Relevant bibliographies by topics / Didactics of geography

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Didactics of geography'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 January 2023

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Journal articles on the topic "Didactics of geography"

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Crespo Castellanos, José Manuel, Ayar Rodríguez de Castro, and María Rosa Mateo Girona. "Trends and Perspectives in Education for Sustainable Development in the Teaching of Geography in Spain." Sustainability 13, no. 23 (November 26, 2021): 13118. http://dx.doi.org/10.3390/su132313118.

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The UN’s Sustainable Development Goals (SDGs) should be known and assumed by the community of geography teachers in all levels of education as a key part of their educational work. In order for well-grounded SDGs-related geographic didactic proposals to be presented, and for researchers in didactics to find a way to incorporate and promote SDG-related contents in daily teaching, a thorough knowledge of the relevant geographical literature is mandatory. The aim of this work is to present the results of a review comprising 1183 papers submitted to the 22 congresses on the didactics of Geography organised by the Spanish Association of Geography working group in didactics from 1988 to 2019, as well as 186 works published in the only Spanish journal on the Didactics of Geography, Didáctica Geográfica. This analysis focuses on the contents addressed in these studies, as well as on the skills and didactic strategies related to the teaching of SDGs. It was found that most SDGs-related contributions in Spain deal with landscape and the environment. Regarding skills, it was concluded that much remains to be done concerning Education for Sustainable Development (ESD). Finally, the current and future role of ESD in geographical teaching in Spain is assessed.
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Vasileva, Maya, Kliment Naydenov, and Georgi Kotseff. "Geography Didactics – theory and methodology (Bulgarian case)." Annales Universitatis Paedagogicae Cracoviensis Studia Geographica 12 (December 1, 2018): 130–39. http://dx.doi.org/10.24917/20845456.12.10.

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Understanding, mastering and applying new ideas in geography didactics is the most proper way to achieve a high professionalism in geography education in Bulgaria. Such professionalism implies three prerequisites: a scientifically based (and not only intuitive) professional activity, high and sustainable results and a clear positive attitude towards it. The high professionalism is the required basis for successful solving the current problems of Bulgarian geography education which are of different nature: training and further qualification of working staff, preparation of needed school documentation for thematic subject “Geography and Economy” and the design of research programs and projects in school practice. Undoubtedly, we have to explore the foundations of didactics (its theory and methodology) because it is the starting point for creative problem solving or the implementation of upcoming geography educational tasks. In this context, and against the background of the increasingly higher modern public demands and attitudes towards education, it is necessary to interpret the geography didactics as a science in a new, modern way. In presented paper are examined the essence, subject matter and main issues of geography didactics; scientific tasks and research methods and its place among other sciences. It is also important to outline thetrends of development and scientific potential of geography didactics.
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Sætre, Per Jarle. "The beginning of geography didactics in Norway." Norsk Geografisk Tidsskrift - Norwegian Journal of Geography 67, no. 3 (June 2013): 120–27. http://dx.doi.org/10.1080/00291951.2013.796568.

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Gielata, Ireneusz. "Literature as an Auxiliary Science in Teaching Geography." Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova 6 (September 22, 2021): 93–103. http://dx.doi.org/10.17951/en.2021.6.93-103.

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The article discusses the status of literature in teaching geography. Like cartography, literature maps the space and assigns proper names which allow us to see the places of “condensed, multiplied time” (Claudio Magris). Literary maps bind topography with history and thus realise a geopolitical project of “thinking of place, time and action as coherent unity” (Karl Schlögel). Such literary names as Conrad’s “heart of darkness” or mare nostrum, mare monstrum from Dariusz Czaja’s essay, in geography didactics can reveal the drama of “building up of land and history” (Magris) and thanks to this, a map used in the didactic process can lead to cathartic experience, i.e. it can sharpen, activate and sensitize the pupils’ eye.
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Yеnglik, Khorgasbay, Karbayeva Sholpan, Zhandosova Gulim, Ayapbekova Aliya, Ashimov Tazhyhan, and Yessimgaliyeva Tlekshi. "Didactics of modern lessons in the modernisation of geographical education." Cypriot Journal of Educational Sciences 17, no. 7 (July 29, 2022): 2207–21. http://dx.doi.org/10.18844/cjes.v17i7.7694.

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The aim of this research is to reveal the views of prospective geography teachers on the teaching of modern courses in the modernisation of geography education. Study data were collected with semi-structured interview forms. The sample of the study consisted of geography teacher candidates studying at university in Kazakhstan. In the research, the situation of today’s geography education, suggestions for modernised geography education, views on modern approaches in geography teaching and the role of the teacher in modern education were questioned. As a result of the research, among the answers to the question about the state of today’s geography education, majority of the participants answered indecisively to the questions. Among the answers given to the question asking geography teacher candidates about their suggestions for modernised geography education, majority of the participants stated material. Among the answers given to the question asked in order to evaluate the views of geography teacher candidates on modern approaches in geography teaching, majority of the participants stated student-centred. Among the answers given to the question asked in order to evaluate the views of the geography teacher candidates on the role of the teacher in modern education, majority of the participants stated attractiveness of the course. Keywords: Geography, education, modern education;
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Serrano, Mario Corrales, José Moreno Losada, Jesús Sánchez Martín, and Francisco Zamora Polo. "Neuro-Didactics and Social Sciences: An Experience of the Application of DAS Sequence in the Geography Classroom." Proceedings 2, no. 21 (October 26, 2018): 1325. http://dx.doi.org/10.3390/proceedings2211325.

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One of the points of attention of didactics in recent times is the application of knowledge that comes from neuroscience. Knowing how the human brain works and how it learns is a valuable knowledge for the design of effective didactic strategies. The present work is the result of a simple application of some of basic principles of functioning of the human brain to the design of a didactic strategy in the area of Social Sciences, and more specifically, in the field of the Geography. This strategy has been applied in crossed groups with the same academic level, with the purpose of being able to compare learning results of the same contents with different methodologies. The preliminary results suggest that there is a greater use of the knowledge inculcated when it is applied a specific didactic pattern based on neuro-education. Despite the limitation of the small number of participants in the study, this is useful as a first experience in these innovative methodologies.
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Hynek, Alois. "Training Geography Educators." Geografie 105, no. 2 (2000): 177–89. http://dx.doi.org/10.37040/geografie2000105020177.

