective presentation
How to design and implement exciting geographical learning experiences in secondary schools Herculano Cachinho Department of Geography, Lisbon University cachinho@fl.ul.pt Abstract: This presentation is about the design and implementation of exciting geography‟s learning experiences in secondary schools. First of all, we discuss some theoretical and methodological aspects involved in the design of what the exciting geographical learning experiences can be and what we need to do to achieve success in its implementation in ours schools. Secondly, we describe the process step by step and then we present a Portuguese experience developed this year by teachers in the training programme at the University of Lisbon. Key words: Exciting Geography, learning experiences, discovery learning, constructivism, fieldwork.
The added value of international students groups in geography classrooms Dr. Tine Béneker, dr. L. Paul, prof. Dr. R. van der Vaart Faculty of Geographical Sciences, Utrecht University, Post box 80115, 3508 TC Utrecht, The Netherlands Abstract The department of Human Geography and Planning in Utrecht participates in international exchange of students from the beginning of the Erasmus programmes for higher education. Each year, about 50 European students take courses in our Bachelor programme „Human Geography and Planning‟. The first years we prepared a separate semester in English for our visitors with a special course on the Geography of The Netherlands, and with a focus on GIS-courses. Since the introduction of the bachelor-master system in our department in 2002, we fully integrated the program in English with our regular courses. For the international students this has a lot of advantages: they meet more often Dutch students during classrooms, they are less seen as a separate group and they can stay for a whole year. For Dutch students it opens the possibilities to improve their English skills and work together in an international context. From evaluations of two courses (European Integration and Citizenship & Geography) it is obvious that this international context has an enormous added value. Especially if you let students work in mixed groups where they can use their different backgrounds as an input in their projects.
Evaluation, assessment and geographical education Finn Møller University College of West Jutland, Skolebakken 171, 6705 Esbjerg, Denmark Corresponding author: Finn.Moeller@cvu-vest.dk Abstract: Within the last ten years various Danish politicians have been focusing on the use of evaluation and assessment as tools to increase the general quality of education in the Danish primary and lower secondary school, including Geography education. This article describes the actual situation regarding Geography education in state schools in Denmark and offers recommendations as to how Geography teachers may address the self-evaluation of their own teaching and assessments of students' learning. Furthermore, the article will include reflections on how teacher education can contribute to qualifying this effort.
Teaching geography courses as a laboratory for professional development Leo Paul 1 1 Utrecht University, Faculty of Geographical Sciences, P.O. Box 80.115, 3508 TC Utrecht, The Netherlands *Corresponding author: L.Paul@geo.uu.nl Abstract: The Department of Human Geography and Planning of Utrecht University has a great tradition in improving its curriculum and geography courses. Important is the overall environment, which tries to stimulate the staff to improve and innovate on a permanent base. This is done for instance by organizing a monthly meeting during lunch time of the teaching staff where good examples of innovations are shown and discussed, like student-led excursions. The Department is leading in Utrecht as concerned its Honours Program.
The University Board in Utrecht took several initiatives to professionalize the teaching staff. One of the initiatives of the university is the establishment of the Centre of Excellence in University Teaching (CEUT). Each year about fifteen lecturers from the whole university are selected to attend a course on educational innovation. Most of the participants are partly engaged in management actives, which makes it possible to implement the innovations in curricula and courses. Several teachers of the Department of Human Geography and Planning attended the CEUT-course, and implemented innovations on evaluation, problem-based learning, alternative writing assignments, etcetera. The material made by the CEUT-participants during their individual project is made available for the rest of the teaching staff. The CEUT-participants can join two study trips abroad, to gather useful ideas that can be implemented in Utrecht.
Geography competitions as stimuli for advanced students Jüri Roosaare, Ülle Liiber Institute of Geography University of Tartu, 46 Vanemuise St., Tartu 51014, Estonia *Corresponding author: juri.roosaare@ut.ee Abstract: Geography Olympiads are held in Estonia since 1965. Students from 6th to 12th form are taking part in different age groups. There are two rounds of the competition – the best students of the first (local level) round will qualify for the final nation-wide competition. Since 1996 our students are taking part of the Baltic Geography Olympiad and last year (2004) they participated first time in the International Geography Competition in Poland. In proposed presentation we analyse the experiences of previous competitions and possible means for further development, including competitions in geoinformatics. During 40 years of our Olympiads the main emphasise have changed. At the beginning the competition was oriented to small group of students with deep interest in geography. The student‟s own investigation was criterion to take part of the final competition. Later it was more and more oriented to the large-scale knowledge of geography. Now it has turned to action to popularise geography and find the most talented students interested in career of geographer. The final competition that last usually 3 days takes place in different countrysides in Estonia. The competition consists of three parts: written test (consisting of different tasks), fieldwork and quiz (about the knowledge acquired during a one day excursion). Also orienteering as a “geographical” sport is a part of the competition. This spring computer-based exercises will be included to the written test tasks. Nowadays there are lots of web-based activities or projects for self-assertion on different fields and level. Therefore we are looking for new possibilities and outputs. GIS as a common tool in geography should find its place also at school level. Taking into account the relative expensiveness of GIS software and tedious job we foresee the possible competitions in geoinformatics as an inter-school contest of student groups working on small projects.
