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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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Zecha, Stefanie. "“Hedgerow” A cooperation between geography, didactics of geography and school practice to improve teacher training at university." Educational Research eJournal 1, no. 1 (2012): 71–80. http://dx.doi.org/10.5838/erej.2012.11.06.
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Kirchberg, Günter. "Changes in Youth: No Changes in Teaching Geography? Aspects of a Neglected Problem in the Didactics of Geography." International Research in Geographical and Environmental Education 9, no. 1 (March 2000): 5–18. http://dx.doi.org/10.1080/10382040008667626.
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Hudeček, Tomáš. "Regional content in geography textbooks from the cartographic viewpoint." Geografie 109, no. 1 (2004): 53–64. http://dx.doi.org/10.37040/geografie2004109010053.
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The article discusses further possibilities how to use GIS application in geography didactics. It describes an aid for assessment of regional geography textbooks - i.e. teaching map - and provides methodological analysis how to create such maps. It deals with the application of the method for sample assessment of selected textbooks. The analysis covers 12 teaching maps, which were created on the basis of 12 selected geography textbooks for primary and secondary school pupils. These books are being assessed by comparative analysis and a comment of their contents and suitability is added. The article also evaluates other possible uses of the method.
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Audigier, Francois. "School disciplines, social representations, and the construction of the didactics of history, geography, and civics." Instructional Science 27, no. 1-2 (March 1999): 97–117. http://dx.doi.org/10.1007/bf00890686.
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Nemčíková, Magdaléna, Zuzana Rampašeková, Hilda Kramáreková, and Alena Dubcová. "Specifics of Geography Teacher Training at the Faculty of Natural Sciences Constantine the Philosopher University in Nitra." Annales Universitatis Paedagogicae Cracoviensis Studia Geographica 12 (December 1, 2018): 140–53. http://dx.doi.org/10.24917/20845456.12.11.
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The Slovak education is currently experiencing a turbulent period associated with ongoing efforts to reform the education system, under-funding of education with low teacher salaries, overworked and feminized teaching staff, low social status of a teacher in society, problems in the creation and distribution of current textbooks, insufficient interest in studying natural sciences, leaving of young people to study abroad, etc. This situation is also reflected in the training of future teachers including the geography teachers (in combination with other subjects). The aim of this study is to provide basic information on the development of future geography teacher education in Nitra, which has almost a 60-year tradition. Moreover, it characterizes the current state of this education in the context of the subject field didactics and pedagogical practice and identifies the challenges of their future preparation. Methods of text analysis, information comparison, and statistical processing of quantitative information were used in this study. Key findings include the dynamics of the number of graduates from geography teaching study programs, responding to the situation in education system and demographic decline in the population, and reduction of contact lessons at the university leading to a reduction in the professional and didactic extent of knowledge and skills of future teachers. The most important conclusions or recommendations as well as scientific contribution concern the necessity to change the attitude of teachers towards the practically oriented teaching with stronger emphasis on training students’ creativity not only through ICT, but also using creative and critical thinking strategies.
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Lavruk, Mariia. "The concept of powerful knowledge and geographical education in the New Ukrainian School." Visnyk of the Lviv University. Series Pedagogics, no. 36 (2022): 124–33. http://dx.doi.org/10.30970/vpe.2022.36.11559.
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The article analyses new conceptual and methodological trends in teaching Geography in the countries with optimal models of teaching this school subject in order to take into account their experience in the context of the tasks of the New Ukrainian School reform. It clarifies the content and features of the concept of “powerful knowledge of geography”, which can modernize the content of school geography, raise its intellectual prestige and relevance. The knowledge is considered to be “powerful knowledge of geography” when it provides new ways of thinking about the world and is able to change the relationship of young people with the environment; gives students powerful ways to analyze, explain and understand; promotes the formation of critical and independent thinking, develops geographical considerations on how knowledge is created, tested and evaluated; enables young people to follow and participate in discussions on important local, national and global issues; contributes to the understanding of the factors of world diversity. It is necessary to take into account the progressive features of modern geography curricula used in England, Germany, Finland, Japan, Singapore, Australia when developing the geography programs for the New Ukrainian School. These curricula include: 1) general geographical (combination of physical and social geography) and interdisciplinary approach to the knowledge of geospatial phenomena, objects, processes at all stages of learning; 2) emphasis on the ways of human interaction with the environment and the results of this interaction (geography of cultural landscapes, geography for sustainable development); 3) focus in the same course on the territorial objects of different scales (from local to global) as a demonstration of geographical horizontal and vertical causal relationships; 4) geographical critical thinking as a result of learning; 5) mastering geographic information technologies as a resource for life and development; 6) observations and field research as an important component of subject competence. Keywords: didactics of geography, concept of powerful geographical knowledge, geography in the New Ukrainian School.