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Czech didactics of geography (teaching/learning geography) has just started its fifth wave in training geography educators at eight university faculties. The current debate is on developing a curriculum emphasizing the position of geography education as the applied discipline of the science/art of geography. 'Challenge for 10 million' is a national debate on the Czech educational system organized by the governmental Dept. of Schools, Youth and Physical Culture, being very critical to teaching geography at primary and secondary schools. That is the reason for the strong re-assessment of social, environmental/ecological, economic, cultural and political relevance on the subject of geography in the educational process. This discourse is also intended for international communication starting in the educational commission of IGUIUGI.
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De Oliveira, José Ricardo, and Claudivan Sanches Lopes. "O CONHECIMENTO PEDAGÓGICO DO CONTEÚDO E A DIDÁTICA ESPECÍFICA DOS PROFESSORES DE GEOGRAFIA." Revista Brasileira de Educação em Geografia 10, no. 20 (December 31, 2020): 49–71. http://dx.doi.org/10.46789/edugeo.v10i20.797.

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Este artigo contempla parte de nossa pesquisa de mestrado, a qual teve como principal objetivo analisar as estratégias didático- pedagógicas utilizadas por professores de Geografia, experientes e bem-sucedidos, que atuam na Educação Básica em escolas que pertencem ao Núcleo Regional de Maringá-PR, nos anos finais do Ensino Fundamental e Ensino Médio. Para entendermos como estes organizavam suas ações em sala de aula, cujas práticas docentes precisam conduzir os alunos a uma educação geográfica, adotamos como principal referencial teórico os estudos de Lee S. Shulman sobre a Base de Conhecimentos, em especial o Conhecimento Pedagógico do Conteúdo – CPC, que os professores necessitam para o exercício da docência, e o processo de Raciocínio e Ação Pedagógica – RAP, que retrata como os conhecimentos docentes são acionados, relacionados e construídos durante o processo de ensinar e aprender. Na metodologia adotada para esta investigação privilegiamos os aspectos qualitativos através de entrevistas individuais e semiestruturadas e observações de aulas, e realizamos a análise dos dados obtidos via metodologia da análise de conteúdo. Os resultados da pesquisa esclareceram que quando os professores acionam e mobilizam o CPC em suas aulas, a Didática da Geografia é potencializada, facilitando a compreensão e a importância desses conteúdos para os alunos. PALAVRAS-CHAVE Conhecimento Pedagógico do Conteúdo, Processo de raciocínio e ação pedagógica, Didática da Geografia, Formação do professor de Geografia. THE DEVELOPMENT OF PEDAGOGICAL KNOWLEDGE OF CONTENT AND THE SPECIFIC DIDACTICS OF TEACHERS OF GEOGRAPHY ABSTRACT This article includes part of our master's research, which had as main objective to analyze the didactic-pedagogical strategies used by Geography teachers, experienced and successful, who work in Basic Education in schools that belong to the Educational Regional Center of Maringá-PR, in the final years of elementary and high school. In order to understand how teachers organized their actions in the classroom, whose teaching practices need to lead students to geographic education, we adopted Lee S. Shulman's studies on the Knowledge Base, especially the Pedagogical Knowledge of the Content - CPC, which teachers need for the exercise of teaching and the process of Reasoning and Pedagogical Action - RAP, which portrays how teaching knowledge is triggered, related and constructed during the process of teaching and learning. Therefore, the methodology adopted for this investigation privileged the qualitative aspects through individual and semi-structured interviews and observations of classes, whose analysis of the data obtained was carried out by the content analysis methodology. The results of the research clarified that, when teachers activate and mobilize the CPC in their classes, the Didactics of Geography is enhanced, facilitating the understanding and the importance of these contents for students. KEYWORDS Pedagogical Content Knowledge, Pedagogical action and reasoning process, Didactics of Geography, Geography teacher training.
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Resnik Planinc, Tatjana. "Education of future geography teachers in Slovenia." Annales Universitatis Paedagogicae Cracoviensis Studia Geographica 12 (December 1, 2018): 154–65. http://dx.doi.org/10.24917/20845456.12.12.

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This paper presents the development of the didactics of geography at the Department of Geography, Faculty of Arts, University of Ljubljana from its beginnings in the 19th century up to the present day. Important milestones are discussed and the present situation described. The author first discusses how different approaches were developed over the years, then focuses on the current situation through the presentation of some selected ways of educating, equipping and developing a good (future) geography teacher.
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Raluca-Claudia , CASSIANU. "DULAMĂ Maria Eliza (ed.) (2017). Cercetări în Didactica Geografiei [Researches in the Didactics of Geography] Reviewer: Raluca-Claudia CASSIANU." Romanian Review of Geographical Education, no. VII/1 (March 2018): 79–80. http://dx.doi.org/10.23741/rrge120187.

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Dissertations / Theses on the topic "Didactics of geography"

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Milušauskaitė, Rūta. "Šeštos klasės geografijos kurso didaktinė analizė." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2006. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2006~D_20060619_095705-28431.

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The main purpose of this thesis is to persuade if requirements of geography syllabus and schoolwork are conform to the 6th form children psychological abilities with reference B. S. Bloom’s taxonomy of cognitive skills. 11 – 13 years old children are in-between period of middle childhood and adolescence. That is why some of them are grown enough for upper abstractive hypothetical thinking and some of them – not yet. According to executed psychological research pupils are able to do tasks of synthesis, knowledge, conception and application the best, though analysis and evaluation is still quite complicated. The norms of geography education include all steps of cognitive skills. The newest geography textbook satisfies both requirements and available skills. The preview one is orientated to knowledge and comprehension mostly and because of this reason it is not able to cover all the syllabus need. The textbook’s content, geography syllabus and pupils abilities work in with knowledge, comprehension, analysis and application level the best.
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Wahlén, Emma, and Johanna Sjövall. "Namngeografisk undervisning i årskurs 4–6 : En kvalitativ intervjustudie om hur lärares didaktiska val kommer till uttryck i undervisningen." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-45110.