Studying Climate and Water Resources Management in Bulgaria in the Context of Global Environmental Management Daniela Zlatunova, Nina Nikolova Sofia University “St. Kliment Ohridski”, Faculty of Geology and Geography, Tsar Osvoboditel Blvd. 15, Sofia 1504, Bulgaria *Corresponding author: nina@gea.uni-sofia.bg Abstract Water resources management and climate change problems are a priority in the EU environmental policy. The Bulgarian position is fully in compliance with the EU position. The country expect to join EU in 2007. The paper pointed out that scientific activity is the essential base for good work of specialized structures for the performance of environmental policy. The main topics of the Master‟s degree programme “Climate and Water Resources Management” are presented. Studying climate and water resources management at the Faculty of Geology and Geography, University of Sofia, is harmonized with the legislative documents in the field of environment - Water Framework Directive 2000/60/EC and United Nations Framework Convention on Climate Change (UNFCCC). The knowledge and experience obtained from Master‟s degree programme “Climate and Water Resources Management” allowed the professional realization in the following areas: environmental protection (and especially air and water quality control), water economy, water and climate melioration, energy resources (renewable resources), tourism, agriculture, land use, urban and region planning, education. Key words: Environmental policy, climate change, water resources management
Charles University graduates from geographical disciplines in practise: a relation between conception of education and a professional successfulness Miroslav Marada1, Dana Řezníčková2 1 Charles University in Prague, Faculty of Science, dept. of social geography and regional development, Albertov No. 6, 128 43 Prague 2, Czechia; marada@natur.cuni.cz 2 Charles University in Prague, Faculty of Science, dept. of social geography and regional development, Albertov No. 6, 128 43 Prague 2, Czechia; danarez@natur.cuni.cz Abstract: Last years there is increasing demand for geography studies at Charles University in Prague. In developing a quality of geographical education and making necessary adjustments we have to take professional successfulness of our graduates into consideration. For that reason a wide questionnaire survey among graduates from geographical disciplines has been done. Near 400 of respondents answer a questions about their carrier, income, reasons for changing jobs, quality of education regarding their profession etc. The data are presented with help of statistical indicators, tables and charts. Several conclusions for future conception of education programmes at our department are drawn. Key words Geographical education, professional successfulness, questionnaire survey, data analyses
Multimedia learning of geographical subjects Vladimír Herber, Masaryk University Brno, the Czech Republic Abstract The promotion of ´contactless learning methods´ is a possible response to the Action plan for a European education initiative – Learning in the information society. It is connected with the use of the Internet based technologies on the one hand and geoinformation technologies on the other hand. This is the presentation of extracts of the WWW pages devoted to the multimedia learning of Landscape ecology and Regional physical geography of the Czech Republic, including e-learning technologies supported by the Information system of Masaryk University Brno.
Regional Management and Realization of Geographers in Bulgaria Petar Slaveykov Sofia University “St.Kliment Ohridski”, Faculty of Geology and Geography, Bulgaria, Sofia 1000, 15 Tzar Osvoboditel blvd. slav@gea.uni-sofia.bg Abstract: Long time realization of educated in Geography in Sofia University “St. Kliment Ohridski” and Bulgaria was in the sphere of secondary and university education. That is due to eyesight of first Bulgarian geographers – prof. A.Ishirkov, prof. J.Radev, prof. I. Zahariev and others. Their eyesights were grounded from the point of view of shortage of teachers in Bulgaria in the end of 19th century and in the beginning of 20th century. Unfortunately in the first half of 20th century public opinion connect Geography only with school subjectр, not with others applications in public life. This tradition was kept and in the second half of 20th century. At the same time before 1989 a part of geographers found realization in the field of national defence, state security, like member of the Comsomol or party member functionaries. This is improving that geographers may work in a different sphere, because in Geography they gain practical experience. After 1989 the main part of graduate geographers work in a private sector (tourism, light industry, and others) and in state institutions – Ministry of Culture and Tourism, Ministry of Regional Development, Ministry of Internal Affairs, Ministry of National Defence and others. We have to mark that in the past 40 years geographers work in the sphere of regional planning and development. That lead to creating of the new subject “Regional Development and Policy” in Faculty of Geology and Geography ( SU”St. Kliment Ohridski”.) We think that this will help making better public opinion for Geography education. Key words Geography, Regional Management, Geography Education, Regional Development and Policy
Do you speak European? Olivier Mentz (University of Education Freiburg, Germany) Abstract Actually the European Union consists of 25 member states in which 20 official languages are spoken and written. Additionally there are a lot of regional languages which are not seen as official languages of the European Union. But what about the competences of European citizens in speaking one or more of these European languages. Several discussions during Herodot conferences in the last year made a point on the fact that all over Europe the English language is becoming more and more important and that all the other European languages are decreasing. On the first sight this seems not to be a problem. Isn‟t it only important to understand each other? And wouldn‟t English be the best language for this, the lingua franca? The contribution tries to open new horizons especially for geographers in learning more than English for working in a European and international context. The relationship between Geography and other disciplines Manuel Mollá Departamento de Geografía, Universidad Autónoma de Madrid, 28049 Madrid, Spain Abstract: It has had tendencies in many countries trying to separate the two principal branches (Human Geography and Physical Geography) in our discipline, taken the first one in Humanities or Art and Sciences Faculties and the second one together with Natural Sciences. The Spanish tradition has considered Geography inside the Humanities, and it has been part of those Art and Sciences Faculties, with several years together with History, History of Art and Archaeology, then a couple of years of specialization in Geography. Since 1993, Geography, in the same faculties, has its own bachelor, being separate of its traditional partners. The new relationship between Geography and other disciplines, and the consequences of that, is the argument of this paper, with their advantages and their problems. Key words Geography, Humanities, relationship between disciplines
