- 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 and 10: Artur ReligaDepartment of Geography
- Page 11 and 12: Contents1. Exciting Geography......
- Page 13: Barbara Katharina Mayerhofer, Teach
- Page 18 and 19: Exciting geography! What does this
- Page 20 and 21: mistakes and obstacles to learning.
- Page 22 and 23: 22The use of ICT in Geography depar
- Page 24 and 25: support of student-centred learning
- Page 26 and 27: generating activities, which includ
- Page 28 and 29: teaching needs in terms of CPD. So,
- Page 30 and 31: References1. BLAKE C. T., DAVIES C.
- Page 32 and 33: Primary Childrens’ Understanding
- Page 34 and 35: natural boulders and concrete were
- Page 36 and 37: Environmental perceptionPalmberg an
- Page 38 and 39: 6. NUNDY S. 1999. ‘The fieldwork
- Page 40 and 41: Computer literacy can be considered
- Page 42 and 43: • Analysis of the issue - a lands
- Page 44 and 45: Fieldwork in forest areasIn the Cze
- Page 46 and 47: maps for colour childrens´mappingo
- Page 48 and 49: A pupils’ approach to a judicial
- Page 50 and 51: The teams had three months to gathe
- Page 52 and 53: Observation and presentation of phe
- Page 54 and 55: EndingThis part aims at formulating
- Page 56 and 57: Studies have shown that the aforeme
- Page 58 and 59: Constructing the world through the
- Page 60 and 61: active engagement in curriculum dev
- Page 62 and 63: prescription. Interviews showed tha
- Page 64 and 65:
5. JACKSON P. 1989. Maps of Meaning
- Page 66 and 67:
scientific disciplines were present
- Page 68 and 69:
5. The principle of usefulness has
- Page 70 and 71:
6. An important issue in the curric
- Page 72 and 73:
Interdisciplinary pathways: gains a
- Page 74 and 75:
Figure 2. Multi-subject model of or
- Page 76 and 77:
of the contents they teach, partici
- Page 78 and 79:
errors may have a negative impact o
- Page 80 and 81:
students in mathematics and science
- Page 82 and 83:
Table 1. Differences in estimation
- Page 84 and 85:
GIS-Use in Geography Lessons at Sch
- Page 86 and 87:
“Introduction to Map Use” cours
- Page 88 and 89:
The road ahead: Mobile Learning wit
- Page 90 and 91:
In the educational field it is know
- Page 92 and 93:
Table 1. NDVI-classes and their cor
- Page 94 and 95:
e shown how new information can be
- Page 97 and 98:
Developing Undergraduate GIS Study
- Page 99 and 100:
y Wiley (McDonnell and Kemp, 19995)
- Page 101 and 102:
3. HEYWOOD I., CORNELIUS S., CARTER
- Page 103 and 104:
also economic reasons, although the
- Page 105 and 106:
terms of competences, they define w
- Page 107 and 108:
The added value of international st
- Page 109 and 110:
Methods & Techniques for Internatio
- Page 111 and 112:
DiscussionIn spite of all sorts of
- Page 113 and 114:
Geography in Klaipeda University. T
- Page 115 and 116:
The learning processThe learning sy
- Page 117 and 118:
The Role of the Geography Teachers
- Page 119 and 120:
aphy teachers who are GTA members.
- Page 121 and 122:
References1. ADEY P. 2004. The Prof
- Page 123 and 124:
the end of the 1980s are represente
- Page 125 and 126:
Figure 2. Drawing for the number 3
- Page 127 and 128:
The place of Geoinformation technol
- Page 129 and 130:
• The group of countries with a s
- Page 131 and 132:
ConclusionWith the topics developed
- Page 133 and 134:
Challenges facing geography in Sout
- Page 135 and 136:
Research and PublicationsSoutheast
- Page 137 and 138:
The status of geography in Norway;
- Page 139 and 140:
the resources to develop such studi
- Page 141 and 142:
esult is that geography has a dubio
- Page 143 and 144:
geographical societies if geography
- Page 145 and 146:
them that eventually choose to stud
- Page 147 and 148:
projects are running and in the bes
- Page 149 and 150:
A variety of methods are necessary
- Page 151 and 152:
Primary and Secondary Educators’
- Page 153 and 154:
The interesting thing, however, reg
- Page 155 and 156:
ProposalsFrom the results reported
- Page 157 and 158:
Geographical studies at the faculty
- Page 159 and 160:
explained due to the particularly l
- Page 161 and 162:
New Training Structure in Geography
- Page 163 and 164:
6. These concerns and uncertain out
- Page 165 and 166:
the two majors will be balanced at
- Page 167 and 168:
the research stream, students are p
- Page 169 and 170:
Evaluation, assessment and geograph
- Page 171 and 172:
