Changing Horizons in Geography Education - HERODOT Network ...

More documents

Recommendations

Info

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
such as for example politicians and parents, but it is no guarantee to create a bettereducation.Recommendations: evaluation and assessment in Danish school geographyEvaluation and assessment in geography education should be looked at as an integratedpart of the evaluation and assessment culture in any school. Teacher educationand in-service training should support teachers by concentrating their focus onsome divided areas of interest for the success and quality of geography education,namely:(1) the school management (management style, etc.)(2) the school geography (conditions, resources, etc.)(3) the geography teachers (education, competences, in-service training, etc.)(4) the geography teaching (aims, teaching methods, etc.)(5) the evaluation and assessment work (research methods’ and design, etc.)(6) evaluation of the geographical teaching (purpose, relevance, information, etc.)and(7) assessment of the students’ benefit from the geography education (self-evaluation,etc.).References1. DANISH MINISTRY OF EDUCATION 1996a. Act on the Folkeskole. ConsolidationAct № 55 of 17 January 1995. København: Danish Ministry of Education.2. DANISH MINISTRY OF EDUCATION 1996b. Aims and Central Knowledge and ProficiencyAreas. København: Danish Ministry of Education.3. MOLLER F. 2004. Evaluering & Geografiundervisning. Kobenhavn: Danmarks PadagogiskeUniversitet.173
Page 3 and 4:
Changing Horizons inGeography Educa
Page 5 and 6:
ContributorsAnouk AdangFaculty of G
Page 7 and 8:
Margaret C. KeaneSt Mary’s Univer
Page 9 and 10:
Artur ReligaDepartment of Geography
Page 11 and 12:
Contents1. Exciting Geography......
Page 13:
Barbara Katharina Mayerhofer, Teach
Page 17 and 18:
How to design and implement excitin
Page 19 and 20:
only increase their motivation to l
Page 21 and 22:
Ministry of Education. Having in mi
Page 23 and 24:
eEurope and the Bologna agendaIn hi
Page 25 and 26:
The main learning approachesencoura
Page 27 and 28:
as a vibrant exciting subject at un
Page 29 and 30:
include ICT as part of the educatio
Page 31 and 32:
19. RICHARDSON J. A. 2001. Collabor
Page 33 and 34:
class using identical instructions
Page 35 and 36:
ability to hold and move a load is
Page 37 and 38:
the range of practical activities.
Page 39 and 40:
Multimedia learning of geographical
Page 41 and 42:
• an organizer and manager of a l
Page 43 and 44:
Geographical fieldwork in forestsJa
Page 45 and 46:
One of these field study laboratori
Page 47 and 48:
learning“, to develop and then in
Page 49 and 50:
egin). It is referred to the inter-
Page 51 and 52:
overruled by the judge and some sus
Page 53 and 54:
esses or their reciprocal relations
Page 55 and 56:
formulated one of key principles in
Page 57 and 58:
Dress rehearsalHow should a present
Page 59 and 60:
of the world, but multiple maps of
Page 61 and 62:
focused on landscape, climate, popu
Page 63 and 64:
ments in academic geography, could
Page 65 and 66:
Training geography teachers in Pola
Page 67 and 68:
a series of intellectual as well as
Page 69 and 70:
• optional subject (30 hours) use
Page 71 and 72:
of the lower levels of education. H
Page 73 and 74:
• the one-subject model: the cont
Page 75 and 76:
delivery, and the methods of the pa
Page 77 and 78:
• Pathways signal important tasks
Page 79 and 80:
Geography competitions as stimuli f
Page 81 and 82:
Figure 1. Changes in the structure
Page 83 and 84:
Challenges for the futureNowadays t
Page 85 and 86:
A perspective from the United State
Page 87 and 88:
The process of GIS inquiry - Thinki
Page 89 and 90:
Remote Sensing in Geography Educati
Page 91 and 92:
IntroductionThe Democratic Republic
Page 93 and 94:
images visualise the “tree vegeta
Page 95:
PART TWOProfessional Developmentand
Page 98 and 99:
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
Page 106 and 107:
Even though this only is a short an
Page 108 and 109:
Background of international student
Page 110 and 111:
students in their language skills.
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 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
Page 168 and 169: preparation and to some extent, tea
Page 170 and 171: The assessment must form the basis
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
Page 218 and 219: The Position of Geography Graduates
Page 220 and 221: have also affected the number ofGeo
Page 222 and 223:
The majority answered that they wou
Page 224 and 225:
In the Primary school curriculum, G
Page 226 and 227:
the efficacy of the teaching and le
Page 228 and 229:
228
Page 230 and 231:
What Europe do we teach?A view from
Page 232 and 233:
The regional approach is used in on
Page 234 and 235:
The syllabi reflect mainly that the
Page 236 and 237:
Geography Forum: Intercultural Lear
Page 238 and 239:
Was Intercultural Competence promot
Page 240 and 241:
of geographical education in our un
Page 242 and 243:
Higher education (University) as a
Page 244 and 245:
This table shows the importance of
Page 246 and 247:
the studies on what exists, to cons
Page 248 and 249:
248taught in the foreign language e
Page 250 and 251:
as K. De Bot calls it, is a variety
Page 252 and 253:
Do you speak European? or: Why even
Page 254 and 255:
Years’ Religious War in the 17 th
Page 256 and 257:
Why geographers should be able to s
Page 258 and 259:
Intercultural education in Italian
Page 260 and 261:
of geography in the process of inte
Page 262 and 263:
9. BRUSA C., ed. 2002. Processi di
Page 264 and 265:
Nowadays, according to the literatu
Page 266 and 267:
In the gymnasium and in high school
Page 268 and 269:
3. Dziennik Ustaw nr 61 z dnia 19 c
Page 270 and 271:
Crick advocates these principles by
Page 272 and 273:
dropping litter. There is circle ti
Page 274 and 275:
and learning. Kerala is an exporter
Page 276 and 277:
The role of geographical education
Page 278 and 279:
ole: they form attitudes, views, pr
Page 280 and 281:
Field lessons can engage the pupil
Page 282 and 283:
to explore regional issues when tea
Page 284 and 285:
Some backgroundFor a number of year
Page 286 and 287:
issues that will shape the future g
Page 288 and 289:
Geography and Environmental Science
Page 290 and 291:
(2000) cautioned an awareness of cu
Page 292 and 293:
Geography and Languages in Intercul
Page 294 and 295:
Table 1. The most widely taught for
Page 296 and 297:
the whole world will, according to
Page 298 and 299:
References1. CALVET L. J. 2002. Le
Page 300 and 301:
Sustainable development: let geogra
Page 302 and 303:
predecessor “green,” or the pre
Page 304 and 305:
8. GUNN A. S., “Professional Ethi
Page 306 and 307:
Much research in Environmental Educ
Page 308 and 309:
Sustainability, Development and Sec
Page 310 and 311:
includes geography. The context is,
Page 312 and 313:
• protected areas8. Landscape sec
Page 314 and 315:
Developing geographical professiona
Page 316 and 317:
tion contributes to the growth of e
Page 318 and 319:
cooperative learning using as theor
Page 320 and 321:
Studyng climate and water resources
Page 322 and 323:
By signing and ratifying the Kyoto
Page 324 and 325:
and political implications of plann
Page 326 and 327:
8. UNITED NATIONS 1997. Kyoto Proto
Page 328:
Conference Changing Horizons in Geo
show all

Changing Horizons in Geography Education - HERODOT Network ...

Create successful ePaper yourself

Delete template?

Save as template?