The course Z0131: Sustainability in geographical education Alois Hynek, Institute of Geography, Faculty of Science, Masaryk University in Brno Abstract Teaching/learning geography at all levels of education should include the theme of sustainability respecting its global, national, regional, and local spatial dimensions. However the usually emphasized 3 pillars of sustainability – ecological, economic, and social- do not cover the range of challenges after the cultural turn. Geography´s capacity concerning sustainability can be identified as RESPECTS, a logo for regional, economic, social, political, environmental, cultural, technological sustainability open to global/international/national spatially higher levels and local at lower one. Regional sustainability profile conducted by geography students consists, first of all, of physical/cultural landscape in the sense of all 5 physical landscape components, land cover and subsequently cultural dimensions of economy, society, technology, and policies in interconnected urban and rural areas. Obviously GIS technology is widely accepted also by geography educators but attitudes, empathy, beliefs, values and actions of students ought to be integral part of geographical education. The key principles of sustainability change traditional structure of regional geography oriented to strategies, programmes and projects of regional ´development´. Qualitative methods including ethnographies have been used in study of the Mid-West Moravia, the Czechlands offering a chance for ´thick description´ as a more in-depth construction of social reality.
Europe in geographical education – An international comparison of factors influencing the perceptions of primary school pupils Daniela Schmeinck (University of Education Karlsruhe, Germany) Abstract The way how pupils see the world is nowadays not only a matter of school. The way of life of their parents, holiday trips all over the world, the so called “new” (and old) media and many other aspects also play a very important role in the development of spatial representation. Until now only few empiric studies have been done about the development of these cognitive spatial representations. The study presented in this contribution is looking on the perception of today‟s ten years old primary school pupils have of the world, the cognitive map they have inside their mind and which factors of influence are
responsible for the development of the children‟s perception. The results of this study should enable to create a learning environment which allows to support the development of the children‟s spatial representation. Until December 2004 about 800 children and parents in Germany and another 1600 children and parents in France, Spain, Switzerland, Chile, the United States, the United Kingdom and Sweden have been questioned on different aspects of understanding space(s) and maps. The study is divided in three parts: First the children have to draw a “mental map” of the world. In the second and the third parts of the study children and afterwards their parents have to answer a questionnaire about the social environment and the learning environment at school and outside school. This contribution will present first results of the national and international study.
What Europe do we teach? A view from the Spanish Geography Mireia Baylina, Maria Prats Department of Geography, Universitat Autònoma de Barcelona, Spain Corresponding author: mireia.baylina@uab.es Abstract: The aim of the paper is to analyse the teaching of the Geography of Europe in Spanish universities in order to detect the relationship between the practice of teaching and recent geopolitical changes in Europe, in the context of the evolution of regional geography issues. We examine the organisation of the subject, the area of study, the focus adopted, the recurrent, absent or new issues, and the bibliographic resources used in the teaching process. Key words: Europe, teaching, regional geography, Spanish universities
Networking and social diffusion of Critical Geography in Galicia (Spain): the "Abalar" Project Pazos-Otón, M; Constenla-Vega, X.; Ulloa-Guitián, L. and Santos Solla, X.M. Universidade de Santiago de Compostela (Spain) Abstract The Abalar (to shake, in Galician language) Project is an attempt to create new platforms of debate and new spaces of discussion and networking for geographers in Galicia. This is a Spanish Autonomous Region, a nation located in the Northwest the Iberian Peninsula. Galicia with its own language, very close to Portuguese, and a very remarked geographic specificity. Traditionally, official geography was developed around the Faculty of Geography and History, in the University of Santiago de Compostela. But in the last years, Galician Geography has been reorganized; geographers not belonging to academic world have tried to create their own organs of expression, like the Galician Society of Geography or the Galician Professional Association of Geographers. The last one of these projects is Abalar. It is constituted by a group of geographers (from the University and not), which meet regularly to talk and debate about Geography, which a social and critical point of view. Abalar organizes meetings, conferences, discussions, "geographical-cafés", lectures, commented-films and also publishes its own journal, called Abalar (3 numbers per year). The whole of the Abalar Project and the journal are based on horizontal relationships, and open to everybody who wants to improve the diffusion and knowledge of Geography and Geographers in Galicia, networking from a social and critical approach.
The Role of the Geography Teachers’ Association (Malta) in the Professional Development of Maltese Teachers. Moira Buttigieg University of Malta, Msida Corresponding author: frankfabri@onvol.net Abstract: The Geography Teachers‟ Association (Malta) was set up in 2000 with the aim of promoting geography as an academic discipline and keeping teachers of geography up to date with developments in the subject. The Association has been trying to achieve these aims through the organisation of lectures and fieldworks and the publication of papers on geography and geography education. This paper will investigate teachers‟ perceptions on the role that the Geography Teachers‟ Association (Malta) plays in their professional development. Keywords: Geography education, Geography Teachers‟ Associations, professional development.
