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Observation and presentation of phenomenain Geography EducationIwona PiotrowskaDepartment of Geography Teaching and Ecological Education, Faculty ofGeographical and Geological Sciences, Adam Mickiewicz University,ul. Dzięgielowa 27, 61-680 Poznańe-mail: ipiotrow@main.amu.edu.plAbstractContemporary geography is treated as a science studying and explaining the causes andeffects of the natural and socio-economic diversification of geographical space. Understoodin this way as a subject taught at school irrespective of the education level, includingacademic training, it offers great cognitive, practical and instructional insights. The teachingof geography should help the student to seek an answer to the question of the meaning orcause of existence of individual geographical objects and phenomena and their role in theenvironment, as well as their rational use. Of great significance in the cognitive process isthe ability to make keen observations. Geographical education is thus one of the pillars ofthe development of a knowledge-based economy.Apart from the choice of the contents of geographical instruction, the role of this subjectin the school structure, and its importance in the education of modern man, reflection isalso due to the mode of observation and presentation of geographical knowledge. The wayin which the teacher passes on information, tries to make the student interested in thegeographical environment and moulds his imagination, has a decisive effect not only onhis learning progress, but also on the perception of the subject itself (Piotrowska, 2003). Inmany works the didactic effort of the teacher is treated as a teaching art. Hence, it seemsjustified to approach the teacher’s demonstration, discussion or explanation of geographicalprocesses and objects as another art – that of presentation. Even more so as presentation isconsidered today to be a skill that is a fundamental part of one’s professional competenceand a condition for one’s personal development (Łasiński, 2000).Key words: geography, presentation, observation, teaching, conditions of effective presentationPresentationPresentation in the teaching and communication process is a planned and systematicmethod of acting upon a defined group of students, during which it is crucial toinform, convince and motivate listeners (Łasiński, 2000). Apprehension about beingevaluated combined with satisfaction from positive reception is inherent to any presentation(Pijarowska and Seweryńska, 2002). This is also easily observed in teacher’sdidactic work, in which emotional input significantly influences students’ perceptionof geographical data. In terms of schoolwork, presentation is continuously presentin every lesson while discussing various geographical features, phenomena, proc-52
esses or their reciprocal relationships. The proper method of presentation determineshow successfully the didactic aims are implemented and influences the efficiencyof teaching.Preparation for presentation includes a thorough analysis of its aim, method andthe recipients involved. The most important element of each presentation is to determineits objective. Thus presentation is a task-oriented activity and not spontaneousand unprepared (Łasiński, 2000). Good reception is dependent upon the audience.Consequently, it is the student who decides in what way geographical input is takenin, understood and memorized.Many authors (Jay and Jay, 2000; Łasiński, 2000; Pijarowska and Seweryńska,2002) agree that the following factors influence good reception of presentation:• Clear structure of presentation• Contents as well as expression of the topic• Body language, i.e. author’s image, body posture and eye contact• Method of presenting contents using visuals or creating a whole set, if necessary.Every presentation, regardless of its subject matter, consists of the followingelements which must be clearly visible to recipients: introduction (topic presentation,engaging listeners’ interest and preparing them for reception), development(subject discussion, presentation of main points, conclusions and acknowledgmentof attention). It is the presenter who decides when to move on to the next part ofthe presentation and how to end it. One of the basics of presentation is confidenceresulting from profound knowledge of the subject and realistic self-esteem (Pijarowskaand Seweryńska, 2002). As for timing of individual parts of presentations,the introduction takes on average 15% of time allotted, development about 75% andending about 10%. The basic elements of presentation to which particular attentionshould be given are listed below (Pijarowska and Seweryńska, 2002).Introduction• first impression determines the success of the whole undertaking• non-verbal communication occurs throughout the entire presentation• eye contact with listeners as well as awareness of facial expression and gestures• introduction should be a conscious presentation• a plan – script – is essential.Development• excellent knowledge of the subject as well as logical sequence and clarity of themessage• visuals that make the subject easier to comprehend and also add interest• managing symptoms of nervousness• maintaining contact with listeners• keeping track of time• approaching the finishing stages of development should create an impression ofcompleteness and clarity of the message.53
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: overruled by the judge and some sus
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
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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
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enrolled in geography courses at po
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development experience. Whilst Craf
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Networking and social diffusion of
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is mistreated, the culture is a-cul
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3. ABALAR. 2004. “Editorial”, i
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to gather process and store spatial
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1. Fundamental to understanding GIS
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The Future of Geography and Geograp
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of geography. In Singapore Social S
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geography should become much more s
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the handful of disciplines that has
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and respected and the institutional
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3. The strength of school and unive
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It is quite clear that Vidal de la
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Effective Practices in Distance Edu
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on to the other satellite school. O
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4. Ministry of Education. 1999. The
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schools is the result of the role e
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• A statistically significant dif
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Charles University geography gradua
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Table 1. First job in studied field
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importance in geography study progr
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The Anglo-Saxon model was collectiv
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academic science. I do believe that
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can convene. Details of these modul
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preparation and to some extent, tea
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The assessment must form the basis
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The teaching shall build on the pup
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The Relationship between Geography
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Geography and Territory Planning ha
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we wished, of course we have obtain
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Why Managers from Multinational Com
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able to have training in different
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ContextUtrecht University is a larg
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Typical is the very open atmosphere
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Times of Change for Geography Educa
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where it is divided into specific b
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• traditional versus progressive
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on European Dimension of Teaching g
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With the ongoing development of tel
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Figure 2. Present at Annual Congres
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It is expected that the more active
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An evaluation of geographyand geogr
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The problems of geography and geogr
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Europe in geographical education -
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Then these results were compared to
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Figure 9. Countries mentioned by th
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Internationalizing geography in hig
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nationalize their undergraduate and
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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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