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The aim of this study has been to investigate teachers´ teaching of name geography and based on this contribute with discussion that can develop the didactics of geography. The subject of geography has been debated in the discourse of the school for a long time. To examine the aim of the study interviews have been conducted with six teachers from different schools who are competent in the subject of geography. The material from the interviews has been transcribed, analyzed and then a result has been written. The result provides that the teachers use different methods current to the students' learning. The teachers have a common denominator for the purpose of their teaching, namely, to provide a basis for the students for further development in the subject of geography. Our conclusion is that teachers express their didactic choices and dedicate name geography in different ways and there is a need for further research to develop teachers' awareness about their didactic choices of name geography.
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Stiwenius, Alexander. "Hållbar utveckling i gymnasieskolan : En diskursanalys av hållbar utveckling i gymnasiekursen geografi 1." Thesis, Uppsala universitet, Kulturgeografiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-353950.

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The aim of this essay is to examine how textbooks that are used in the upper secondary school course geography 1, construct the term sustainable development. Four textbooks, as well as the curriculum for the course have been analyzed from a Foucaultian perspective of a discourse analysis. In the study both texts and pictures have been analyzed to understand how textbooks create the concept of sustainable development. The results show that the curriculum defines sustainable development as a central part of the course, but also describes other things that relate to the term without necessarily defining it as sustainable development. The textbooks presented a few themes that is relatable to sustainable development. Firstly, it is clear that sustainable development is a good thing and that it is something the reader is to strive for. It does so by promoting a lifestyle that is in line with sustainable development. Secondly, the textbooks present the difference between rich and poor countries and gives the picture that if we, the rich, help the poor people, then we will reach a sustainable development. Lastly the textbooks present faith in technological advancement as the solution to reach sustainable development.
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Källback, Ellen. "”Ingen har längre tid att vårda en sjuk anhörig hemma!” : En jämförande undersökning av diskursen och jämställdhetsperspektivet i läroböcker i geografi." Thesis, Uppsala universitet, Kulturgeografiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-388818.

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Med en genusteoretisk och kritisk diskursanalys ämnar undersökningen granska två geografiläroböcker för de högre årskurserna i grundskolan. Syftet är att undersöka vilka representationer om verkligheten som når elever genom geografiläroböckers diskurser och i vilken grad elever ges möjlighet att identifiera sig med innehållet oavsett vilket kön de tillskriver sig. Trots jämställdhetsaspekter i skolans styrdokument visar många undersökningar att läroböcker brister ur ett genusperspektiv. Uppsatsen börjar med att visa hur viktig läroboken är i skolan och fortsätter med att redogöra för en geografigenusteoretisk bakgrund. Med genusgeografins intåg i geografivetenskapen som utgångspunkt jämförs diskursens ändring över tid och hur väl läroböckerna samverkar med skolans jämställdhetsuppdrag. Därefter följer en tidsexposé för att visa hur geografi som skolämne utvecklats gentemot rådande styrdokument. I huvuddelen redogörs resultatet från analysen av de två läroböckerna var för sig med löpande analytiska kommentarer och tolkningar. Resultatet visar att diskurserna inte ändrat sig nämnvärt över tid. De utgår från en manlig norm och visar övervägande upp manliga representationer. De brister i ett genus- och jämställdhetsperspektiv och bidrar till återskapandet av föreställningar om könens skilda göranden och värden. Avslutningsvis diskuteras hur de föreställningar och värderingar om genus som framträder i läroböckerna kan förklaras utifrån tidigare forskning.
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Hiltunen, Filip, and Daniel Hansson. "Praktiska moment - En god vana inom geografiundervisningen? : en intervjustudie av gymnasielärares uppfattningar kring ett praktiskt arbetssätt." Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-10556.

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Geografi är ett tvärvetenskapligt ämne i skolans värld som berör såväl naturen som samhället vi lever i. I Skolverkets ämnesplan för ämnet Geografi på gymnasial nivå framkommer det med all önskvärd tydlighet att såväl exkursioner, fältstudier, laborationer som övningar ska ingå i undervisningen, för att åskådliggöra den mångfacetterade värld vi lever i. I nya rön från Skolverket beskrivs situationen i de högre åldrarna, med avseende på inkludering av praktiska moment i undervisningen, som problematisk. Det övergripande syftet med denna uppsats är att belysa vikten av praktiska moment inom ämnet geografi, på gymnasial nivå, genom att undersöka lärares erfarenheter kring ett praktiskt arbetssätt. För att kunna undersöka detta har vi använt oss av en intervjustudie, där fyra geografilärare (på gymnasial nivå) från fyra olika skolor i tre skilda kommuner agerade respondenter. Resultatet påvisar att eleverna till följd av ett kontinuerligt tillämpande av praktiska moment ges möjligheten att se samband, vilka knyter samman teorin och verkligheten. Utöver detta kan även vissa positiva synergieffekter påvisas, däribland återfinns den sociala faktorn och en förändrad syn på ämnet. Genomgående har vi kunnat skönja att en nyckelterm, för såväl lärare som elever, inom ett praktiskt arbetssätt, är vana.
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Hodell, Frida. "Geografi utan framtid – en framtid utan geografi? : En kvalitativ studie om vilken roll hållbar utveckling och framtidsfrågor spelar i geografiundervisningen på gymnasieskolan." Thesis, Uppsala universitet, Kulturgeografiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-343910.