The contribution of Geography teachers to Education for Sustainability. A case study. Jesús Granados Abstract This paper presents the results of the first part of a collaborative research in Education for Sustainability, which analyzes a group of Spanish Geography teachers that are attending a program for in-service teacher development. The aim of the research is to investigate what Geography teachers can contribute to Education for Sustainability, that is to say: What do Geography teachers think and know about sustainability? How Geography teaching materials (course books, articles, ICT, among others) deal with sustainability issues? On which theoretical frameworks do Geography teachers base their lessons?
The Sequencing of Skills Development in Fieldwork Practice within the Geographic Curriculum John Smith, Lynn Besenyei, Ken Oliver School of Applied Sciences, University of Wolverhampton, Wolverhampton, WV1 1SB, UK Abstract: Although fieldwork traditionally forms a key part of the HE curriculum in Geography there have been relatively few attempts to identify and sequence how such activities contribute to the development of either the subject specific or generic academic skills through each semester of an undergraduate programme. In this paper we present how this is achieved in Geography programmes at Wolverhampton, the concept of the „fieldwork practice portfolio‟ and the attempts to improve the recognition of these skills with employers. The portfolio is both a record of skills achieved, actual examples of a student‟s work which provide the evidence of the tasks undertaken and logs of each field visit. The latter include both risk assessments and reflective reviews of activities. To support the implementation of the portfolio building through each year of the degree students‟ perception of the value of fieldwork has also been assessed. Key words Fieldwork, skills risk assessment, portfolio, geography curriculum
Geography Forum : Intercultural Learning Online Margaret C. Keane Department of Geography, St Mary‟s University College, Belfast BT12 6FE, Northern Ireland m.keane@stmary‟s-belfast.ac.uk Abstract: The growth in cultural diversity in most European countries and the increasing contacts between peoples from all over the world has heightened awareness of cultural difference. It has become evident that models of geographical education which emphasise „tolerance‟ and „respect‟ are inadequate. Instead, there is a need to recognise difference and make sensible use of the knowledge acquired to deal with difference constructively. Intercultural learning aims to bring about a change in individual perceptions of the cultural practices of the „other‟ so as to learning to live and communicate effectively with people of other cultures. As ICT begins to connect more geographically dispersed Geography Departments, the use of the online discussion board is increasingly advanced as an accessible tool for intercultural learning. It is argued that it has the potential to act as the forum for communication with counterparts from culturally dissimilar backgrounds since it can overcome constraints of space and time. This paper assesses the effectiveness of discussion boards for intercultural learning and considers issues of communication, student interaction, team working and the role played by verbal and non-verbal behavioural indicators. Key words Geography, intercultural learning, discussion boards, ICT, university, teaching,, university, cultural diversity, intercultural education, online learning
The future of Geography and Geography Education in Southeast Asia: Issues and Challenges Kim Chuan GOH Professor & Associate Dean, National Institute of Education, Nanyang Technological University, Singapore 637616 kcgoh@nie.edu.sg Abstract Southeast Asia has again captured world attention with the recent December 26, 2004 tsunami disaster. Earlier, in 1997 it experienced a major financial crisis, followed by SARS and Avian Flu epidemics and terrorist attacks that had significantly affected the economies of many countries in the region. Despite these setbacks, the region is vibrant and the economy is picking up. With the strong resolve to move forward, Southeast Asia through the
ASEAN (Association of Southeast Asian Nations) grouping will become more cohesive and will remain a fast growing region. Also, with greater exposure to globalisation, modernisation and wide use of ICT the region will again be a key player on the world stage. Ironically in this milieu of economies, political systems, different stages of economic development and diversity in languages, culture and environment, and global impact geography which once held an important position in schools and universities in Southeast Asia is facing a crisis. This paper will discuss this crisis, in terms of issues and challenges geography is facing and in the context of systemic educational reforms that are taking place in many countries in the region. References will be made to the position and role of geography in other regions as lessons learned from outside could be applied to geography in Southeast Asia. Key words: Southeast Asia; geography; geography education; crisis
Why Managers from Multinational Companies Must have specialization in Geography Kliment Naydenov, Petar Slaveykov Sofia University “St.Kliment Ohridski”, Faculty of Geology and Geography, Bulgaria, Sofia 1000, 15 Tzar Osvoboditel blvd. naidenov@gea.uni-sofia.bg, slav@gea.uni-sofia.bg Abstract: Many multinational companies make business in different regions in the world. In this way they prevent risk from making business in only one geographical market. Many multinational companies have geographical organization structure. They work with people from different cultures, religions and economies and that is a holdback to development of this companies. Many of them want to know the spatial behavior of the customers. Those are the reasons in brief which make me thing that managers must have specialization in Geography. Key words Geography, Geographical organization structure, Managers, Culture, Religion, Spatial Behaviour
Geography teaching and European citizenship : things are moving in France ! KOCIEMBA Valérie and BANZO Mayté University of Bordeaux 3 valerie.kociemba@u-bordeaux3.fr, mayte.banzo@u-bordeaux3.fr Abstract The objective of our contribution is to show how European citizenship in France is built through geography teaching. Secondary Educational French system presents two specific characteristics: - a great politic centralism - the fact that geography has always has been taught with history and civic education up to now. The current development off secondary level (lasts for 5 years) puts the citizenship as a training aim. This is expressed by the creation of elitist European classes (opening towards Europe, disciplines taught in an other language, European “baccalauréat”, study trips…) and the reformulation of history, geography and civic education programs around European topics. All that allow the pupils to understand better what the European identity is and accordingly to built their European citizenship. The secondary school involvement in this reform contrasts with university position where a new reform (Bologna process) is also taking place. Having more autonomy, universities develop their own programs. The consequences are a great diversity in the place given to Europe, and European topics in university level courses. Key Words: geography, secondary level, geography teaching, European citizenship, university, European classes, French education programs,
Geographical field work in forests Jaromír Kolejka, Mendel University of Agriculture and Forestry, Brno, Czech Republic Eduard Hofmann, Masaryk University, Faculty of Education, Brno, Czech Republic. Abstract General and regional geographic knowledge allow better to understand many spatial questions related to the forest, its position, extension, composition, differentiation, margins, and especially the functions, etc. Forest serves as an indicator of many phenomena hidden to common eyes. The school submitting the information about forest helps pupils in their life and to the forest as well. Field work in forest and the consequent processing data
about the forest improve the respect to the forest among pupils, and contributes to the environmental care and protection as well.