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Piotrowska, Iwona, Małgorzata Cichoń, Dawid Abramowicz, and Jakub Sypniewski. "Challenges in Geography Education – A Review of Research Problems." Quaestiones Geographicae 38, no. 1 (March 29, 2019): 71–84. http://dx.doi.org/10.2478/quageo-2019-0009.
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Abstract Scientific research and student education aimed at preparing students to practice their profession under the conditions of civilization and technological changes play a special role in geography teaching. It is important to be aware of the impact of key competences which are necessary for every person to function in the modern world and are needed for self-fulfilment, personal development, social integration, flexible adaptation to any changes and which determine the success in adult life. Proper development of such skills contributes to the correct interpretation of natural and socio-economic phenomena and processes. The aim of the article is to present and discuss research work and teaching activities pursued by the Department of Geography Didactics and Ecological Education at the Faculty of Geographical and Geological Sciences of the Adam Mickiewicz University in Poznań, aimed at the use by students of various educational concepts and the resulting key competences necessary for their future work. Students also have the opportunity to develop soft competences, such as communication, courage of expression, self-esteem or responsibility for the group, to which employers have paid special attention in recent years. Therefore, comprehensive preparation of the student requires the implementation of specific educational concepts. The most important ones include bilingual education; CLIL, inquiry based science education (IBSE), project method, fieldwork, geographical educational trails, participation, as well as the use of geoinformation technologies, GIS and ICT.
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Koegst, Lara. "Potentials of Digitally Guided Excursions at Universities Illustrated Using the Example of an Urban Geography Excursion in Stuttgart." KN - Journal of Cartography and Geographic Information 72, no. 1 (February 22, 2022): 59–71. http://dx.doi.org/10.1007/s42489-022-00097-4.
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AbstractThe main focus of this article is on digital excursion formats at universities and their advantages with and without pandemic-related restrictions on teaching. The development of the application, its didactics and feedback from students are demonstrated using the example of the urban geography excursion developed as part of the 'InExkurs' project at the University of Tübingen. Compared to traditional overview excursions, digitally guided formats allow students more flexibility, autonomy and independence in the implementation. Aspects of gamification and location-based games can be used to increase motivation and, in combination with individual navigation, create associations with scavenger hunts. The use of extended reality on mobile devices enables a diverse application of digital information on site: the use of historical maps and photos as well as the integration of (fictional) characters is exemplified using the developed digital urban geography excursion. The first feedback on the excursion showed that the majority of participating students appreciated the digital format and would like to participate in excursions in this or similar formats more often.
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Riess, Werner, Monika Martin, Christoph Mischo, Hans-Georg Kotthoff, and Eva-Maria Waltner. "How Can Education for Sustainable Development (ESD) Be Effectively Implemented in Teaching and Learning? An Analysis of Educational Science Recommendations of Methods and Procedures to Promote ESD Goals." Sustainability 14, no. 7 (March 22, 2022): 3708. http://dx.doi.org/10.3390/su14073708.
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Education for sustainable development (ESD) has been a task assigned to schools and universities since the mid-1990s. This global movement spawned ESD research in numerous fields, including, among others, didactics and educational sciences, as well as sustainability sciences. In this article, we analyze the state of research on reliable recommendations of means (more precisely, teaching and learning methods and procedures) to promote the ESD goals. Within the framework of systematic literature analysis, we compared and evaluated 17 scientific publications from the field of ESD. Using qualitative content analysis, we scanned the 17 articles for recommendations of means of ESD and the cited evidence for their effectiveness. The findings show two groups of recommended means, differing particularly in the degree of learner autonomy and the quality of evidence for their effectiveness. We discuss possible tasks that can be derived from these findings for didactic research on ESD, and we make a suggestion for further teaching action.