evaluation is done it normally invo
- Page 173 and 174:
such as for example politicians and
- Page 175 and 176:
Climatology, and Biogeography, to i
- Page 177 and 178:
además, supone el goce capaz de as
- Page 179 and 180:
“La especificidad, la importancia
- Page 181 and 182:
ecognition of the location and exte
- Page 183 and 184:
A multilevel approach to profession
- Page 185 and 186:
ments used, at the various levels,
- Page 187 and 188:
profit if the course was shorter. S
- Page 189 and 190:
esult of European integration Table
- Page 191 and 192:
cally and problematically. If geogr
- Page 193 and 194:
1. The teacher’s role expands to
- Page 195 and 196:
The Evolution of a European Student
- Page 197 and 198:
to entities with only one active in
- Page 199 and 200:
Figure 3. BoE years per entity and
- Page 201 and 202:
Amsterdam and Ljubljana are the cur
- Page 203 and 204:
physical geographers and this resul
- Page 205 and 206:
7 University of Canakkale 18 Mart F
- Page 207 and 208:
• Which countries are for example
- Page 209 and 210:
orientated themselves on “normal
- Page 211 and 212:
In contrast to this, only less than
- Page 213 and 214:
a number of projects designed to pr
- Page 215 and 216:
1997; Johnson, Johnson, and Smith 1
- Page 217 and 218:
8. HAYDEN M., AND THOMPSON J., 1995
- Page 219 and 220:
Degrees in Geography can be studied
- Page 221 and 222:
in regional development did notincl
- Page 223 and 224:
To have and to have not. Some quest
- Page 225 and 226:
and Humanities. Five of the teacher
- Page 227 and 228:
the coordinate “space” to the c
- Page 229 and 230:
PART THREEIntercultural Aspectsin G
- Page 231 and 232:
Approach, scope and course structur
- Page 233 and 234:
“instability”, “inequality”
- Page 235 and 236:
In short, we need to leave behind u
- Page 237 and 238:
(2003). Ma (1994) considers these B
- Page 239 and 240:
) Team-Working IssuesIntercultural
- Page 241 and 242:
Geography teaching and European cit
- Page 243 and 244:
Table 1. The place of Europe in his
- Page 245 and 246:
The countries are well defined, how
- Page 247 and 248:
Teaching Geography in English at Au
- Page 249 and 250:
Additional Value - Intercultural Co
- Page 251 and 252:
13. SCHMIDT-WULFFEN W. 1999. Schül
- Page 253 and 254:
line of Europe is due to Vassili Ta
- Page 255 and 256:
orders of the European Union there
- Page 257 and 258:
use, in business, the customer’s
- Page 259 and 260:
the new contexts by creating highly
- Page 261 and 262:
sity of Urbino, was divided into th
- Page 263 and 264:
Geographical education vs. cultural
- Page 265 and 266:
education progresses from the initi
- Page 267 and 268:
It is difficult to avoid tensions a
- Page 269 and 270:
Developing global citizenship throu
- Page 271 and 272:
An important template was provided
- Page 273 and 274:
• To increase our knowledge and u
- Page 275 and 276:
6. GRUNSELL A. 2002. Inescapable Is
- Page 277 and 278:
farthest corners of the earth, seek
- Page 279 and 280:
pupil. This is implied by the entri
- Page 281 and 282:
special care dedicated to the selec
- Page 283 and 284:
Getting geography students involved
- Page 285 and 286:
y the students individually - that
- Page 287 and 288:
The Role of International Staff and
- Page 289 and 290:
facilitated the introduction of int
- Page 291 and 292:
6. SHEPHERD I.D.H., MONK J.J., FORT
- Page 293 and 294:
The dominance of English as an inte
- Page 295 and 296:
In sharp contrast, the learning of
- Page 297 and 298:
ial boards and refereeing systems.
- Page 299 and 300:
PART FOURGLOBALAND ENVINRONMENTALGE
- Page 301 and 302:
“non-objectifiable reality” (Ka
- Page 303 and 304:
ased on a natural curve rather than
- Page 305 and 306:
The contribution of Geography teach
- Page 307 and 308:
Sterling (2002) implies: “this ki
- Page 309 and 310:
decision-making process need to be
- Page 311 and 312:
• information sources, geographic
- Page 313 and 314:
9. HICKS D. 2002. Envisioning a bet
- Page 315 and 316:
• sustainable development as a lo
- Page 317 and 318:
understand and compare traditional
- Page 319 and 320:
3. BERTONCIN M., SISTU G. (eds.) 20
- Page 321 and 322:
In relation to the environment, the
- Page 323 and 324:
The main subject topics of the Mast
- Page 325 and 326:
Resources and monitoring of theocea
- Page 327 and 328:
Conference Changing Horizons in Geo