Primary and Secondary Educators’ Attitudes on School Geography Aikaterini Klonari1, Koutsopoulos K.2 1 University of the Aegean, Department of Geography 2 National Technical University of Athens, Department of Geography *Corresponding author: koutsop@survey.ntua.gr Abstract: This research is an attempt in investigating the attitudes of primary and secondary teachers on teaching geography at primary and secondary schools. A written questionnaire was filled by 155 primary and 80 secondary teachers who were participating in a continuing education program at the University of Athens. The analysis of the questionnaires has shown that although all the educators accept that Geography is a useful subject and that it should be taught at schools, nevertheless 48% of the primary school teachers and 65% of the secondary report that they don't like the subject of geography; they don't want to teach it and they would prefer to teach other subjects instead. The teachers stated that negative attitudes towards the subject are due to: a) their insufficient knowledge (they haven't been taught at all or they have been taught the subject insufficiently at the University), b) their bad experience as students themselves (memorization, irrelevant educators etc.), c) the lack of suitable teaching material which could make the subject attractive and d) the lack of time for the preparation of the subject according to the demands of the “new Curricula”. Key words: Geography, Primary and Secondary Education, Teachers‟ Attitudes
Remote Sensing in Geography Education, illustrated by a vegetation dynamics study (Kikwit region, Democratic Republic of Congo) Lieselot Vandenhoute1 1 KATHO department RENO, Sint-Jozefstraat 1, 8820 Torhout, Belgium. Lieselot.Vandenhoute@katho.be Abstract: As in many other sciences, the evolution in geography goes fast. New technologies take over old ones, new insights has to be implemented in the existing theories. Therefore geography education has to evolve. One of those new technologies is Remote Sensing. More and more, satellite imagery is used for all kinds of applications and many different sciences use this new technology. But there has to be a science which is occupied with the basics of Remote Sensing, and not only his applications. Since geography is always been the science occupied with al kinds of maps and map making, why not integrate the images and image maps as a study object of Geography. In the scientific Geographical milieu, the study of Remote Sensing has already been implemented. In schools nevertheless, it has not yet become a habit to instruct the basics of Remote Sensing. The education field is dropping behind on the work field. This paper handles about the implementation of Remote Sensing in geography education. About how we can reduce the gap with the working field and make our pupils aware of the importance and relevance of Remote Sensing. This is illustrated with a practical case, which will show how the vegetation dynamics of a certain area in the Democratic Republic in Congo, near Kikwit, can be studied without field work and, of course, using satellite imagery. Based on this case, and given the practical information about useful software and imagery many different (simplified) studies can be done, to teach the youth about satellite images and their use.
Constructing the world through the curriculum Margaret Roberts*, Jane Ferretti* * University of Sheffield Abstract Concerns have been expressed about misleading impressions of the world conveyed by various map projections. In this paper I argue that the world studied in the geography classroom by 11-14 year olds in England is equally distorted by the curriculum itself. Although the Geography National Curriculum provides a framework for teaching, choices about which places are studied are made by teachers. An investigation into which places were studied and why was carried out through a questionnaire survey and through interviews in case study schools. The findings revealed significant patterns of attention and neglect both at a world scale and at a European scale.
A range of factors affected curriculum choices. The study raised questions about how the curriculum is constructed, about the way places were represented and studied and about the use of case studies.
Developing geographical professional abilities: experiences in Egypt and Brazil Massimo De Marchi Dipartimento di Geografia – Università di Padova, Via del Santo 26, 35123, Padova Italy Corresponding author: massimo.de-marchi@unipd.it Abstract Sustainable development asks for solid systemic and territorial knowledge, abilities in new decision making processes and skills in recognition and empowerment of local actors. Geography can supply the challenge of sustainable development with theory and practice. This paper deals with the experiences of the author in field work improving student with geographical knowledge and practices about participatory territorial management. Two examples are displayed: the seminar with the student of the degree in Development Cooperation held in Egypt in November 2003 and the seminar “Citizenship, Territory and Power” in Salvador de Bahia (Brazil) with the student of degree in pedagogy working in communitarian school. In the two cases geography represent a important theoretical and practical tool to work in territorial dynamics, for geography education is strategic and compulsory to go back to “the reality of territory”.