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Hållbar utveckling har länge varit integrerat i den svenska läroplanen och det framgår där att samtliga ämnen ska dela på detta ansvar. Trots att begreppet betonas i styrdokument finns det en risk att det bortprioriteras eller glöms bort eftersom inget ämne har något huvudansvar och det inte finns någon form av kontroll att det tas upp i skolorna. Vissa geografer menar därför att geografiämnet bör ta just detta ansvar för hållbar utveckling då det skulle ge geografiundervisningen en röd tråd samtidigt som hållbar utveckling skulle få en tydlig inramning. I tillägg menas det att såväl hållbar utveckling som geografiämnet behöver få ett tydligare framtidsperspektiv för att förbereda dagens ungdomar för morgondagen. Syftet med denna studie är därmed att diskutera vilken roll geografi har i förhållande till hållbar utveckling, samt på vilket sätt utbildning för hållbar utveckling kan bedrivas inom ämnet. Studien har genomförts genom semistrukturerade intervjuer med geografilärare samt med både elever som läser geografi på gymnasiet och elever som inte gör det. Resultatet visar att synen på geografiämnets roll i förhållande till hållbar utveckling bland lärarna och eleverna skiljer sig åt. Lärarna förknippar geografi med hållbar utveckling i större grad än eleverna. Eleverna som läser geografi på gymnasiet förknippar geografi mer med hållbar utveckling än de elever som inte läser geografi, vilka förknippar hållbar utveckling främst med naturvetenskapliga ämnen. Varken elever som läser geografi eller de som inte gör det anser att de diskuterar framtidsperspektiv i sin undervisning och för att elever ska ta till sig budskapet av hållbar utveckling behöver begreppet solidaritet få en större roll i utbildningen.
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Kristiansson, Torbjörn. "Det rumsliga tänkandet : Gymnasieelevers geospatiala förmåga i relation till geografiämnets styrdokument." Thesis, Uppsala universitet, Kulturgeografiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-298124.

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The geography subject in Swedish upper secondary school is in a marginalized position with just two national programs having it as a mandatory subject. No mention of the skill of spatial thinking is made in the regulation documents from the Swedish National Agency for Education. To investigate the spatial thinking in the Swedish upper secondary school, I constructed a test that 140 students conducted. From the results it was possible to deduct that the students performed well in areas of spatial thinking that deals with geographical features like points, lines and polygons, but not so well when faced with tasks concerning several spatial facts, overlay, and mentally visualizing 3-D images from 2-D information. Males generally scored higher than females in the test, especially if only answers that the students felt confident of were counted. Students from the Natural Science Programme outperformed the students from the Social Science Programme, even though the former didn’t have any formal education in geography from the upper secondary school. The thesis argues that a larger focus on spatial thinking in the geography subject could benefit the development of both a stronger stance for the subject in the education system, and the abilities and knowledge tied to spatial thinking of the students, especially those that are lacking formal education in other subjects that train the spatial thinking, mostly mathematics and physics.
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Söderhäll, Gille Fanny. "En stor liten värld : En undersökning av globalisering som begrepp och diskurs i svenska geografiläroböcker för gymnasieskolan." Thesis, Uppsala universitet, Kulturgeografiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-447029.

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Globalisering är en process som pågått under lång tid och är än idag högaktuellt. Världen kopplas samman allt snabbare genom handel, internationell politik, kommunikation och transport, turism och migration, resursförbrukning samt klimatförändringar. År 1994 respektive 2011 etablerades de senaste stora reformerna av svensk grund- och gymnasieskola. I styrdokumenten för geografiämnet i gymnasieskolan, tillhörande dessa två reformer, finns krav på innehåll som syftar till förståelse och kunskapsutveckling gällande den globala världen, samt komplexa samband mellan länder, stater, människor och miljöer. I anknytning till de nya styrdokumenten uppdaterades samt skrevs nya läroböcker. Globaliseringsdiskursen kan bidra till kritiskt granskande av såväl sociala som ekonomiska, politiska och ekologiska förhållanden av geografisk karaktär. Denna uppsats syftar till att undersöka hur begreppet globalisering definieras och hur diskursen runt globalisering ter sig, genom en kvalitativ textanalys av fyra läroböcker för geografiämnet i svensk gymnasieskola. Resultatet påvisar att samtliga böcker dryftar globalisering ur flertalet olika perspektiv och förhåller sig tämligen väl till respektive styrdokuments krav på innehåll gällande globalisering. För att fullständigt uppfylla undervisningsmålen gällande globalisering i styrdokumenten, behöver lärarna komplettera läroböckerna med dagsaktuellt material av mer komplex och problematiserande karaktär.
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Ahnoff, Örjan. "Resurs för orientering : Interaktivt satellitfoto i barns samtal om plats." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31430.

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Uppsatsen handlar om en aktivitet som låter barn relatera till plats genom samtal med en vuxen, med stöd av interaktivt satellitfoto på en datorplatta. Samtalsaktiviteten, som kan ses som en forskningsmetod eller en pedagogisk aktivitet, undersöks genom två frågeställningar: Vilka slags erfarenheter av och relationer till platser blir möjliga att kommunicera i aktiviteten? Hur formas i aktiviteten förutsättningar för denna kommunikation? Undersökningen relaterar till tidigare forskning om aktiviteter som promenad, fotografi och teckning. Elva barn (8 år) deltog, en och en, i aktiviteten som undersöktes. Det empiriska materialet utgörs av skärmfilmer, skärmdumpar och ljudupptagningar från dessa tillfällen. Arbetet utgår från de geografiteoretiska begreppen plats och rum, och inspireras av förhållningssätt inom forskningsfältet barns geografier. Utöver det används design i lärande som ett analytiskt perspektiv. Jag argumenterar för att interaktivitet med en sekundär representation av plats (det digitala satellitfotot) kan beskrivas som någonting mellan platsinteraktivitet och icke-platsinteraktivitet respektive mellan kreativitet och icke-kreativitet. Samtidigt formar de mellanlägen jag beskriver en specifik och egen grund för kommunikation. Med utgångspunkt i hur studiens deltagare tolkar och förhandlar om aktiviteten, diskuterar jag vidare barns behov av utrymme för meningsskapande. Slutligen föreslår jag att samtida forskningsmetodik – som ställer krav på vuxna att sätta barns rättigheter, intressen, deltagande och agens i första rummet – kan utgöra en förebild för didaktisk verksamhet.
This essay examines a way of letting children relate to place through an activity based on one-to-one conversation with an adult, supported by interactive satellite photo on a tablet computer. The investigated activity may be seen as a research method or an educational activity. Two questions are addressed: What kinds of experiences of place are possible to communicate in the activity? and How are conditions for this communication formed through the activity? The results are compared to previous research on activities such as walks, photographs and drawings. Eleven children at the age of 8 participated in the activity. Screencasts and audio recordings were made and analysed in order to answer the research questions. The work is based on geographical theory, starting with a discussion on place and space, and is further inspired by approaches in the research field Children’s geographies. In addition to this, design activity in learning processes is used a theoretical and analytical perspective. I argue that interactivity with a secondary representation of place (the digital satellite photo) can be described as something in between of place-interactivity and non-place-interactivity, and in between of creativity and non-creativity. At the same time, this inbetweenness forms a specific, new condition for communication. Furthermore, through observations of how the participating children make interpretations of, and negotiate, the activity, I discuss children’s need of room for sense making. Finally, I suggest that contemporary research methodology with children can be seen as a didactic example, demanding adults to put children’s rights, interests, participation and agency first.
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Cederquist, Tove. "Geografi - ett stort litet ämne : Om gymnasieelevers och lärares syn på vad geografiämnet ska förmedla och förmedlar." Thesis, Uppsala universitet, Kulturgeografiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-325098.

