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Table 1. Differences in estimation of questions’ difficulty amongst different grades82Type of questions \ Grade A B C DTasks that are testing the geographical facts -0.36 -0.14 -0.01 -0.22Tasks that are demanding the analysis of situation 0.41 0.04 0.14 -0.22Tasks that are demanding the generalization 0.39 0.18 -0.22 -0.33Map questions -0.04 0.00 -0.12 0.57Identifying the pictures -0.37 -0.10 0.20 0.20Ratings’ average for a given grade: 2.90 3.05 3.33 3.01Regarding the fieldwork, the students had to indicate which exercise was the easiestand which one was the most difficult. Practically all exercises were mentioned, the determinationof bearings was most numerous amongst the “easy” tasks and compilation oflandscape profile amongst the most difficult tasks. We were also interested in participants’opinions on the proportion of events in final. To obtain more reliable quantitative estimateswe used Saaty’s method of Analytical Hierarchy Process by means of Idrisi softwaretools (Eastman, 2003). In total, 28% of respondents showed consistent assessments andthe figures presented in “Desirable” section of Table 2 were based on these answers only.The real structure is shown according to an average sum of points.Almost all (95%) students were using computers at home, 84% of these computerswere connected to Internet. Therefore we might presume that their computer literacyis relatively high. However, the questions about computer use show that their knowledgeis narrow, especially from the point of view of geographical applications.Although 83% of students have used the Internet to find geographical illustrations(and 72% to find any map), only 16% of them were doing it continuously. Severalinteresting and useful native (Estonian) electronic textbooks and web sites offeringinteractive computer maps were used only by one quarter of the students. It is probablethat students are not sufficiently informed about such possibilities. Also, a serious factfor organizers to consider is that students were in surprisingly undivided opinion thatcomputer-based exercises in the written test were a rather undesirable experience.Table 2. Events’ structure (per cent) of final competitionDesirableDesirableRealGrade Written test Fieldwork Orienteering QuizGymnasium 47.4 34.4 9.3 9.19 th Form 51.6 32.4 6.4 9.48 th Form 45.9 33.7 9.3 11.17 th Form 42.8 31.2 10.0 16.0Average 47.0 33.0 9.0 11.0min 15.0 4.0 3.0 4.0max 69.0 63.0 39.0 28.0Gymnasium 57.0 33.0 – 10.09 th Form 60.0 29.0 – 11.08 th Form 65.0 25.0 – 10.07 th Form 64.0 26.0 – 11.0
Challenges for the futureNowadays there are lots of web-based activities or projects for self-assertion ondifferent fields and levels. The Globe programme and similar activities are exampleswhich are oriented to students with research interests. A new challenge emergingat school level is that of e-learning giving students with a deep interest in a specificsubject area an opportunity to study additional aspects to the school programme.In some cases – this is an alternative to being fixed to his/her teacher of a specialsubject. In fact, a learning network of pupils is already spontaneously working, bothon a national level (writing and changing essays, for example) and an internationallevel (finding privies of their hobbies). These initiatives have to be routed towardspositive outputs (Roosaare and Liiber, 2004).The role of The Gifted and Talented Development Centre, which consists today inpreparing the students for national and international competitions, may be widenedin future. In addition to adding a course of geography in the next academic year, weare looking for new possibilities and outputs. GIS as a common tool in geographyshould find its place also at school level. Taking into account the relative expenseof GIS software and the desire to make learning more exciting, we foresee thepossibility of competitions that use geoinformatics as an inter-school co-operationof student groups working on small projects. Maybe in the future such a thematicnational network of school GIS projects will also internationalise and launch somekind of new competition, too.References1. EASTMAN J.R. 2003. IDRISI Kilimanjaro. Guide to GIS and Image Processing. Clark Labs.2. MARDISTE H. 1988. Üldhariduskoolide geograafiaolümpiaadid aastail 1977-1987.Tartu [in Estonian: Geography Olympiads 1977–1987].3. RAIK A., BENNO A. (koost.) 1981. Esimesest kümnenda geograafiaolümpiaadini:1965–1975. ENSV Haridusministeerium. Tallinn [in Estonian: From the first to tenthGeography Olympiads: 1965–1975].4. ROOSAARE J., LIIBER Ü. 2004. e-Learning and europeanisation as promoters ofchanges in geographical education. In: Estonia: Geographical Studies, 9. EstonianAcademy Publishers, Tallinn, pp. 211–223.5. SEPP V. 2002. Aineolümpiaad andeka opilase motiveerijana. Magistritöö. Tartu Ülikool[in Estonian: The Olympiad – a motivator for the gifted student].83
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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
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as a vibrant exciting subject at un
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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: Figure 1. Changes in the structure
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
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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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