Geography and Languages in Intercultural Education; does the spatial diffusion of English hinder or help intercultural geographical understanding? Mark Wise School of Geography, University of Plymouth, UK Corresponding author: mwise@plymouth.ac.uk Abstract English is rapidly strengthening its position as the world‟s dominant international language. Its geographical spread becomes ever wider and it penetrates deeply in a wide range of linguistic domains. It is pre-eminent in international research and is increasingly used as a language of instruction in universities and other education institutions outside of English-speaking countries. English overwhelms other tongues in the global `languagemarket‟ with, for example, well over 90% of secondary school students in Europe choosing it as their main foreign language. Meanwhile, the learning of languages in the Anglophone countries is in steep decline. There are more publications in English than any other language and about 50% of translated works are out of English into other languages. The reverse flow into English is minute in comparison. This spatial diffusion of English can be seen as a positive development which facilitates inter-cultural understanding across language barriers. However, others fear that it poses a threat to cultural and intellectual diversity by facilitating a dominance of ways of thought (la pensée unique) and `world-views‟ flowing out of the Anglo-American world. This debate is beginning to open up within academic geography [Gutiérrez & López 2001; Rodríguez-Pose 2004]. Thus Garcia-Ramon argues that the `growing hegemony of English as a global language privileges the geographical discourse of the `Anglophone world‟ at the expense of other scholarly traditions, with a consequent loss of cultural diversity [Garcia-Ramon 2003: 1]. Others fear that monolingual English-speakers are culturally isolated by their lack of language skills [Watson 2004]. This paper will present the main dimensions of this developing debate and its implications for the teaching of geography along with languages as means of intercultural education. Key words English language dominance, Geographical education, intercultural understanding, university and secondary education.
To have and to have not. Questions on secondary Geography teaching in Spain Maria Villanueva Universitat Autònoma de Barcelona.Spain Corresponding author : maria.villanueva@uab.es Abstract In latest years, an increasing pressure have placed teachers and school system in the hurricane's eye; society is asking to the school not only to solve the new requirements of labour market, but also to cope with new social needs and conflicts. The role of teachers and schools is becaming difficult and controversial and in this context, is there a place for geography in education? Are teachers equipped with appropriate competences for making geography a relevant instrument in the education of citizens?. What is the role of inservice training? The paper
analyses the main outcomes of a research carried out among 50 secondary Geography teachers in a highly urbanised region in Spain, in the metropolitan area of Barcelona. The aim of the survey was to study the type and classroom use of different teaching ressources and the relationship between teacher‟s professional profiles, level of inservice training attendance and innovation in teaching. The research provided also interesting insights on teachers opinions about the role of Geography in education. Key words: professional profiles, professional training, innovation, longlife learning.
Using Cartoon Imagery in Geography Teaching for younger pupils. Urszula Basini Kingston University, School of Education, Kingston Hill, Kingston upon Thames, KT2 7LB, England u.basini@kingston.ac.uk Abstract: Cartoon imagery stimulates young children‟s interest. This was the basic premise when teaching a class of 6-7 years olds in a primary school in Kingston, resulting in high quality work about distant Kenya. The children were familiar with the film „The Lion King‟ and associated literature and were motivated to learn about the place where Simba the lion lived. This was an opportunity to discover the landscape, weather, vegetation, fauna, leading onto people who live there, through using the drawings from the film alongside photographs taken on a recent fieldtrip to Kenya. After watching snippets of the film children where engaged in group activities around geographical themes. Mapping activities were carried out on national, continental and global scales to counteract the misconception that Africa is one country. The lessons developed a cross-curricular dimension with the inclusion of music, art and citizenship as well as handling artefacts from Kenya. The use of cartoon imagery is a powerful stimulus if extended by photographs, music, art, artefacts and human experience such as a visitor from Kenya, as shown in this series of lessons. Key words: Teaching about a Distant Place, The Developing World, young children, interesting stimulus, Challenging misconceptions.
Evaluation of geography and geography education in Turkey Dr. Salih Şahin and Dr. Servet KARABAĞ * University of Gazi, Gazi Faculty of Education, Department of Geography ssahin@gazi.edu.tr skarabag@gazi.edu.tr Abstract: Turkey is a wonderful laboratory for geography in respect to its natural and human elements. In this context, in this study the development of geography and its education will be presented in Turkey. This research is evaluated in these topics: * Historical development of geography in Turkey, * The publications and research related with geography, * Geography education in schools with regards to university, primary and secondary schools, * The institutes of geography in Turkey, * The problems of geography in Turkey. Key words: geography education, development of geography, Turkey, problems.
