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4. Ministry of Education. 1999. The information strategy for education and research2000−2004. Helsinki: Ministry of Education.5. Ministry of Education. 2004. Information Society Programme for Education, Trainingand Research 2004−2006. Publications of the Ministry of Education, Finland 2004:14.Available: http://www.minedu.fi/julkaisut/koulutus/2004/opm14/opm14.pdf (30 th April2005)6. NIEMI H. 2003. Towards a learning society in Finland: information and communicationstechnology in teacher education. Technology, Pedagogy & Education 12(1), 8 ~ 5103.7. Opetushallitus. 2003. Lukion opetussuunnitelman perusteet 2003. Nuorille tarkoitetunlukiokoulutuksen oeptussuunnitelman perusteet. (National Core Curriculum for UpperSecondary Schools 2003. National Core Curriculum for General Upper SecondaryEducation Intended for Young People.) Vammala: Vammalan kirjapaino. 14 ~ 0142.8. SINKO M., LEHTINEN E. 1999. The challenges of ICT in Finnish education. Juva:WSOY.150
Primary and Secondary Educators’ Attitudes on SchoolGeographyAikaterini Klonari 1 , Kostis C. Koutsopoulos 21Department of Geography University of the Aegean, University Hill, 81100,Mytilene, Lesvos, Greecee-mail: aklonari@geo-aegean.gr2National Technical University of Athens, Department of Geography andRegional Planning, Zographou Campus, 15780, Athens, Greecee-mail: koutsop@survey.ntua.grAbstractThis research is an attempt in investigating the attitudes of primary and secondaryteachers on teaching geography at primary and secondary schools. A written questionnairewas filled by 155 primary and 80 secondary teachers who were participatingin a continuing education program at the University of Athens. The analysis of thequestionnaires has shown that although all the educators accept that Geographyis a useful subject and that it should be taught at schools, nevertheless 48% of theprimary school teachers and 65% of the secondary report that they don’t like thesubject of geography; they don’t want to teach it and they would prefer to teach othersubjects instead. The teachers stated that negative attitudes towards the subject aredue to: a) their insufficient knowledge (they haven’t been taught at all or they havebeen taught the subject insufficiently at the University), b) their bad experience asstudents themselves (memorization, irrelevant educators etc.), c) the lack of suitableteaching material which could make the subject attractive and d) the lack of time forthe preparation of the subject according to the demands of the “new Curricula”.Key words: Geography, Primary and Secondary Education, Teachers’ AttitudesIntroductionIn recent years in Greece, significant attempts have been made towards the improvementand modernization of the geographical knowledge provided at schools, bymeans of new geography curricula (Government Gazette Issue [GGI]: 241/1996,335/2000, 1375/2001, 364/2003), new school textbooks (Galani et al., 2002; Karambatsaet al., 1997; Karambatsa et al., 1998), creation of new supporting material(Anagnostopoulos et al.,2001) educational software and, finally, training seminarsfor geography teachers. Despite all these efforts, however, the improvement of Geography’simage as well as changes in teaching this subject at schools has barely takenplace, if at all (Klonari and Karanikas, 2004).The literature in general (Lumpe et al., 2000) as well as experience in Greece(Chalkia, 1999) has shown that the present state of teaching Geography in Greek151
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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
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• Pathways signal important tasks
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Geography competitions as stimuli f
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Figure 1. Changes in the structure
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Challenges for the futureNowadays t
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A perspective from the United State
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The process of GIS inquiry - Thinki
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Remote Sensing in Geography Educati
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IntroductionThe Democratic Republic
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images visualise the “tree vegeta
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PART TWOProfessional Developmentand
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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
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Page 108 and 109: Background of international student
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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 128 and 129: to gather process and store spatial
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 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
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Page 166 and 167: can convene. Details of these modul
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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
Page 178 and 179: we wished, of course we have obtain
Page 180 and 181: Why Managers from Multinational Com
Page 182 and 183: able to have training in different
Page 184 and 185: ContextUtrecht University is a larg
Page 186 and 187: Typical is the very open atmosphere
Page 188 and 189: Times of Change for Geography Educa
Page 190 and 191: where it is divided into specific b
Page 192 and 193: • traditional versus progressive
Page 194 and 195: on European Dimension of Teaching g
Page 196 and 197: With the ongoing development of tel
Page 198 and 199: 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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