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Geografiämnet är brett och ger ett holistiskt perspektiv på livet på jorden vilket skapar stora möjligheter för lärare att göra ämnet relevant och intressant för eleverna. Geografiämnet var under 1900-talet uppdelat i natur- och kulturgeografi på gymnasiet, detta har satt spår i läroplaner, läroböcker och samhället. Dagens miljöproblematik skapar möjligheter för ämnet att växa men istället ser vi ett geografiämne som minskar i timantal. I denna uppsats genomförs en frågeundersökning med gymnasieelever om deras bild av geografiämnet och en samtalsintervjuundersökning med deras lärare om undervisning och genomförande av geografiundervisningen. Det visar sig att eleverna har dåliga förkunskaper från högstadiet men att de uppskattar ämnet och lär sig mycket, speciellt om relationen människa och miljö. Lärarna vill gärna visa på sambandet mellan natur- och kulturgeografi men de flesta delar ändå upp dessa i olika moment. Samtliga lärare använder sig av mycket blandat material, lite lärobok och mycket hemsidor och bilder. Både användandet av praktiska moment och ämnesövergripande arbete varierar. Detta verkar bero på geografiämnets status på respektive skola och om lärarna vågar se möjligheterna och bryta gamla vanor när de planerar. För om det lilla geografiämnet ska leva upp till sin stora potential måste lärarna våga tänka nytt och inspirera kommande generationer.
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Books on the topic "Didactics of geography"

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Knight, Linsay. Vulkanen & aardbevingen. Tielt: Lannoo, 1996.

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Ganeri, Anita. Vurige vulkanen. [Alkmaar]: Kluitman, 2003.

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Gavala, J. Geología de la costa y bahía de Cádiz. [Cadiz]: Servicio de Publicaciones de la Diputación de Cádiz, 1992.

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Avienus, Rufius Festus. Orla marítima. Coimbra: Instituto Nacional de Investigação Científica, Centro de Estudos Clássicos e Humanísticos da Universidade de Coimbra, 1985.

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1971-, Korenjak Martin, ed. Die Welt-Rundreise eines anonymen griechischen Autors. Hildesheim: G. Olms, 2003.

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Pseudo-Skymnos (Semos von Delos?): Ta aristera tou Pontou : Zeugnisse griechischer Schriftsteller über den westlichen Pontosraum. Stuttgart: Steiner, 2004.

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Antonelli, Luca. Il periplo nascosto: Lettura stratigrafica e commento storico-archeologico dell'Ora maritima di Avieno. Padova: Esedra, 1998.

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Pliny. Über Glas und Metalle. St. Katharinen: Scripta Mercaturae Verlag, 2000.

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Norcia, Megan A. X marks the spot: Women writers map the Empire for British children, 1790-1895. Athens: Ohio University Press, 2010.

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X marks the spot: Women writers map the Empire for British children, 1790-1895. Athens: Ohio University Press, 2010.

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Book chapters on the topic "Didactics of geography"

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Haedrich, G. "Didactics of the Case-Study Method." In A Geography of Public Relations Trends, 342–51. Dordrecht: Springer Netherlands, 1985. http://dx.doi.org/10.1007/978-94-017-0575-2_35.

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Verduin-Muller, Henriette S. "Criteria and Trends with Regard to Subject Matter Didactics (Geography)." In History and Social Studies – Methodologies of Textbook Analysis, 72–84. London: Routledge, 2022. http://dx.doi.org/10.1201/9780203751770-8.

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Mládek, Jozef, Marcela Káčerová, Dagmar Popjaková, and Michal Vančura. "Changes in Demographic Behaviour: Possible Use of Its Findings in Didactic Practice." In Current Topics in Czech and Central European Geography Education, 253–80. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-43614-2_14.

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Labate, Francisco Javier. "Didactic Tools in the Scope of Physical Geography in the Provincia de Tierra Del Fuego." In Springer Geology, 75–81. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-60683-1_6.

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"Social Sciences, Geography and History Teaching Based on Research." In ICTs and Innovation for Didactics of Social Sciences, 1–39. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2882-2.ch001.

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Innovation accompanies us in our daily lives contributing to personal growth and improving social participation. Considering the most important epistemological traditions of teaching-learning processes and teaching models, research-based teaching model is a relevant approach to introduce innovative didactic proposals. Selection, organization, and sequencing of school knowledge in the teaching of social sciences, geography and history, and the construction of meaningful school knowledge connected with the social reality implies considering relevant socio-environmental issues, teacher professional knowledge, student daily knowledge, and metadisciplinarity. As a pedagogical base, in this chapter, the authors focus on epistemological traditions of social sciences education, keys for the design of proposal from a research-based approach, and finally, they focus on alternatives for evaluation of students and the importance of action-research for systematization of decision making and professional development.
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"The Future of ICT/LKT in the Teaching and Learning of Social Sciences, Geography, and History." In ICTs and Innovation for Didactics of Social Sciences, 268–91. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2882-2.ch010.

