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to gather process and store spatial data, to support the analysis of this data and togenerate geographical information for different purposesBut if we look deeper, the development of GIS and related GI technologies onlyhappened because of geography. The geography has provided the necessary fundamentalapproaches to gathering geographical data, methods for analyzing the dataand generating geographical information, spatial models etc., and the IT providedthe framework where the geography and geographers could operate more effectively.Of course GIS is not only geography and geographers are not the only competentdevelopers and users, but they should be the most prepared professionals, who canunderstand the complexity of space. That makes geography important for GIS andGIS important for the professional development of the contemporary geographer.On the other hand, the perceptions and the vision about GIS are changing. GIS isnot only an Information System – it is a whole branch of human activities, integratingbusiness and science in one whole. This branch needs different kind of specialists,but geographers could be one of the most valuable, if they have the necessary competencesto work with this technology. And the time and technology are working forour cause. Today GIS is not a new technology for the world – it has entered its fourthdecade. While in the beginning it was very “technical”, now it is more science driven.The contemporary technology is simplifying all the time the “interaction” with thecomputer hardware and software and offering more and more opportunities for theuser to operate with the artificial (digital) geographical environment. This could makethe geographer the “right” constructor and manager of this environment.The place of GI in geography curricula across EuropeTo study the actual statement of GIS in geography programs at the European universities,about 350 geography departments from 32 countries from Eastern and WesternEurope were reviewed. About 230 of those departments (or 65.6 %) recognise GISas main research and teaching area. This is demonstrates that academic geographyin Europe counts GIS as a very important geographic subject. The percentage variesacross the continent, but we can group the countries in following major groups:• Countries with a small number of geography programs, but where all departmentsrecongnise GIS as one of the main research and teaching areas. In that groupare Greece (4 departments), Denmark (3 departments), Estonia (1 department),Serbia and Montenegro (2 departments), Slovak Republic (2 departments), Malta(1 department).• Countries with a big number of geography programs and high percentage ofprograms, where GIS is recognized as one of the major areas. Among thosecountries are UK (from 73 reviewed programs, in 68% GIS is recognized asmajor field), Germany (83 programs; 58%).• Countries with a relatively high number geography programs (more than 10) withhigh percentage of programs, where GIS is recognized as one of the major areas.Most countries are in this group, including the Czech Republic, Netherlands,France, Norway, Spain etc.128
• The group of countries with a small number of programs (less than 10) with highpercentage of GIS – Russia, Slovenia, Croatia, Finland, Romania etc.• The group of countries with a small number of Geography programs with lessthan 50 % of the departments, which are recognizing GIS as major field. Here areBulgaria, Italy, Switzerland etc.• The last group includes the countries, where GIS is still not recognized as majorsubject- Macedonia, Latvia, Albania, Moldova etc.From the above classification we can conclude that GIS is widely recognized asa major teaching and research area in European geography departments. However,if we compare the situation in Europe with this in USA, Europe is still behind theStates. In the reviewed 225 geography programs in USA, about 79 % of them declareGIS to be one of their major teaching and research areas.Do we need a different approach in teaching GI?Teaching GIS is not a simple task. Very often it requires the ability to offer abstractconcepts of digitial representation to students who are sometimes unfamiliar withcomputer science. On the other hand teaching GIS also requires the developmentof relationships between theoretical concepts. These concepts include space, locationanalysis and the spatial models with the capabilities and the features and the“language” of the different software packages. Very often the GIS education is notmore than GIS training, where “point and click” is the leading teaching approach.According to Rhind and Raper (2001) “there seem to be about 2 million GIS usersat present. About 2000 universities run courses on GIS and hundreds of other coursesare run by non-academic organisations, such as software vendors. Those takingthe courses come from a huge variety of backgrounds – environmentalists, peopleworking in local and central government, utility companies, the military and not-forprofitbodies. Yet, despite all this, GIS education and training is astonishingly similarworld-wide and – in our view – is mostly stuck on historical tram lines.” (Rhind andRaper, 2001, GIS: time for rethink, GeoEurope May 2001 10 (5), 47).Therefore the question “Do we need new approaches in teaching GIS?” isbecoming more and more significant. This is because the GIS and GI literacy arenot formed only by technical skills, but demands more than ever before basic spatialculture and understanding. A proper GIS education must place an emphasis on thescientific fundamentals of the technology and on the deployment of concepts andanalytical skills, rather than keyboard commands.When we are answering the question “Do we need a new approach in teachingGIS?”, we must take into account the role, which we think geography plays in GIS– as has already been pointed out, it is only the scientific fundamentals of GIS andthe technology that gives the framework. Despite the fact that, operations in GISappear to be largely technical in nature, one of the most important issues for the GISoperator or user is to be aware of the geographical concepts that inevitably underpinany GIS operation. This is what we believe differentiates GIS education from anyother IT discipline. Based on this, we can propose five basic principles, to expressour vision why the teaching GIS should be changed:129
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Changing Horizons inGeography Educa
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ContributorsAnouk AdangFaculty of G
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Margaret C. KeaneSt Mary’s Univer
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Artur ReligaDepartment of Geography
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Contents1. Exciting Geography......
