Changing Horizons in Geography Education - HERODOT Network ...

More documents

Recommendations

Info

Environmental perceptionPalmberg and Pupu (2000) consider how outdoor activities may support the developmentof environmental responsibility in young people. For the first time in 2004teachers included an activity where children had time to quietly sit on the beach tolook, listen and think. They had prepared for this in literacy lessons and back in schoolused the experiences of this quiet time to write a poem. Comparing the 2003 and 2004data, there is a clear trend to more accurate descriptions, wider use of geographicalvocabulary and a greater sense of involvement in the fieldwork (Greig, 2000). This isanother aspect of the research that could be followed up in more depth. Observationof the fieldwork did not provide evidence of teachers forcing environmental issueson pupils, but one pupil wrote, when describing his drawings of creatures found onthe beach “this is a sea creature that have a habbitat on the beach thats why we haveto pick up rubbish and look after this butiful place” (boy.10). It may be difficult tomeasure, but perhaps fieldwork can raise pupils’ awareness of the environment andtheir own feelings about places.Implications for teacher trainingAnalysis of the 2004 data suggests that primary school pupils are aware of someof the varied experiences they have when taking part in geographical fieldwork.A parallel research project (Halocha, 2005) into geography student teachers’ understandingof fieldwork supports these findings in that they report greater awarenessof both what and how pupils learn in education outside the classroom. However, fewstudents currently on initial teacher training courses in England have the opportunityto experience, let alone analyse, the teaching and learning that can occur. If timeconstraints continue on such courses, it may be appropriate for tutors in subjectssuch as geography, history and science where fieldwork is used, to provide someexperience of some generic activities and discussion of research to ensure that futuregenerations of primary school teachers are aware of how fieldwork can help pupilsdevelop both intellectually and socially.ConclusionThe 120 pieces of pupils’ ideas offer a fascinating insight into both what they mayhave learned from the visit and how they choose to express this. Although they weregiven an open-ended task, the research assistant did note that some pupils may havepreferred to talk about their understanding of the visit. There is no sense in whichthis paper suggests that the research method described is a complete and accuratemeans of evaluating pupils’ understanding of fieldwork activities. Rather, it raisesquestions about how we can begin to understand how pupils living in the twentyfirst century who constantly experience versions of the world presented to them viaelectronic, virtual images, whether they be TV, video, computer games, cameraphones or websites, actually perceive and interpret real world fieldwork opportunitiesprovided for them (Matthews, 1992).Observations in the field and analysis of pupils’ work suggests that pupils maydevelop more complex map reading and making skills if these can be planned into36
the range of practical activities. Many of their diagrams and cross sections drawingshow they have the technical skills to achieve this. The field notes made while pupilswere expressing their ideas on paper suggest that the type of follow-up activitiesundertaken after fieldwork may also have an influence on pupil understanding. Thechildren were able to discuss ideas with each other. The research assistant noted thatthey were asking each other many questions and trying to work out the answers ina social way. Future research may benefit from investigating how helping pupils tocontinue their geographical enquiries after fieldwork may help them to understandmore from their first hand experiences. This might involve teachers moving awayfrom follow-up work which simply exists to presents findings, but rather sees thefieldwork experience as one part of the process of geographical learning. This mayhave implications for how schools plan fieldwork into their schemes of work, butthe spin-offs may result in even deeper understanding of experiences gained out ofthe classroom.Overall, the data suggests that pupils do increase their understanding of theworld through fieldwork. The phrase ‘what I saw…’ was used by many of the pupils,suggesting that the opportunity to see real world structures and processes is importantin developing their geographical understanding.Geographical fieldwork in England is being challenged by time, curriculumdemands, costs, management perception and trade union concerns. As geographerswe need to have more evidence to match these challenges. In addition to evidencefrom pupils, it may be worthwhile to research the perceptions and values of thoseheadteachers and school governors who do believe that fieldwork and outdoorlearning is an essential part of primary school education. The headteacher of theschool in which the research was based sets very high standards in all aspects ofschool life. He expects fieldwork to take place in a variety of curriculum subjects. Heaccepts responsibility for pupils being on a beach during an incoming tide in orderto have first hand experience of coastal erosion. The result of this commitment tofieldwork by school management is perhaps best summed up by this piece of writingfrom a ten year old girl who took part in this rich fieldwork experience “By doingthis we have remembered a lot A VERY LOT!!”References1. CLARE J. 2004. ‘Union tells teachers to end all school trips’, The Daily Telegraph, 19February.2. DUNNE E., BENNETT, N. 1990. Talking and Learning in Groups, London: MacmillanEducation.3. GREIG D. 2000. ‘Making sense of the world: language and learning in geography’ inLewis, M. and Wray, D. (eds.) Literacy in the Secondary School, London: David Fulton,pp. 69−90.4. HALOCHA J. 2005. Geography student teachers’ developing understanding of fieldworkwith primary children, Paper to the Charney Manor Primary Geography ConferencePrimary Geography – 10 Years On, February 18−20 th5. MATTHEWS H. 1992. Making Sense of Place: Children’s understanding of large-scaleenvironments, Hemel Hempstead: Harvester Wheatsheaf.37
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: ability to hold and move a load is
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 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
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?