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Most experts consider that society has entered in a Fourth Industrial Revolution that implies ubiquitous changes characterized by a fusion of technologies that is blurring the lines that differentiate physical, digital, and biological spheres. This implies to open a door to important changes in the teaching and learning of the social sciences, geography, and history. Regarding this, it is necessary that both citizens and organizations develop new skills. Artificial intelligence as education technology is possible due to digital and online tools. Adaptive learning, meanwhile, is related to artificial intelligence, personalizing the learning and offering contents adapted to students. New challenges in the teaching of social sciences extends beyond the learning of facts and events. As a result of changes in society of Fourth Industrial Revolution, thinking-based learning (TBL) with the support of learning and knowledge technologies (LKT), creativity, critical thinking, and cooperation are some of the essential learning goals to participate in society.
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"Gamification and Game-Based Learning." In ICTs and Innovation for Didactics of Social Sciences, 40–74. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2882-2.ch002.

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Teachers can use game mechanics in a non-game environment (gamification), or they can consider playing a game as an option to learn content. In the first case, adding elements inspired by games to the classroom environment allows teachers to create a motivating atmosphere for the learning of social sciences, geography, and history. The second case is directly related to games that “teach” content through making decisions and observation of consequences. With a focus on elements, benefits, strategies, and some of the most important resources to introduce gamification and game-based learning in social science education, the authors highlight student motivation and learning of content and skills. Although gamification is not a new concept, it can be considered that the technological development and the recognition of its didactic possibilities have extended the educational experiences in a new way, contributing significantly to education.
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"B-Learning and Flipped Classroom in Social Sciences Education." In ICTs and Innovation for Didactics of Social Sciences, 193–225. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2882-2.ch007.

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Lecture-driven classrooms allow teachers to teach a lot of information to students over a limited time. However, the traditional classroom lecture format has also limited the communication between student and teacher. The flipped classroom pedagogy is a type of b-Learning that inverts the traditional classroom lecture content delivery. In flipped learning, students are required to read or view prerecorded lectures edited online by the teacher as a part of their homework. After, in class time, they focus on group activities, so that teachers must rethink the design of the teaching and learning process in the classroom with discussions and group work where students can make decisions, apply theoretical knowledge, and make mistakes. Regarding the teaching and learning of social sciences, geography, and history, this approach implies opportunities for students to learn high-level content, besides creative, critical, and collaborative skills.
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"M-Learning as a Driving Force of Social Engagement, Responsible Collaboration, and Student Interaction." In ICTs and Innovation for Didactics of Social Sciences, 226–45. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2882-2.ch008.

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The normalization of the use of these devices offers facilities for exploration, personalization of learning, and greater adaptation to the rhythm of students. In this chapter, a conceptualization of m-Learning will be presented including the main m-Learning features. After, the authors focus on applications for social sciences education. This chapter is divided into two parts. The authors review general applications that can be useful for the teaching and learning of social sciences, offering numerous procedural possibilities at the service of the area. After, they review some specific applications that, beyond concepts and facts, offer multiple procedural possibilities connected with conceptual contents of this area of knowledge. Finally, other resources and teaching guidance for m-Learning will be presented, including relevant websites with lots of resources for the teaching and learning of social sciences, geography, and history.
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"Virtual Reality, 3D Recreations and 3D Printing in Social Sciences Education." In ICTs and Innovation for Didactics of Social Sciences, 102–30. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2882-2.ch004.

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Virtual reality is a technology for the relocation and interaction of users with a digital environment created by computers through an interface that recognizes actions carried out in the real world. It allows users a multimodal experience, making possible immersion in a digital world. On the other hand, 3D modeling is a process of design and representation of an object (3D model) in three dimensions with specialized software, a model that could become tangible through 3D printing. Virtual reality, 3D modeling, and 3D printing technologies, with appropriate teaching proposals and appropriate tools for process monitoring, offer students new ways of interacting with contents of social sciences, geography, and history. There are more resources for the management of classes with VR devices and specific VR applications for teaching. In general, virtual reality and 3D modeling/painting in class allows both interaction and several opportunities for learning adapted to the needs of students.
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Conference papers on the topic "Didactics of geography"

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Miu, Florentina. "Creative Visualization And Computer Literacy In Teaching Geography Didactics To Students." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.42.

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Tanarro, Luis M., Jose Úbeda, Nuria De Andrés, José M. Fernández-Fernández, Javier De Marcos, Diana Ovaco, Jesús García, and David Palacios. "Design of three-dimensional cartographical didactic materials for Physical Geography teaching." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11195.

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Three-dimensional cartographic resources are an important tool in the teaching of Physical Geography and other Earth Sciences. They are also able to help the students to reach a better understanding of the natural landscape. The objective of this work is to design appropriate 3D didactic resources to facilitate the teaching of the landforms in the Higher Education context. These didactic materials have been prepared by using Geographic Information Technologies (GIT). These graphical materials have been created with specific GIT tools, but they can be used by teachers and students with standardized sotfware (Google Earth, Adobe Acrobat Reader or image viewers). Specifically, files with topographical and geological information have been prepared to work with Google Earth. The digital elevation models (DEM) can be viewed in three-dimensional files in 3D PDF format. This work also proposes the creation of photo-realistic images with thematic information draped with the DEM in isometric perspective. Finally, 3D models have been made from the application of photogrammetric techniques so that can be seen in stereoscopic mode as an alternative to the traditional techniques. In conclusion, all these 3D didactic materials proposed in this work showed a great potential as complementary resources in the teaching and learning of Physical Geography and other Earth Sciences.
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Vasileva, Maya. "DIDACTIC TOOLS AND GEOGRAPHY TRAINING." In 5th INTERNATIONAL SCIENTIFIC CONFERENCE GEOBALCANICA 2019. Geobalcanica Society, 2019. http://dx.doi.org/10.18509/gbp.2019.76.

