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preparation and to some extent, teacher training with its new structure will have todo the same.Some consequences of the two-cycle system affecting the geography teaching inthe primary and secondary educationStarting the new undergraduate level of the higher education in 2006 does not onlyreform the university-college education and establishes a uniform framework forthem, but it also affects the two main participants of secondary education (teachersand students) and the consequences to the curriculum of primary and secondaryschools that are worth discussing can be determined, as well. Experienced andcompetent teachers certainly will be able to suggest relevant methods to teach thelatter one.Discussing the curriculum requires slightly different approach. This impulse willbe provided to the participants included in the teacher training, as well. It is a bit moredifficult in cases such as Physics where it is clear what natural law in what contextshould be taught in order that a complex picture and a utilizable knowledge shallemerge in the students. In case of Geography, there are no natural laws, there are onlyprocedures proceeding statistically. There is a great lack of the analysis thereof or ofdiscussion, however, the main problem concerns the competences that can be appliedalso in practice. If Geography cannot demonstrate this and it remains a basicallydescriptive subject, it cannot count on the great support of society. Certainly, manypeople say that relationships cannot be analysed without information. This mightbe true, but we do not think that the key to practical knowledge is only this. If oneobtains more information regarding the geography of Brazil, it does not necessarilyhelp people handle the natural and social questions easier. In accordance with ourmodern age, one shall reply to practical questions with competent answers.168
Evaluation, assessment and geographical educationFinn MøllerUniversity College of West Jutland, Skolebakken 171, 6705 Esbjerg, Denmarke-mail: Finn.Moeller@cvu-vest.dkAbstractWithin the last ten years various Danish politicians have been focusing on the use of evaluationand assessment as tools to increase the general quality of education in the Danish primaryand lower secondary school, including Geography education. This article describes the actualsituation regarding Geography education in state schools in Denmark and offers recommendationsas to how Geography teachers may address the self-evaluation of their own teachingand assessments of students’ learning. Furthermore, the article will include reflections on howteacher education and in-service training can contribute to qualifying this effort.Key words: evaluation, assessment, geographical education, school geography, lowersecondary School, in-service training, DenmarkIntroductionDanish school geography these years is in a position of uncertainty as a consequenceof a present debate on the quality of education in the Danish primary and lowersecondary education. On one hand it is generally acknowledged that schools needto focus on and improve the quality of science education, because internationalsurveys demonstrate that the level of Danish students’ scientific literacy is too lowcompared with students’ results in other countries. Different initiatives have beentaken over the last couple of years to change this situation. National standards inevery subject have been made, and the number of examinations increased. On theother hand, it seems to have been a shock for some politicians to realize that youngpeople in Denmark in fact do have very little geographical knowledge. During someyears now school geography has been a low status subject in Danish schools and thatmay be the explanation for this present situation.There has not been a tradition in Danish schools for using systematic evaluationand assessment for many years. Assessing and judging the results of the educationand the students’ learning and knowledge has been handed over to the teachers, whothemselves have had to make the decisions of how this had to be done. This situationis currently under change. Teachers now are being instructed to assess relatedto the national standards.Evaluation and assessment in school geography: the situation of todayIn the ‘Act on the Folkeskole’ (the Danish Primary and Lower Secondary School)the use and function of assessment is being described this way: “As part of theteaching, there shall be a regular assessment of the pupils’ benefit from the teaching.169
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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
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equirements. In the faculties of Ar
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Even though this only is a short an
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Background of international student
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students in their language skills.
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International collaboration in dist
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Designing and teaching the distance
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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 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 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
Page 200 and 201: It is expected that the more active
Page 202 and 203: An evaluation of geographyand geogr
Page 204 and 205: The problems of geography and geogr
Page 206 and 207: Europe in geographical education -
Page 208 and 209: Then these results were compared to
Page 210 and 211: Figure 9. Countries mentioned by th
Page 212 and 213: Internationalizing geography in hig
Page 214 and 215: nationalize their undergraduate and
Page 216 and 217: 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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