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e shown how new information can be created from existing imagery. Neverthelessdetailed preparation of the imagery and software is necessary. The different workingsteps have to be carefully explained and illustrated.This case is on a quite advanced level of study, but parts of it could be used toillustrate how remote sensing scientists work. For example, students can digitisean image such as the vegetation on the Corona image. This way they learn how todigitise and how to interpret a satellite image or students can make a multi-temporalcolour composite using given binary images. In this way students learn actively howto work with the colour cube, the software and the interpretation of the resultingimage. Many other parts of the study can also serve as an example.ConclusionEducation in remote sensing is becoming gradually more important, since it is awidely used science with lots of applications. Therefore geography education shouldteach students the elementary use of remote sensing. As in many other subjects, therelevance of the study object has to be shown in order to motivate students for thematter. Examples, based on realistic cases and exercises, are one of the most efficientways to draw students’ sincere attention. Therefore an example of how to work withremote sensing imagery and software was written out in this paper. Hopefully it caninspire others to use satellite interpretation exercises in their class practice.References1. ANON 1997. Résume de la monographie sur la biodiversité en République Démocratiquedu Congo. Natural science, http://www.naturalscience.be. 20/09/2001.2. FRESCO L. O. 1986. Cassava in shifting cultivation: A systems approach to agriculturaltechnology development in Africa. Royal Tropical Institute, The Netherlands, pp. 240.3. HUYBRECHTS A. et al. 1985. Du Congo au Zaire. Centre de recherche et d’informationsocio-politiques, Bruxelles, pp. 422.4. LILLESAND T. M. en KIEFER, R.W., 1994. Remote Sensing and Image Interpretation.John Wiley & Sons, Canada, pp. 750.5. NASA 2001. ASTER. Asterpage from Nasa,http://asterweb.jpl.nasa.gov. 08/11/2001 en 20/12/2001.6. NICOLAI H.,1963. Le Kwilu: Etude géographique d’une région congolaise. CEMUBAC,Bruxelles, pp. 472.7. SPOT Image, 5 rue des Satellites, F-31031 Toulouse cedex 4, France.http://www.spotimage.fr8. TOLLENS E. 2002. Food Security in Kinshasa, Coping with Adversity. In: Trefon,T.(Ed.), Titel nog onbekend. ULB, Bruxelles, sp.9. University of Maryland, Institute for Advanced Computer Studies. 2002. Earth ScienceData Interface. ESDI, http://glcf.umiacs.umd.edu. 20/03/2002.10. USGS 2001. Order number 0500110120002. USGS Corona,http://edcwww.cr.usgs.gov/Webglis/glisbin/submitorder.pl. 12/10/2001.11. VANDENHOUTE L. 2002. Studie van de vegetatiedynamiek ten zuiden van Kikwit(Bandundu-Democratische Republiek Congo) aan de hand van multitemporele satellietbeelden.Unpublished Master thesis, Ghent University, Department of Geography,Gent, pp. 207.94
PART TWOProfessional Developmentand Geography95
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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.
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Multimedia learning of geographical
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• 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 and 90: Remote Sensing in Geography Educati
Page 91 and 92: IntroductionThe Democratic Republic
Page 93: images visualise the “tree vegeta
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
Page 140 and 141: and respected and the institutional
Page 142 and 143: 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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