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Changing Horizons in Geography Education - HERODOT Network ...

Changing Horizons in Geography Education - HERODOT Network ...

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evaluation is done it normally <strong>in</strong>volves assessment of the fulfilment of educationaims. The reason for assess<strong>in</strong>g students’ fulfilment of learn<strong>in</strong>g aims is expla<strong>in</strong>ed <strong>in</strong>two ways: primarily, the <strong>in</strong>tention is to give the teacher <strong>in</strong>formation about his or herteach<strong>in</strong>g <strong>in</strong> order to be able to develop it over time, secondly, it is to get an overviewof the students’ learn<strong>in</strong>g process and their achievement of knowledge.In the Danish geography curriculum a series of education standards are described.The GeoGlimt survey asked the teachers how much they <strong>in</strong>tegrated these standards<strong>in</strong>to their teach<strong>in</strong>g, with about half of the teachers answer<strong>in</strong>g that they never did.The other respondents reported that they used the standards now and then <strong>in</strong> theirteach<strong>in</strong>g.The methods used for evaluation and assessments are almost unsystematic andbased on <strong>in</strong>formal conversations with the students. Tests are very seldom usedwhether it is for the evaluation of teach<strong>in</strong>g or assessment of learn<strong>in</strong>g. A large majorityof the teachers believed that an obligated summative assessment at the end of thegeography study will raise the quality of the education <strong>in</strong> general and the students’commitment to and <strong>in</strong>terest <strong>in</strong> geography.It is remarkable that <strong>in</strong> spite of the fact that evaluation and assessment are notsystematically carried out there appears to be a common understand<strong>in</strong>g amongstteachers that evaluation and assessment are necessary, important, and useful for thedevelopment of quality of geography education <strong>in</strong> school.The implementation of evaluations and assessments <strong>in</strong> the Danish teach<strong>in</strong>g cultureseem to be difficult because of the teachers’ uncerta<strong>in</strong>ty about do<strong>in</strong>g evaluation andassessment. These problems are primarily caused by the fact they have never beentra<strong>in</strong>ed to evaluate and assess and therefore do not know technically what to do. Theteachers themselves say they need help and support if evaluation and assessment isto become an <strong>in</strong>tegrated part of their professional work.<strong>Geography</strong>: the substance of evaluation and assessmentSchool geography seems to have a low status <strong>in</strong> many countries all over Europe theseyears, and this is also the case <strong>in</strong> Denmark. That is a problem for the subject itselfand for geographers and others. In particular, those who f<strong>in</strong>d geography of greatvalue as a contribution to children’s’ and young people’s development as democratic,responsible, car<strong>in</strong>g, and well <strong>in</strong>formed citizens <strong>in</strong> the local, national, and globalworld are troubled by this.In addition to this, it is difficult for teachers and others to decide the essence <strong>in</strong>geography, when low status leads to low levels of knowledge about school geography.Know<strong>in</strong>g what geography is and is not, and what is of importance, is necessary ifyou’re teach<strong>in</strong>g this subject. This fundamental understand<strong>in</strong>g of geography will bean <strong>in</strong>itial requirement needed to deal with evaluation and assessment of the subject.Today the aim of geography education is described this way:“It shall be the aim of the teach<strong>in</strong>g <strong>in</strong> the subject of <strong>Geography</strong> that the pupilsacquire knowledge about and an understand<strong>in</strong>g of the natural and cultural prerequisitesfor the conditions of life <strong>in</strong> Denmark and <strong>in</strong> other countries as well as ofthe societies’ exploitation of the natural basis and resources.171

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