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The road ahead: Mobile Learning with GIS and GPSWhile students at universities and teachers at schools are struggling with GIS in theclassroom, geography and science education specialists are working on conceptsaround “mobile learning,” since fieldwork is the perfect connection of GIS- andGPS-use. The current interest in “geo-caching” (www.geocaching.com) might bethe next step for education specialists to follow creating fieldwork concepts includingboth (GPS and GIS) in meaningful curricula to train spatial thinking and orientationin the field.References:1. AUDET R.H., PARIS J. 1996. GIS implementation model for schools: Assessing thecritical concerns. Journal of Geography: 284−300.2. BEDNARZ S., BAKER T. R. 2003. Journal of Geography, Vol 102, Number 6: Researchon GIS in Education: 232.3. BUNCH R. 2000. GIS and the Acquisition of Spatial Information: Differences amongAdults and Young Adolescents. Research in Geographic Education Vol. 2 (2): 67−97.4. DELISIO E. R. 2004. Students map neighbourhoods with GIS. Education World 19February.5. ESRI. 2000. Learning with GIS, ArcUser: The Magazine for ESRI Software Users, June 14.6. FALK G. 2004. Didaktik des computerunterstützten Lehrens und Lernens. Illustriert anBeispielen aus der geographieunterrichtlichen Praxis. Berlin.7. FALK G., HOPPE W. GIS – Ein Gewinn für den Geographieunterricht? Überlegungen zumEinsatz moderner Geoinformationssysteme im Unterricht. Praxis Geographie 2: 10−12.8. KERSKI J. 2001. A National Assessment of GIS in American High Schools. IRGEE InternationalResearch in Geographical and Environmental Education, Vol. 10 (1): 72−84.9. MALONE L. et al. 2003. Mapping our World – GIS Lessons for Educators, ESRI Press,Redlands, USA.SCHLEICHER Y. 2005. GIS im Geographieunterricht. Unterrichts-Konzepte, Stark-Verlag. Freising.11. U.S. Census Bureau. 2002. Current Population Survey, Washington, D.C., USA.12. WEST B. 2003. Student Attitudes and the Impact of GIS on Thinking Skills and Motivation.Journal of Geography 102: 267−274.13. WIEGAND P. 2001. Forum Geographical Information Systems (GIS) in Education.IRGEE International Research in Geographical and Environmental Education,Vol. 10 (1): 68−71.88
Remote Sensing in Geography Education,illustrated by a vegetation dynamics study(Kikwit region, Democratic Republic of Congo)Lieselot VandenhouteKATHO department RENOSint-Jozefstraat 1, 8820 Torhout, Belgium.e-mail: Lieselot.Vandenhoute@katho.beAbstractAs in many other sciences, the evolution in geography goes fast. New technologies take overold ones, new insights has to be implemented in the existing theories. Therefore geographyeducation has to evolve. One of those new technologies is Remote Sensing. More and more,satellite imagery is used for all kinds of applications and many different sciences use this newtechnology. But there has to be a science which is occupied with the basics of Remote Sensing,and not only his applications. Since geography is always been the science occupied with alkinds of maps and map making, why not integrate the images and image maps as a study objectof Geography. In the scientific Geographical milieu, the study of Remote Sensing has alreadybeen implemented. In schools nevertheless, it has not yet become a habit to instruct the basicsof Remote Sensing. The education field is dropping behind on the work field.This paper handles the implementation of Remote Sensing in geography education. Abouthow we can reduce the gap with the working field and make our pupils aware of the importanceand relevance of Remote Sensing. This is illustrated with a practical case, which will showhow the vegetation dynamics of a certain area in the Democratic Republic in Congo, nearKikwit, can be studied without field work and, of course, using satellite imagery. Based on thiscase, and given the practical information about useful software and imagery many different(simplified) studies can be done, to teach the youth about satellite images and their use.Key words: Remote Sensing, vegetation dynamics, satellite imageryIntroductionRemote Sensing is a quite recent science that deals with the study of vertical imagesof the world. This paper will focus only on satellites’ imagery, since the accuracyhas recently become almost as good as imagery derived from air photography.Neither is the wide world of GIS mentioned in this paper. Satellite images are usedfor many different applications: the study of the consequences of earthquakes,volcano eruption, forest fires; natural enquiries as study of disintegration of coralreefs, erosion, pollution effects, global warming, vegetation degradation; militarypurposes, espionage, study of historical changes, landscape changes; all kinds ofmapping applications; and many more. Therefore our education should include thebasics of this ‘new’ technology to anticipate on future developments and make ourpupils aware of the technological applications of geography.89
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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
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19. RICHARDSON J. A. 2001. Collabor
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class using identical instructions
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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 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: The process of GIS inquiry - Thinki
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
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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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