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• A statistically significant difference between secondary and high school teachersin terms of their enjoyment in teaching geography. Both groups do not seem toenjoy teaching this subject (52,3% vs 35% respectively). The reasons they providefor their negative attitude towards teaching geography are: it is not their area ofexpertise (high school teachers 27,58%) or they are not properly trained (primaryteachers 13,50%), there is a lack of appropriate educational material (15,20% and23,50% respectively) and, of course, there are no appropriate books facilitatingthe teaching of geography (12.9% and 10% respectively). A considerable numberof educators state that they have a negative attitude towards geography becauseof their bad experience as students.• The majority of primary teachers (47,8%) state that they prefer teaching othersubjects such as history, grammar, arts, math and science. The same is true forthe high school teachers who regardless of their area of expertise state that theyprefer teaching other subjects.• In terms of high school teachers all specialties, regardless of sex, they preferteaching other subjects as a first or second preference; even geologists, for whomgeography is their primary assignment, rank geography 5 th or 6 th in their preferences,placing physics and chemistry at the top.• It is rather impressive that 65% of all high schools teachers place geography afterthe 5 th place in their order of preference.• Finally, the majority of educators, both primary and high school teachers (74,8%and 72,5% respectively), feel that they do not teach geography properly and thereasons they provide are: there is a lack of teaching materials, they do not havetime to prepare according to the new curricula requirements and they have notreceived further specialization or appropriate training.The fourth section refers to the relationship educators had as students with theparticular subject. The majority of primary and high school teachers (49,1% and70% respectively) stated that they did not like geography even when they werestudents, because their teachers demanded simple memorising and did not teachit properly. It is worth mentioning that the majority of all educators stated thatthey recall the following in terms of their geography teachers: they were puttingemphasis on remembering facts and drawing maps, they were taught the subjectby non-specialist teachers and geography was considered as a secondary subject.A significant percentage of them (17,4%) stated that “it feels as if I haven’t been taughtgeography at all”. As a result it was revealed that a strong correlation exists (one-wayANOVA) between the teachers stating they dislike geography and those who hada bad experience with geography as students. The same type of analysis (one-wayANOVA), however, identified statistically significant differences between primaryand high school teachers concerning their attitude towards their teaching preference.Primary teachers display a more positive attitude than high school teachers. Finally,the analysis showed that there are no statistically significant differences between menand women in terms of their attitude towards geography.154
ProposalsFrom the results reported here and those that were omitted due to lack of space thefollowing proposals can be made regarding the teaching of Geography in Greece:• Curriculum changes and introduction of new textbooks and materials shouldfollow the appropriate training of educators.• Geography should be taught in all pedagogical departments as a cognitive subjectincluding geography teaching techniques and methods.• There is a need to redefine the position and significance of Geography within theGreek educational system.References1. GALANI L., KATSAROS G., KATSIKIS A., TSOUNAKOS Th. 2000. LearningGreece, Textbook 5 th grade, Athens, Organisation for the Publication of EducationalBooks (OEDB), (in Greek).2. KARAMBATSA A., KLONARI A., KOUTSOPOULOS K., TSOUNAKOS Th. 1997.Geography Textbook 7 th grade, Athens, Organisation for the Publication of EducationalBooks, (in Greek).3. KARAMBATSA A., KLONARI A., KOUTSOPOULOS K., TSOUNAKOS, Th. 1998.Geography Textbook 8 th grade, Athens, Organisation for the Publication of EducationalBooks (in Greek).4. ANAGNOSTOPOULOS E., KLONARI A., PIGAKI M., TSOUNAKOS Th. 2001.Educational Material on Teaching of Geography, Athens, Pedagogical Institute, (inGreek).5. KLONARI A., KARANIKAS G. 2004. “Comparison of exam questions for the subjectof 1 st grade gymnasium Geography at the June exams of 1999 and 2003”. 10 th PanhellenicPhysics Convention, F., Volume A, Education and Teaching of Physics, Loutraki January29 th – February 1 st 2004, pp. 159−162 (in Greek).6. LUMPE T. A., HANEY J. J., CZERNIAK M. CH. 2000. “Assessing Teachers’ Beliefsabout their Science Teaching”, Context 37, 3, pp. 275−292.7. CHALKIA KR. 1999. “Attitudes of Greek Educators of Primary and Secondary Educationas a first teaching of the Subject of Physics”, (Methodology of construction of theequivalent tool for attitude measurement), Modern Education, 106, pp. 47−56.155
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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
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Some textbooks also provide self-le
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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
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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
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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 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
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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
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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Page 202 and 203: 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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