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In the educational field it is known that students can be motivated best for a subjectwhen the relevance of the subject is shown. Therefore this paper mainly consists ofone clear illustration how remote sensing can be used to study a relevant problem.Basic ApproachTeachers can help make their pupils familiar with remote sensing imagery at quitean early age when learning about the environment and the world, using map materialtogether with the images. Very simple examples from their own environment canserve as the pupils’ very first contact with the wide world of remote sensing.The technical background and actual registration process can be explained duringthe final years of secondary school, since a basic foreknowledge about the electromagneticfield is recommended as well as an all-round background for understandingthe core of remote sensing principles. A general interest in and knowledge about theremote sensing and cartographic application should be present as well to motivate thepupils. For example when studying the vegetation degradation in a certain area, thebasics about the global vegetation forms should be known, as well as an idea aboutthe treats of vegetation degradation and its consequences.Explaining all technical details of remote sensing at the level of secondary schoolswould be a mistake. The science of remote sensing is too wide and lots of facets areirrelevant. Therefore a severe and correct simplification of the remote sensing matteris required. The basic knowledge about satellite images has to be highlighted inorder to keep the students’ interest, as well as the application(s) the teacher is goingto use as illustration. The following basic aspects are to be mentioned to situate theremote sensing science:• The basic remote sensing vocabulary including terms as: resolution, pixel, raster,layers, colour composites, etc.• The electromagnetic spectrum and the use of different waves for registration oftypical features at the earth surface, spectral signature and the use of colours forvisualisation• The basic kinds of remote sensing satellites: from low resolution meteorologicalsatellites, such as Meteosat, over traditional earth observation satellites, as SPOT,Landsat and ASTER, to very high resolution registration systems, such as Coronaand IKONOS• The image development process: from registration over modifications and visualizationpossibilities to actual interpretation.Depending on the target group and the educational level, each of the abovementioned items can be approached on a more or less scientific level. Mentioningthe possible inaccuracies and corrections can also be a possibility for remote sensingcourses on an advanced level.Example: Vegetation dynamics study in Democratic Republic of CongoThe vegetation dynamics study in Kikwit, DRC, will be illustrated here on a levelthat advanced geography students should be able to understand. This way it showshow remote sensing is being used to gain new insights from satellite imagery.90
IntroductionThe Democratic Republic of the Congo is a country situated in the heart of theAfrican continent. Its central basin is for the greater part covered with rain forest,the vegetation north and south of this region has known a severe degradation duringthe last centuries and is now mainly covered with savannah and steppe vegetation(Résume de la monographie sur la biodiversité, 1997, sp.). Deforestation is a seriousproblem and has negative consequences globally (climate changes) as well as locally(erosion, soil degradation and loss of biodiversity).The Democratic Republic of the Congo has a quadruplicated population since 1960(Democratic Republic of the Congo, 2001, sp.), which could have a significant impacton the natural (forest) vegetation. This study will examine the vegetation dynamics ina part of the country, using satellite imagery. The study area chosen for this purposeis situated in the Bandundu province, about 50 km south of Kikwit.The study area can be described as a huge savannah plateau, intersected by denseforest vegetation in the river valleys. This forest vegetation consists of “palmerais”(palm groove), “foret galerie” (gallery forest) and “foret claire” (open forest) (Nicolai,1963, pp. 68−79). The dense rural population is mainly self-sufficient and still useswood as primary source of energy (Fresco, 1986, passim). Increase of this populationis thought to have a manifest impact on the vegetation.Remote sensing has proven to be a very useful tool for this kind of study. Satelliteimages complete the little information that is available of the area. They are anexcellent tool for a multi-temporal study and visualise not only the visible part ofthe electromagnetic spectrum, but also the Near-Infrared light, which gives extrainformation about the vegetation. To cover a long time period, it was necessary to usesatellite data from completely different sources. Images used for this study are:• Corona images taken on the 11 th of June 1965 with an original resolution of about2.74 m × 2.74 m.• Landsat image taken on the 16 th of February 1985 with an original resolution of30 m × 30 m at nadir.• SPOT images taken on the 2 nd of July 1987 (Id number S1H187070209110); on the25 th of May 1988.• ASTER scene taken on the 21 st of July 2001 with an original resolution of15 m × 15 m at nadir in the Visual and Near Infrared bands.Image classificationThe image processing was done in ILWIS 2.2, a GIS-software created by the ITC(Enschede, 1997), in the Netherlands. False colour composites of these images werecreated. These visualise the green light of the electromagnetic spectrum in blue, theblue light in green and the near-infrared light through the red colour.The Corona negatives, which are panchromatic, were put together into a mosaic,enclosing the study area. The remaining resolution after the pre-processing was11 m × 11 m, instead of the original 2.74 m × 2.74 m.91
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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
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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 and 88: The process of GIS inquiry - Thinki
Page 89: Remote Sensing in Geography Educati
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
Page 138 and 139: 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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