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Koszinski, Sorin Alin. "Regional Geography And Graphic Organisers. Geography-Specific And Didactic Competences In University." In ERD 2018 - Education, Reflection, Development, Sixth Edition. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.06.48.

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Strišková, Michaela, Dáša Oremusová, and Magdaléna Němčíková. "Didactic Aspect of Teaching Environmental Geography (The Draft of Environmental Geography Textbook for Primary Schools)." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-15.

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Nowadays, we can observe that there is still not sufficient amount of textbooks in various areas of Education. One of these areas is also Environmental geography which is an important part of geography lessons at primary school. Therefore, our main intention in this contribution is to introduce design of the textbook for Environmental geography. Textbook that we have created introduces and solves environmental problems on global, regional and local level in a very detailed way. The aim of the textbook is to applicate all of the dimensions of environmental geography into each class at the second grade of primary schools in Slovakia. We have created didactic material which helps teachers during their teaching, as well as material interesting and engaging for students. The proposed textbook could be motivating because of many additional illustrations, various games and tasks using not only classical, but also modern didactic methods.
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Vallo, Dusan, Lubomira Valovicova, and Hilda Kramarekova. "Kepler’s laws of planetary motion in the context of relationships between Physics, Mathematics and Geography." In DIDACTIC TRANSFER OF PHYSICS KNOWLEDGE THROUGH DISTANCE EDUCATION: DIDFYZ 2021. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0078954.

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Panevina, Galina N. "THE DIDACTIC POTENTIAL OF SPOILS CARDS." In Treshnikov readings – 2021 Modern geographical global picture and technology of geographic education. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2021. http://dx.doi.org/10.33065/978-5-907216-08-2-2021-121-123.

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Vilinová, Katarína, and Veronika Kabátová. "Inquiry-based learning and its using in geography at the second level of primary schools." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-18.

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Current social needs emphasize the education of a person with creative thinking, capable of not only finding problems but also solving them. Different strategies are applied in the educational process according to the society's requirements for an educated individual. On this basis, the appropriate content of education, organizational forms, didactic methods and the use of the latest didactic techniques are also determined. One way to achieve this is to introduce other teaching methods, such as inquiry-based teaching, into the teaching process. Inquiry-based learning aims to make science lessons more effective, especially at primary schools, and at the same time seeks to attract students to study them. It has an irreplaceable role in new, modern and successful ways of teaching science. The aim of the paper is to design methodological sheets in the 5th year of elementary school in terms of inquiry-based learning and their application to the teaching process.
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Mamirova, Kulash Nurbergenovna. "SCIENTIFIC AND DIDACTICAL APPROACHES TO DESIGNING THE CONTENT OF GEOGRAPHY TEXTBOOKS IN KAZAKHSTAN." In Международный педагогический форум "Стратегические ориентиры современного образования". Уральский государственный педагогический университет, 2020. http://dx.doi.org/10.26170/kso-2020-190.

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Tzankova, Lucila Tzankova, Maya Vasileva, Dessislava Poleganova, and Georgi Kotseff. "DIDACTICAL MODELING – MAIN PREREQUISITE, CONDITION AND FACTOR FOR ENSURING QUALITY IN GEOGRAPHY EDUCATION." In International Scientific Conference GEOBALCANICA. Geobalcanica Society, 2016. http://dx.doi.org/10.18509/gbp.2016.28.

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Reports on the topic "Didactics of geography"

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Bondarenko, Olga V. The didactic potential of virtual information educational environment as a tool of geography students training. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3761.

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The article clarifies the concept of “virtual information educational environment” (VIEE) and examines the researchers’ views on its meaning exposed in the scientific literature. The article determines the didactic potential of the virtual information educational environment for the geography students training based on the analysis of the authors’ experience of blended learning by means of the Google Classroom. It also specifies the features (immersion, interactivity, and dynamism, sense of presence, continuity, and causality). The authors highlighted the advantages of virtual information educational environment implementation, such as: increase of the efficiency of the educational process by intensifying the process of cognition and interpersonal interactive communication; continuous access to multimedia content both in Google Classroom and beyond; saving student time due to the absence of necessity to work out the training material “manually”; availability of virtual pages of the virtual class; individualization of the educational process; formation of informational culture of the geography students; and more productive learning of the educational material at the expense of IT educational facilities. Among the disadvantages the article mentions low level of computerization, insignificant quantity and low quality of software products, underestimation of the role of VIЕЕ in the professional training of geography students, and the lack of economic stimuli, etc.
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Kholoshyn, Ihor V., Olga V. Bondarenko, Olena V. Hanchuk, and Iryna M. Varfolomyeyeva. Cloud technologies as a tool of creating Earth Remote Sensing educational resources. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3885.

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This article is dedicated to the Earth Remote Sensing (ERS), which the authors believe is a great way to teach geography and allows forming an idea of the actual geographic features and phenomena. One of the major problems that now constrains the active introduction of remote sensing data in the educational process is the low availability of training aerospace pictures, which meet didactic requirements. The article analyzes the main sources of ERS as a basis for educational resources formation with aerospace images: paper, various individual sources (personal stations receiving satellite information, drones, balloons, kites and balls) and Internet sources (mainstream sites, sites of scientific-technical organizations and distributors, interactive Internet geoservices, cloud platforms of geospatial analysis). The authors point out that their geospatial analysis platforms (Google Earth Engine, Land Viewer, EOS Platform, etc.), due to their unique features, are the basis for the creation of information thematic databases of ERS. The article presents an example of such a database, covering more than 800 aerospace images and dynamic models, which are combined according to such didactic principles as high information load and clarity.
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Kholoshyn, I., T. Nazarenko, O. Bondarenko, O. Hanchuk, and I. Varfolomyeyeva. The application of geographic information systems in schools around the world: a retrospective analysis. IOP Publishing, March 2021. http://dx.doi.org/10.31812/123456789/4560.