Geography undergraduate students in the UK: who are they and where are they coming from? Seraphim Alvanides1*, David Croot2 1 Geography, University of Newcastle upon Tyne, NE1 7RU, U.K. 2 School of Geography, University of Plymouth, U.K. *Corresponding author: s.alvanides@newcastle.ac.uk Abstract: Despite early warnings of falling applications for geography degrees and increasing threats to academic geography as a discipline in the UK, recent statistics suggest that the applications for BSc and BA Geography negrees have stabilised to about 35,000 (for 2002-03). The new challenge for institutions delivering geography related courses is to meet the widening participation agenda promoting geography as an inclusive, rather than an elitist subject. There is also increasing evidence of a divide between “selecting” and “recruiting” departments. Although this is the result of perceptions and admissions policies at the institutional level, personal experience confirms that BSc applicants come from different social backgrounds compared to BA applicants. In addition, earlier work by Croot & Chalkley (1999) concluded that although UK geography students are highly mobile,
geography departments tend to recruit from their local region. The synergistic effect of these factors is a geographical (Croot & Chalkely 1999) and socioeconomic (Alvanides 2004) mismatch between applications and acceptances shaping the inequitable distribution of GEES degree provision. This paper expands on earlier research by Croot & Chalkley (1999), by looking at recent data for a wide range of Geography-related courses at finer levels of geography, while taking into account the socioeconomic background of applicants and geodemographics of their areas. More specifically, the paper reports progress on (i) Constructing a complete dataset of UK applications and acceptances for Geography-related negrees; (ii) Conducting initial analysis on mobility of undergraduate applicants by type of degree and socioeconomic background at regional and sub-regional level. The authors will welcome comparisons with other european countries. Key words: Geography, undergraduate, mobility, widening participation, socioeconomic background
E-Learning and E-teaching: an opportunity to match different learning and teaching styles Toppen, F.J. University of Utrecht, Faculty of Geosciences, Department of Geography and Planning, p.O.Box 80.115, 3508 TC Utrecht, The Netherlands f.toppen@geo.uu.nl Abstract Distant education is often presented as a solution to serve specific target groups, like professionals or to serve a dispersed (student) community. Two issues are often neglected: learning and teaching styles. Most E-learning courses expect that all students will be able to participate in such a course. There is hardly any vision about the extent to which the student is able to “learn” in an e-learning environment. Does this environment suit his needs or his possibilities? The second aspect is that most often teaching in an e-learning course is taken for granted. Problems are often classified as technical and not as a shortcoming of the teachers involved. As both students and teachers are often new to an e-learning environment, frustrations are not rare and thus student evaluations tend to be rather negative and/or teachers are showing a declining interest. The paper will focus on these problems, but will also pay attention to the challenge that e-learning can offer. Because of its flexibility, elearning should allow for individual teaching styles, perhaps even more than traditional classroom teaching. And also, e-teaching should allow that within a course, different teaching strategies can be explored. In the paper, some theoretical aspects regarding e-learning, learning and teaching styles will be explored and empirical illustrations will be presented from an e-learning course on geographic information management and application (GIMA). Keywords: e-learning, teaching and learning styles, GIS
Geographical education in shaping regional identity of children. Joanna Szczęsna and Paweł Wojtanowicz Abstract: The article treats of the role played by school geography in shaping emotional relations and sense of identity with their place of residence in children. The paper exposes the function of education in developing such relations at primary school level. It shows how through the „Sciences” subject, implementing geographical contents concerning the economic and cultural environments of their own region, students can be made aware of their relations with the region.
THE POSITION OF GEOGRAPHERS IN THE MARKETPLACE OF CASTILE AND LEÓN (SPAIN) Jose Somoza Medina Departamento de Geografía. Universidad de León. 24071 León (Spain) somoza@unileon.es Abstract Until few years ago, the geographer in Spain as in other European countries, had just one job option, to be a teacher in a primary, secondary or university classroom. Then, Geography was a compulsory subject in High school and year by year an important number of new teachers begun their professional life in some place across Spain. Nevertheless, since the nineties some changes have altered this situation. The possibilities to become a secondary teacher have decreased because Geography is not compulsory for the four different types of secondary studies and because the number of classrooms have also decreased.
At the same time, some geographers begun to work with interdisciplinary teams in regional and urban planning, environmental issues, local and rural development, transport, and in the different levels of governance (specially in some autonomous governments) opening new chances to be employed as a professional. In fact, nowadays our students won‟t work in High schools as teachers, they want to look for their position in the professional marketplace. The main problem is that the market don‟t know us, and also professors in Universities teach still how to be a secondary teacher, not a professional geographer. In this paper, I have tried to analyse the professional market in Castile and León trough a significant number of questionnaires filled by architects, engineers and economists in charge of spatial consultancies, asking for the “visibility” of geographers. Keywords: Professional geographer, private sector, job options, Castile and León services market
HERODOT Connected Drs Harry Rogge MA1, Karl Donert2 1 Royal Dutch Geographical Society, P.O. Box 80123, 3508 TC Utrecht. The Netherlands 2 Karl Donert-Liverpool Hope University College *Corresponding author: hrogge@wanadoo.nl Abstract: Herodot Connected will present the outcome of a large survey undertaken in May 2005 among all Herodot members. This survey, that is targeted on academic staff, will focus on the use of computers in enhancing Learning and Teaching Geography in Higher Education. The results can give directions in redesigning learning in Higher Education to meet present and future needs in the use of computers. The survey is a sequel of the preliminary one held in Spring 2004 and presented at the Herodot Conference in Cyprus May 2004. Next to quantitative data the outcome might result in valuable resources to be used in Higher Education like websites, software and teaching programs. Key words Geography, HERODOT, GIS, tools, methods of teaching and learning, university, school
Training of geography teachers in Poland in relation to changes in school education Jolanta Rodzoś and Przemysław Charzyński Abstract The paper shows changes in training of geography teachers that have been occurring in Poland since the late 1900s. Analyzed were 11 curricula of schools of higher education, with particular regard to their quality. Teacher training is examined in the aspect of: - contemporary conception of school education - social-economic situation - formal requirements of Ministry of Education. The article also contains postulates of further modernization in teachers education, concerning both merits and pedagogy.
