Changing Horizons in Geography Education - HERODOT Network ...

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Michael SolemAssociation of American GeographersWashington D.C., USAmsolem@aag.orgJose Somoza MedinaGeography DepartmentUniversity of LeonLeon, Spainsomoza@unileon.esJoanna SzczęsnaDepartament of Geography EducationMaria Curie-Sklodowska UniversityLublin, Polandjoannaszczesna@tlen.plTatjana Resnik PlanincDepartment of Geography,Faculty of ArtsUniversity of LjubljanaLjubljana, Sloveniatatjana.resnik-planinc@guest.arnes.siLuis Ulloa-GuitiánUniversity of Santiago de Compostela.IDEGAGalicia, Spainabalargaliza@yahoo.esRob Van der VaartDepartment of Human Geography andPlanning,Faculty of Geographical SciencesUtrecht UniversityUtrecht, The Netherlandsr.vandervaart@geog.uu.nlMaria VillanuevaFaculty of Education.Universitat Autonoma de BarcelonaBarcelona. SpainMaria.Villanueva@uab.esAnne WheelerSchool of Applied SciencesUniversity of WolverhamptonWolverhampton,UKanne.wheeler@wlv.ac.ukMark WiseSchool of GeographyUniversity of PlymouthPlymouth, UKmwise@plymouth.ac.ukPaweł WojtanowiczDepartament of Geography EducationMaria Curie-Sklodowska UniversityLublin, Polandpwojtan@biotop.umcs.lublin.plDaniela ZlatunovaDepartment of Climatology, Hydrologyand Geomorphology,Faculty of Geology and GeographyUniversity of Sofia “St. Kliment Ohridski”Sofia, BulgariaLieselot VandenhouteKATHO department RENOTorhout, BelgiumLieselot.Vandenhoute@katho.be10
Contents1. Exciting Geography..........................................................................................15Herculano Cachinho, How to design and implement excitinggeographical learning experiences in the classrom.........................................17Karl Donert, The use of ICT in Geography departments in Europeanhigher education...............................................................................................22John Halocha, Primary Childrens’ Understanding of FieldworkExperiences......................................................................................................32Vladimir Herber, Multimedia learning of geographical subjects..................39Jaromír Kolejka, Eduard Hofmann, Geographical fieldwork in forests.......43Nikos Lambrinos, A pupils’ approach to a judicial conflict betweenrivers and humans............................................................................................48Iwona Piotrowska, Observation and presentation of phenomenain Geography Education...................................................................................52Margaret Roberts, Constructing the world through the curriculum.............58Jolanta Rodzoś, Przemysław Charzyński, Training geography teachersin Poland with regard to changes in school education.....................................65Jolanta Rodzoo, Paweł Pytka, Artur Religa, Interdisciplinary pathways:gains and losses................................................................................................72Jüri Roosaare Ülle Liiber, Geography competitions as stimulifor advanced students.......................................................................................79Yvonne Schleicher, Mark Lawrence, GIS-Use in Geography Lessonsat Schools, Colleges and Universities – Innovation and Challenge................ 