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Massimo De MarchiDipartimento di GeografiaUniversita di PadovaPadova, Italymassimo.de-marchi@unipd.itStelian DimitrovFaculty of Geology and GeographySofia University “St. Kliment Ohridski”Sofia, Bulgariastelian@gea.uni-sofia.bgKarl DonertLiverpool Hope UniversityLiverpool, UKdonertk@hope.ac.ukBarbara GambiniIstituto di GeografiaUniversita di UrbinoUrbino, Italysognoincatai@yahoo.itKim Chuan GohNational Institute of EducationNanyang Technological UniversitySingaporekcgoh@nie.edu.sgJesus GranadosFaculty of Education, Department ofDidactics of Social SciencesUniversitat Autonoma de BarcelonaBarcelona, SpainJesus.granados@uab.esJohn W. HalochaBishop Grosseteste CollegeLincoln, UKj.w.halocha@bgc.ac.ukVladimir HerberInstitute of Geography, Faculty of ScienceMasaryk University BrnoBrno, Czech Republicherber@sci.muni.czEduard HofmannFaculty of EducationMasaryk UniversityBrno, Czech Republichofmann@ped.muni.czArild Holt-JensenDepartment of GeographyUniversity of BergenBergen, NorwayArild.holt-jensen@geog.uib.noAlois HynekInstitute of Geography, Faculty of ScienceMasaryk University in BrnoBrno, Czech Republichynek@sci.muni.czNikola HynekSchool of Politics, Sociology and LawThe University of Plymouth,Plymouth, UKnikola.hynek@plymouth.students.ukEila JeronenDepartment of Educational Sciences andTeacher EducationUniversity of OuluOulu, FinlandEila.Jeronen@oulu.fiServet KarabaǧDepartment of Geography, Gazi Facultyof EducationUniversity of GaziAnkara, Turkeyskarabag@gazi.edu.tr
Margaret C. KeaneSt Mary’s University CollegeBelfast, Northern Irelandm.keane@stmarys-belfast.ac.ukAikaterini KlonariDepartment of Geography,University of the AegeanMytilene,Lesvos, Greeceaklonari@geo-aegean.grValérie KociembaUFR de Géographie et d’AménagementUniversité de Bordeaux 3Bordeaux, Francekociv@wanadoo.frJaromír KolejkaFaculty of Forestry and Wood TechnologyMendel University of Agriculture andForestryBrno, Czech Republickolejka@mendelu.czKostis C. KoutsopoulosDepartment of Geography and RegionalPlanningNational Technical University of AthensAthens, Greecekoutsop@survey.ntua.grSandor KreuzeFaculty of GeosciencesUtrecht UniversityUtrecht, The Netherlandsskreuze1982@hotmail.comNikos LambrinosSchool of Education, Dept. of PrimaryEducationAristotle University of ThessalonikiThessaloniki, Greecelabrinos@eled.auth.grSerguei LarinFaculty of Ecology and Geography,Tyumen State UniversityTyumen, Russian FederationMark LawrenceDepartment of Geography & PoliticalScienceBemidji State UniversityBemidji, Minnesota, USA.mlawrence@bemidjistate.eduÜlle LiiberInstitute of GeographyUniversity of TartuTartu, Estoniaulle.liiber@ut.eeXosé Manuel Santos-SollaUniversity of Santiago de Compostela.IDEGAGalicia, Spainabalargaliza@yahoo.esMiroslav MaradaDepartment of social geography andregional development,Faculty of ScienceCharles UniversityPrague, Czech Republicmarada@natur.cuni.czBarbara Katharina MayerhoferDepartment of Geography, Geology andMineralogyUniversity of SalzburgSalzburg, Austriabarbara.mayerhofer@sbg.ac.atOlivier MentzDepartment of French StudiesUniversity of Education FreiburgFreiburg, Germanymentz@ph-freiburg.de
Page 3 and 4: Changing Horizons inGeography Educa
Page 5: ContributorsAnouk AdangFaculty of G
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
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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
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of the lower levels of education. H
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• the one-subject model: the cont
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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
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IntroductionThe Democratic Republic
Page 93 and 94:
images visualise the “tree vegeta
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PART TWOProfessional Developmentand
Page 98 and 99:
Key elements of an introductory stu
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Some textbooks also provide self-le
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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
Page 108 and 109:
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
Page 116 and 117:
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
Page 132 and 133:
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
Page 140 and 141:
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
Page 174 and 175:
The Relationship between Geography
Page 176 and 177:
Geography and Territory Planning ha
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we wished, of course we have obtain
Page 180 and 181:
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
Page 188 and 189:
Times of Change for Geography Educa
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where it is divided into specific b
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• traditional versus progressive
Page 194 and 195:
on European Dimension of Teaching g
Page 196 and 197:
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
Page 202 and 203:
An evaluation of geographyand geogr
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The problems of geography and geogr
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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
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have also affected the number ofGeo
Page 222 and 223:
The majority answered that they wou
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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
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Was Intercultural Competence promot
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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
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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
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
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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
Page 276 and 277:
The role of geographical education
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ole: they form attitudes, views, pr
Page 280 and 281:
Field lessons can engage the pupil
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to explore regional issues when tea
Page 284 and 285:
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
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
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