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errors may have a negative impact on further work. Nevertheless, the benefits arequite significant, and abandoning that form of classes seems detrimental. It should,however, be considered whether all pathways should remain. They differ in relativeimportance. There are, however, some pathways as for example regional education,whose removal would mean the abandoning of certain significant educational ideas.Even if at present the pathways are not being implemented by every school, and theireffects do not meet expectations, we cannot nullify the work of other schools whosework brings excellent results.References1. ANGIEL J. 2001. Edukacja regionalna. Poradnik dla nauczyciela, Centralny OśrodekDoskonalenia Nauczycieli, Warszawa.2. Ministry of Education and Sport. 2002. Basic curricular requirements: PodstawaProgramowa dla szkoły podstawowej, Rozporządzenie Ministra Edukacji Narodoweji Sportu z dnia 26 lutego 2002 r., w sprawie podstawy programowej wychowania przedszkolnegooraz kształcenia ogólnego w poszczególnych typach szkół, Dziennik Ustawz 2002 r. Nr 51, poz. 458.3. PACHOLSKA M., KOZAK A., BLOCH M., KORALEWSKA G. 2001. Ścieżki edukacyjnedla klas IV−VI. Poradnik dla nauczycieli. ARKA, Poznań.4. PYTKA P. 2004. Święte źródełka – element edukacji regionalnej [in:] Badaniageograficzne w poznawaniu środowiska. Michalczyk Z. (red.) PTG Oddział Lublin,Wydawnictwo UMCS, Lublin, pp. 775−778.5. RELIGA A. 2004. Edukacja geograficzna na poziomie ponadpodstawowym a ścieżkiedukacyjne [in:] Badania Geograficzne w poznawaniu środowiska, Materiały 53 ZjazduPTG 23-27 VI 2004 r. nt.,,Geograficzne problemy pogranicza Europy Wschodniej i Zachodniej”,Wydawnictwo UMCS, Lublin, pp. 779−783.6. RELIGA A. 2005. Ścieżki edukacyjne w szkołach podstawowych, gimnazjach i liceachwojewództwa lubelskiego [in:] Waśko P., Wrońska M., Zduniak A. (red), Polski systemedukacji po reformie 1999 roku. Stan perspektywy i zagrożenia, Dom WydawniczyELIPSA, Poznań-Warszawa, tom 1, pp. 273−281.7. WOJTANOWICZ P. 2000. Miejsce geografii w bloku przedmiotów zintegrowanychw liceum profilowanym, [in:] Nowoczesna Szkoła, t. 3, Geografia w reformowanymsystemie szkolnictwa (pod red. Zbigniewa Zioło), Wydawnictwo Naukowe AkademiiPedagogicznej, Kraków, pp. 28−38.78
Geography competitions as stimuli for advanced studentsJüri Roosaare, Ülle LiiberInstitute of Geography, University of Tartu, 46 Vanemuise St., 51014 Tartu, Estoniae-mail: juri.roosaare@ut.ee; ulle.liiber@ut.eeAbstractGeography Olympiads have been held in Estonia since 1965. Students from the University ofTartu have been taking part in the Baltic Geography Olympiad and in 2004 they participatedfirst time in the International Geography Competition. In this paper we review and analysethe experiences of previous national competitions, results of a questionnaire on opinionsamong participants of the last Olympiad and consider possible means for the further developmentof such competitions.Key words: School geography, Geography Olympiad, gifted pupilsThe Gifted and Talented Development Centre and Olympiads in EstoniaIf we recognize that some children are more gifted than the others, special attentionshould be paid to enable them to maximise the realization of their talents. Theordinary school system may be insufficient for this purpose and – as in arts andsports – also in pure and applied sciences (mathematics, physics, chemistry; naturalsciences: biology, geology, physical geography; social sciences: sociology, economy,human geography; human sciences: philology, psychology etc.) different activitiesfor gifted students have been started long ago. In Estonia, the first school students’competition in solving scientific tasks took place at the University of Tartu in 1950.In the academic year 1953/54 Olympiads in sciences started. According to recentresearch, gifted pupils consider the Olympiads as the main incitement to penetratedeeper into science (Sepp, 2002).Similar ideas and activities had been developed in the 1960’s among geographersin Estonia and this resulted in 1965 in the establishment of national GeographyOlympiads. Since then, 31 National Geography Olympiads have taken place andmore than 1,500 students have had experienced the final competitions. The outcomesand substance of the competitions have been analysed in two small books (Raik andBenno, 1981; Mardiste, 1988). Since 1996 seven Baltic Geography Olympiads havetaken place and in 2004 Estonian students for the first time participated in the 5 thInternational Geography Competition in Poland.The Olympiads’ movement in Estonia has widened during last decade and todaythere are 21 different fields of competition for gifted students in the homepage ofnational Olympiads (http://www.ttkool.ut.ee/olympiaadid). Since several subjectshave at their top level output to an international competition, or else are lookingfor such possibilities, another aspect, the system of preparation to Olympiads hasbeen developed. For that purpose The Gifted and Talented Development Centrewas founded more than 30 years ago at University of Tartu aiming to “give talented79
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Changing Horizons inGeography Educa
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ContributorsAnouk AdangFaculty of G
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Margaret C. KeaneSt Mary’s Univer
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Artur ReligaDepartment of Geography
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Contents1. Exciting Geography......
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Barbara Katharina Mayerhofer, Teach
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How to design and implement excitin
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only increase their motivation to l
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Ministry of Education. Having in mi
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eEurope and the Bologna agendaIn hi
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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: • Pathways signal important tasks
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
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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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