84Lieselot Vandenhoute, Remote Sensing in Geography Education,illustrated by a vegetation dynamics study (Kikwit region,Democratic Republic of Congo).......................................................................892. Professional Development and Geography .....................................................95Maria Attard, Developing Undergraduate GIS Study-units– The Experience of Malta...............................................................................97Theresa Barata Salgueiro, Geography programs and Bologna..................102Tine Béneker, Leo Paul, Rob van der Vaart, The added valueof international students groups in geography classrooms............................107Donatas Burneika, International collaboration in distance educationfor geography students – experience of Vilnius University...........................112Moira Buttigieg, The Role of the Geography Teachers’ Association(Malta) in the Professional Development of Teachers................................... 117Xosé Constenla-Vega, Miguel Pazos-Otón, Xosé Manuel Santos-Solla,Luis M a Ulloa-Guitián, Networking and social diffusion of CriticalGeography in Galicia (Spain): The “Abalar” Project.....................................122Stelian Dimitrov, Anton Popov, The place of Geoinformationtechnologies in the education and professional developmentof European geographers...............................................................................12711
Page 3 and 4: Changing Horizons inGeography Educa
Page 5 and 6: ContributorsAnouk AdangFaculty of G
Page 7 and 8: Margaret C. KeaneSt Mary’s Univer
Page 9: Artur ReligaDepartment of Geography
Page 13: Barbara Katharina Mayerhofer, Teach
Page 17 and 18: How to design and implement excitin
Page 19 and 20: only increase their motivation to l
Page 21 and 22: Ministry of Education. Having in mi
Page 23 and 24: eEurope and the Bologna agendaIn hi
Page 25 and 26: The main learning approachesencoura
Page 27 and 28: as a vibrant exciting subject at un
Page 29 and 30: include ICT as part of the educatio
Page 31 and 32: 19. RICHARDSON J. A. 2001. Collabor
Page 33 and 34: class using identical instructions
Page 35 and 36: ability to hold and move a load is
Page 37 and 38: the range of practical activities.
Page 39 and 40: Multimedia learning of geographical
Page 41 and 42: • an organizer and manager of a l
Page 43 and 44: Geographical fieldwork in forestsJa
Page 45 and 46: One of these field study laboratori
Page 47 and 48: learning“, to develop and then in
Page 49 and 50: egin). It is referred to the inter-
Page 51 and 52: overruled by the judge and some sus
Page 53 and 54: esses or their reciprocal relations
Page 55 and 56: formulated one of key principles in
Page 57 and 58: Dress rehearsalHow should a present
Page 59 and 60: of the world, but multiple maps of
Page 61 and 62:
focused on landscape, climate, popu
Page 63 and 64:
ments in academic geography, could
Page 65 and 66:
Training geography teachers in Pola
Page 67 and 68:
a series of intellectual as well as
Page 69 and 70:
• optional subject (30 hours) use
Page 71 and 72:
of the lower levels of education. H
Page 73 and 74:
• the one-subject model: the cont
Page 75 and 76:
delivery, and the methods of the pa
Page 77 and 78:
• Pathways signal important tasks
Page 79 and 80:
Geography competitions as stimuli f
Page 81 and 82:
Figure 1. Changes in the structure
Page 83 and 84:
Challenges for the futureNowadays t
Page 85 and 86:
A perspective from the United State
Page 87 and 88:
The process of GIS inquiry - Thinki
Page 89 and 90:
Remote Sensing in Geography Educati
Page 91 and 92:
IntroductionThe Democratic Republic
Page 93 and 94:
images visualise the “tree vegeta
Page 95:
PART TWOProfessional Developmentand
Page 98 and 99:
Key elements of an introductory stu
Page 100 and 101:
Some textbooks also provide self-le
Page 102 and 103:
Geography programs and BolognaThere
Page 104 and 105:
equirements. In the faculties of Ar
Page 106 and 107:
Even though this only is a short an
Page 108 and 109:
Background of international student
Page 110 and 111:
students in their language skills.