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The article is devoted to the problem of incorporation geographic information systems (GIS) in world school practice. The authors single out the stages of GIS application in school geographical education based on the retrospective analysis of the scientific literature. The first stage (late 70 s – early 90s of the 20th century) is the beginning of the first educational GIS programs and partnership agreements between schools and universities. The second stage (mid-90s of the 20th century – the beginning of the 21st century) comprises the distribution of GIS-educational programs in European and Australian schools with the involvement of leading developers of GIS-packages (ESRI, Intergraph, MapInfo Corp., etc.). The third stage (2005–2012) marks the spread of the GIS school education in Eastern Europe, Asia, Africa and Latin America; on the fourth stage (from 2012 to the present) geographic information systems emerge in school curricula in most countries. The characteristics of the GIS-technologies development stages are given considering the GIS didactic possibilities for the study of school geography, as well as highlighting their advantages and disadvantages.
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Холошин, Ігор Віталійович, Тетяна Геннадіївна Назаренко, Ольга Володимирівна Бондаренко, Олена Вікторівна Ганчук, and Ірина Миколаївна Варфоломєєва. The Application of Geographic Information Systems in Schools around the World: a Retrospective Analysis. КДПУ, 2020. http://dx.doi.org/10.31812/123456789/3924.

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The article is devoted to the problem of incorporation geographic information systems (GIS) in world school practice. The authors single out the stages of GIS application in school geographical education based on the retrospective analysis of the scientific literature. The first stage (late 70s – early 90s of the XX century) is the beginning of the first educational GIS programs and partnership agreements between schools and universities. The second stage (mid-90s of the XX century – the beginning of the XXI century) comprises the distribution of GIS-educational programs in European and Australian schools with the involvement of leading developers of GIS-packages (ESRI, Intergraph, MapInfo Corp., etc.). The third stage (2005–2012) marks the spread of the GIS school education in Eastern Europe, Asia, Africa and Latin America; on the fourth stage (from 2012 to the present) geographic information systems emerge in school curricula in most countries. The characteristics of the GIS-technologies development stages are given considering the GIS didactic possibilities for the study of school geography, as well as highlighting their advantages and disadvantages.
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Холошин, Ігор Віталійович, Тетяна Геннадіївна Назаренко, Ольга Володимирівна Бондаренко, Олена Вікторівна Ганчук, and Ірина Миколаївна Варфоломєєва. The Application of Geographic Information Systems in Schools around the World: a Retrospective Analysis. КДПУ, 2020. http://dx.doi.org/10.31812/123456789/3924.

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The article is devoted to the problem of incorporation geographic information systems (GIS) in world school practice. The authors single out the stages of GIS application in school geographical education based on the retrospective analysis of the scientific literature. The first stage (late 70s – early 90s of the XX century) is the beginning of the first educational GIS programs and partnership agreements between schools and universities. The second stage (mid-90s of the XX century – the beginning of the XXI century) comprises the distribution of GIS-educational programs in European and Australian schools with the involvement of leading developers of GIS-packages (ESRI, Intergraph, MapInfo Corp., etc.). The third stage (2005–2012) marks the spread of the GIS school education in Eastern Europe, Asia, Africa and Latin America; on the fourth stage (from 2012 to the present) geographic information systems emerge in school curricula in most countries. The characteristics of the GIS-technologies development stages are given considering the GIS didactic possibilities for the study of school geography, as well as highlighting their advantages and disadvantages.
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Бондаренко, Ольга Володимирівна, Олена Володимирівна Пахомова, and Володимир Йосипович Засельський. The use of cloud technologies when studying geography by higher school students. CEUR-WS.org, 2018. http://dx.doi.org/10.31812/123456789/3254.

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Abstract. The article is devoted to the topical issue of the cloud technologies implementation in educational process in general and when studying geography, in particular. The authors offer a selection of online services which can contribute to the effective acquisition of geographical knowledge in higher school. The publication describes such cloud technologies as Gapminder, DESA, Datawrapper.de, Time.Graphics, HP Reveal, MOZAIK education, Settera Online, Click-that-hood, Canva, Paint Instant. It is also made some theoretical generalization of their economic, technical, technological, didactic advantages and disadvantages. Visual examples of application are provided in the article. The authors make notice that in the long run the technologies under study should become a valuable educational tool of creation virtual information and education environments connected into common national, and then global, educational space.
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Bondarenko, Olga V., Olena V. Pakhomova, and Vladimir I. Zaselskiy. The use of cloud technologies when studying geography by higher school students. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3261.

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Abstract:
The article is devoted to the topical issue of the cloud technologies implementation in educational process in general and when studying geography, in particular. The authors offer a selection of online services which can contribute to the effective acquisition of geographical knowledge in higher school. The publication describes such cloud technologies as Gapminder, DESA, Datawrapper.de, Time.Graphics, HP Reveal, MOZAIK education, Settera Online, Click-that-hood, Canva, Paint Instant. It is also made some theoretical generalization of their economic, technical, technological, didactic advantages and disadvantages. Visual examples of application are provided in the article. The authors make notice that in the long run the technologies under study should become a valuable educational tool of creation virtual information and education environments connected into common national, and then global, educational space.
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Bilousova, Liudmyla I., Liudmyla E. Gryzun, Daria H. Sherstiuk, and Ekaterina O. Shmeltser. Cloud-based complex of computer transdisciplinary models in the context of holistic educational approach. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3259.

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The paper represents the authors’ cloud-based complex of computer dynamic models and their transdisciplinary facilities. Proper theoretical background for the complex design is elaborated and the process of the computer models development is covered. The models in the complex are grouped in the sections according to the curriculum subjects (Physics, Algebra, Geometry, Biology, Geography, and Informatics). Each of the sections includes proper models along with their description and transdisciplinary didactic support. The paper also presents recommendations as for using of the complex to provide holistic learning of Mathematics, Science and Informatics at secondary school. The prospects of further research are outlined.
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