Interdisciplinary pathways: gains and losses Paweł Pytka and Artur Religa Abstract The paper presents an assessment of interdisciplinary pathways in Polish schools. In the first part, theoretical foundations of such of classes are presented, as well as models of their implementation. In the second part, based on a survey conducted in schools of the Lublin province, an analysis of the factual situation is made. Presented in detail are three pathways whose realization involves geographers, i.e. ecological pathway, regional pathway, and European pathway. The ways of organizing such classes are discussed and evaluated. The final result is a list of advantages of interdisciplinary pathways, as well as their minuses resulting from objective factors and from lack of understanding of the idea.
Getting Geography Students Involved in European Integration Rob van der Vaart, Tine Béneker, Leo Paul Department of Human Geography and Planning, Faculty of Geosciences, Utrecht University, The Netherlands, PO Box 80115, 3508 TC Utrecht Corresponding author: r.vandervaart@geog.uu.nl Abstract: Many geographers who teach about Europe in secondary or higher education do not bridge the gap between „geographies of Europe‟ and the political process of European integration. As European citizens, our students should be given the opportunity to relate the European political process and their opinion about this process to what they learn about „geographies of Europe‟. This article will discuss the experiences in our Utrecht European Integration course, where students apply geographical knowledge and understanding in a European Parliament simulation game about real issues on the European political agenda. Key words Geography, European integration, European education, university
The place and role of cultural education in Polish geography Danuta Piróg Pedagogical Academy in Kraków Faculty of geography, Didactics of geography Corresponding author: dbutryn@ap.krakow.pl Abstract: Political, social and cultural changes in Poland and whole Europe are strong impulses for new research in didactics of geography. One of the most important targets of these research is an education for international dialog and peace. Integration and globalisation processes create new spheres in relations among people from different countries, regions etc. According to the literature geography as the science and as the school subject has an enormous opportunity to be a bridge over these differences. Didactics of geography should focus on building a structure of themes, targets and skills for modern school geography. “Modern geography” means useful geography in all stages of teaching. In the article the author is going to show how cultural and culture education should be now one of the most effective way for building tolerance, cooperation and improving the position of geography in Polish school system.
Italian geographers for intercultural education Peris Persi1, Erika Roccato2 1 Institute of Geography, via Saffi, 15, 61029,Urbino University, Italy 2 Institute of Geography, via Saffi, 15, 61029,Urbino University, Italy Abstract: Italian geographers have long been interested in migration issues, with their main focus being traditionally on quantitative and distributive aspects. Since the 1970s, they took up an interest in more specific issues, such as gender migration and, since the 1990s, integration. The increasingly remarkable presence of ethnic minorities in Italy has changed the ratio and relationship between migrants and locals, as can be most easily appreciable in schools. This has unchained problems related to integration and exclusion, with special vigour in large urban centres, where extremisms are more manifest. Geographers have become aware of this, and of the role the discipline can have in promoting the development of a intercultural society. Thanks to its educational vocation, geography can teach that there is equity among all regions in terms of rights, in spite of the undeniable environmental and cultural differences. More and more often geographers have presented papers or promoted specific conferences on this topic. Intercultural issues are being recognised as the only way forward for the social, economic and cultural development of the country. Key words: Italian geographers, geographical education, migration, intercultural problems.
A pupils’ approach of a judicial conflict between Rivers and Humans Nikos Lambrinos Assistant Professor School of Education, Dept. of Primary Education, Aristotle University of Thessaloniki, Greece, GR-54124 Email: labrinos@eled.auth.gr Abstract This paper presents the idea, the steps, the materialization and the results of a primary school project. The project was based on the personification of a river which complained to the humans for the way they treated its water and basin and finally had to prosecute in court the humans. Because of the seriousness of the charges the court was consisted of a “public prosecutor” (sixth form pupils of the 1 st pilot primary school) a “counsel for the defence” (sixth form pupils of the 2nd pilot primary school) and the “jury” (sixth form pupils of the 3 rd pilot primary school). Then, the pupils were asked to gather evidence from books, newspapers and the Internet to support the rivers (pupils from the first primary school) and humans (pupils from the second primary school). The evidence were based on environmental issues, recreation, emergency (like fire), agricultural needs etc. The trial lasted three hours. All pupils followed the rules like being in a real court, providing evidence for the support of their “client” (the river or the humans) and the “jury” were taking notes on the evidence. Finally, the “jury” announced their decision and the “judge” sentenced the humans. The project and the followed procedure showed that the pupils respond better whenever the teacher gives them the chance to get an active role and simulate real life while learning. Many pupils acted like real lawyers and searched intensively for information in order to support their ideas.