Page 112 and 113:
International collaboration in dist
Page 114 and 115:
Designing and teaching the distance
Page 116 and 117:
audio lectures - one for presenting
Page 118 and 119:
enrolled in geography courses at po
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development experience. Whilst Craf
Page 122 and 123:
Networking and social diffusion of
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is mistreated, the culture is a-cul
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3. ABALAR. 2004. “Editorial”, i
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to gather process and store spatial
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1. Fundamental to understanding GIS
Page 132 and 133:
The Future of Geography and Geograp
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of geography. In Singapore Social S
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geography should become much more s
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the handful of disciplines that has
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and respected and the institutional
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3. The strength of school and unive
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It is quite clear that Vidal de la
Page 146 and 147:
Effective Practices in Distance Edu
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on to the other satellite school. O
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4. Ministry of Education. 1999. The
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schools is the result of the role e
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• A statistically significant dif
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Charles University geography gradua
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Table 1. First job in studied field
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importance in geography study progr
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The Anglo-Saxon model was collectiv
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academic science. I do believe that
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can convene. Details of these modul
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preparation and to some extent, tea
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The assessment must form the basis
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The teaching shall build on the pup
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The Relationship between Geography
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Geography and Territory Planning ha
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we wished, of course we have obtain
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Why Managers from Multinational Com
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able to have training in different
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ContextUtrecht University is a larg
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Typical is the very open atmosphere
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Times of Change for Geography Educa
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where it is divided into specific b
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• traditional versus progressive
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on European Dimension of Teaching g
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With the ongoing development of tel
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Figure 2. Present at Annual Congres
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It is expected that the more active
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An evaluation of geographyand geogr
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The problems of geography and geogr
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Europe in geographical education -
Page 208 and 209:
Then these results were compared to
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Figure 9. Countries mentioned by th
Page 212 and 213:
Internationalizing geography in hig
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nationalize their undergraduate and
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Groups also focus on international
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The Position of Geography Graduates
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have also affected the number ofGeo
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The majority answered that they wou
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In the Primary school curriculum, G
Page 226 and 227:
the efficacy of the teaching and le
Page 228 and 229:
228
Page 230 and 231:
What Europe do we teach?A view from
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The regional approach is used in on
Page 234 and 235:
The syllabi reflect mainly that the
Page 236 and 237:
Geography Forum: Intercultural Lear
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Was Intercultural Competence promot
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of geographical education in our un
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Higher education (University) as a
Page 244 and 245:
This table shows the importance of
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the studies on what exists, to cons
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248taught in the foreign language e
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as K. De Bot calls it, is a variety
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Do you speak European? or: Why even
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Years’ Religious War in the 17 th
Page 256 and 257:
Why geographers should be able to s
Page 258 and 259:
Intercultural education in Italian
Page 260 and 261:
of geography in the process of inte
Page 262 and 263:
9. BRUSA C., ed. 2002. Processi di
Page 264 and 265:
Nowadays, according to the literatu
Page 266 and 267:
In the gymnasium and in high school
Page 268 and 269:
3. Dziennik Ustaw nr 61 z dnia 19 c
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Crick advocates these principles by
Page 272 and 273:
dropping litter. There is circle ti
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and learning. Kerala is an exporter
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The role of geographical education
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ole: they form attitudes, views, pr
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Field lessons can engage the pupil
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to explore regional issues when tea
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Some backgroundFor a number of year
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issues that will shape the future g
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Geography and Environmental Science
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(2000) cautioned an awareness of cu
Page 292 and 293:
Geography and Languages in Intercul
Page 294 and 295:
Table 1. The most widely taught for
Page 296 and 297:
the whole world will, according to
Page 298 and 299:
References1. CALVET L. J. 2002. Le
Page 300 and 301:
Sustainable development: let geogra
Page 302 and 303:
predecessor “green,” or the pre
Page 304 and 305:
8. GUNN A. S., “Professional Ethi
Page 306 and 307:
Much research in Environmental Educ
Page 308 and 309:
Sustainability, Development and Sec
Page 310 and 311:
includes geography. The context is,
Page 312 and 313:
• protected areas8. Landscape sec
Page 314 and 315:
Developing geographical professiona
Page 316 and 317:
tion contributes to the growth of e
Page 318 and 319:
cooperative learning using as theor
Page 320 and 321:
Studyng climate and water resources
Page 322 and 323:
By signing and ratifying the Kyoto
Page 324 and 325:
and political implications of plann
Page 326 and 327:
8. UNITED NATIONS 1997. Kyoto Proto
Page 328:
Conference Changing Horizons in Geo
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