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Barbara Katharina Mayerhofer, Teach
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How to design and implement excitin
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only increase their motivation to l
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Ministry of Education. Having in mi
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eEurope and the Bologna agendaIn hi
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The main learning approachesencoura
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as a vibrant exciting subject at un
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include ICT as part of the educatio
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19. RICHARDSON J. A. 2001. Collabor
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class using identical instructions
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ability to hold and move a load is
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the range of practical activities.
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Multimedia learning of geographical
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• an organizer and manager of a l
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Geographical fieldwork in forestsJa
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One of these field study laboratori
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learning“, to develop and then in
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egin). It is referred to the inter-
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overruled by the judge and some sus
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esses or their reciprocal relations
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formulated one of key principles in
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Dress rehearsalHow should a present
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of the world, but multiple maps of
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focused on landscape, climate, popu
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ments in academic geography, could
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Training geography teachers in Pola
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a series of intellectual as well as
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• optional subject (30 hours) use
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of the lower levels of education. H
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• the one-subject model: the cont
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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
Page 120 and 121: development experience. Whilst Craf
Page 122 and 123: Networking and social diffusion of
Page 124 and 125: is mistreated, the culture is a-cul
Page 126 and 127: 3. ABALAR. 2004. “Editorial”, i
Page 130 and 131: 1. Fundamental to understanding GIS
Page 132 and 133: The Future of Geography and Geograp
Page 134 and 135: of geography. In Singapore Social S
Page 136 and 137: geography should become much more s
Page 138 and 139: the handful of disciplines that has
Page 140 and 141: and respected and the institutional
Page 142 and 143: 3. The strength of school and unive
Page 144 and 145: It is quite clear that Vidal de la
Page 146 and 147: Effective Practices in Distance Edu
Page 148 and 149: on to the other satellite school. O
Page 150 and 151: 4. Ministry of Education. 1999. The
Page 152 and 153: schools is the result of the role e
Page 154 and 155: • A statistically significant dif
Page 156 and 157: Charles University geography gradua
Page 158 and 159: Table 1. First job in studied field
Page 160 and 161: importance in geography study progr
Page 162 and 163: The Anglo-Saxon model was collectiv
Page 164 and 165: academic science. I do believe that
Page 166 and 167: can convene. Details of these modul
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Page 170 and 171: The assessment must form the basis
Page 172 and 173: The teaching shall build on the pup
Page 174 and 175: The Relationship between Geography
Page 176 and 177: 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 -
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Then these results were compared to
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Figure 9. Countries mentioned by th
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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
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the efficacy of the teaching and le
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228
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What Europe do we teach?A view from
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The regional approach is used in on
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The syllabi reflect mainly that the
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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
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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
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Why geographers should be able to s
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Intercultural education in Italian
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of geography in the process of inte
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9. BRUSA C., ed. 2002. Processi di
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Nowadays, according to the literatu
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In the gymnasium and in high school
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3. Dziennik Ustaw nr 61 z dnia 19 c
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Crick advocates these principles by
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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
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Geography and Languages in Intercul
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Table 1. The most widely taught for
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the whole world will, according to
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References1. CALVET L. J. 2002. Le
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Sustainable development: let geogra
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predecessor “green,” or the pre
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8. GUNN A. S., “Professional Ethi
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Much research in Environmental Educ
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Sustainability, Development and Sec
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includes geography. The context is,
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• protected areas8. Landscape sec
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Developing geographical professiona
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tion contributes to the growth of e
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cooperative learning using as theor
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Studyng climate and water resources
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By signing and ratifying the Kyoto
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and political implications of plann
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8. UNITED NATIONS 1997. Kyoto Proto
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Conference Changing Horizons in Geo
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