Changing Horizons in Geography Education - HERODOT Network ...

The teaching shall build on the pupils’ own observations, experiences and investigationsand on geographical sources so that they develop and interest to improvetheir knowledge about the surrounding world on their own.The teaching shall further the pupils’ understanding of foreign cultures and givethem the opportunity to develop commitment, independent attitudes and responsibilityin relation to problems regarding the exploitation of the natural basis, resourcesand the culture-created surroundings and the consequences for the environment andfor the conditions of life.” (Danish Ministry of Education, 1996b, p. 43)Geography education takes place at 7 th to 8 th level in primary and lower secondaryeducation for pupils thirteen to fifteen years old, and in a few years time it will alsobe at 9 th level (fifteen to sixteen old pupils). At 1 st to 6 th level (up to thirteen years old)geography is taught to pupils together with biology, physics and chemistry, integratedin the subject science. The consequences of the introduction of standards in Danishschools is still too early to describe, but there is an increasing awareness are presentamong teachers and geographers in general of the problems created by changingteaching from a focus on the essence of the subject to a dependence of the standards.Focusing on the purpose or the intention of teaching geography, it is important todefine the geographical competences and then place this concept in dialogue withthe concept not well known in Denmark: geographical literacy.The conclusion reached is that the competence concept is much wider than theliteracy concept. Where geographical literacy demands geographical knowledge,skills, and use of geographically working methods, geographical competence in additionincludes the capability of critical reflection on the elements that geographicalliteracy demands, together with the ability to act in daily life as an independentand democratic citizen. Of course this influences the geography education in thetwo cultures of educational thinking, and is directly illustrated in the difference inevaluation and assessment traditions.Supporting students in developing geographical competences, teachers have toinvolve their active participation in their own learning process. It’s not sufficientjust to help them in identifying their learning results in geography education such ashow good they are in solving standardised multiple choice tests or delivering factualknowledge. Teachers have to create frames or conditions for the students workingin geography, so they will be able to handle public matters of current interest andrelevance to the students by using geographical knowledge and methods. Studentsneed to experience that geography education is not only a matter of reaching standards.They have to learn by experience how they can use geographical knowledgeto make decisions based on critical assessments so they’re capable of analyzing andunderstanding how people lives their lives in interacting with each other and thelocal and global environment.The development of the use of assessment and evaluating geography educationtakes place by working with the process. Assessment and evaluation relevant tosupporting teachers is necessary in their efforts to qualifying to teach geography,and also in helping the students in developing their own geographical competences.Standardized evaluations and assessment systems only gratifies external interests,172