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Rozhi, Inna, Halyna Humenyuk, Mykhailo Fomin, Mykola Moskalenko, Iuliia Pologovska, and Valentyna Shchabelska. "An Integral Model of Training of Future Teacher of Geography for the Local History and Tourism Work on the Basis of Competence Approach. A Proposal for Transitional Forms of Education." Revista Romaneasca pentru Educatie Multidimensionala 14, no. 3 (September 2, 2022): 363–91. http://dx.doi.org/10.18662/rrem/14.3/614.
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Social transformations, changings on the labour market, in particular in the educational services' sector, need qualitative modifications in conceptual principles of prospective geography teachers’ vocational training. As a result of scientific literature's studying, the essence of the problem of prospective teachers' geography training for hiking and local-lore activities has been analyzed, and a set of conclusions have been formulated. Until the mid 20th century scientists had been researching organisation of tourist-related and regional studies activities mostly in line with traditional school didactics. Only at the end of the second half of the 20th century – at the beginning of the 21st century interest for the organisation of students’ tourism and their studies of local lore grew higher. During this period foundations have been laid for touristic and local-lore activities as a pedagogical category in tertiary institutions. Attempts are being made to study this question in the context of new pedagogical technologies. Therefore explorers have concentrated their attention on professional competence, description of its significant indications and structure, on diagnostics.
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Dubovski, Daniel. "Didaktické hry vo vyučovaní geografie." Geografická revue 13, no. 2 (February 12, 2018): 17–28. http://dx.doi.org/10.24040/gr.2017.13.2.17-28.
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Almeida, David Luiz Rodrigues de, Eliane Souza da Silva, and Antonio Carlos Pinheiro. "CARACTERÍSTICAS E TENDÊNCIAS DAS PUBLICAÇÕES NOS ANAIS DO SEMINÁRIO DE EDUCAÇÃO GEOGRÁFICA." Revista Brasileira de Educação em Geografia 11, no. 21 (November 8, 2021): 05–27. http://dx.doi.org/10.46789/edugeo.v11i21.984.
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Este trabalho estuda as características e tendências das produções acadêmicas sobre a Educação Geográfica apresentadas em três anais do Seminário de Educação Geográfica. Este evento é bienal, realizado desde 2015, pelo Grupo de Estudos e Pesquisas em Educação Geográfica (GEPEG) da Universidade Federal da Paraíba (UFPB), campus I, João Pessoa-PB. A metodologia utilizada neste artigo foi a pesquisa bibliográfica, e a análise de conteúdo disponibilizou procedimentos para exame de 175 trabalhos científicos, entre artigos e resumos expandidos. As produções destacam, de modo geral, relatos de experiências realizadas na Educação Básica e na Educação Superior. O interesse desses trabalhos incide nestas cinco temáticas: representação espacial, formação de professores, formação de conceitos, conteúdo-método, contexto de ensino e didática da Geografia. A análise aqui apresentada traça um perfil das pesquisas desenvolvidas em cursos de graduação e pós-graduação em nível local (Paraíba), regional (Nordeste) e nacional (Brasil). Isso pode estimular o desenvolvimento de novas pesquisas e a formação de professores de Geografia. Palavras-chave Educação Geográfica, Trabalho científico, Pesquisa bibliográfica, Formação de professores, Evento científico. CHARACTERISTICS AND TRENDS OF PUBLICATIONS IN THE ANNALS OF THE GEOGRAPHIC EDUCATION SEMINAR Abstract This work surveys the characteristics and trends of academic productions on Geographic Education presented in three annals of the Geographic Education Seminar. This event is biennially held since 2015 by the Group of Studies and Research in Geographic Education (GEPEG) of the Federal University of Paraíba (UFPB), campus I, João Pessoa-PB. The methodology used in this article was the bibliographic research, and the content analysis provided procedures for examining 175 scientific papers, including articles and expanded abstracts. The productions highlight, in general, reports of experiences carried out in Basic Education and in Higher Education. The interest of these works focuses on these five themes: spatial representation, teachers` training, concept training, content-method, teaching context and didactics of geography. The analysis presented here outlines a profile of the research developed in undergraduate and graduate courses at local (Paraíba), regional (Northeast) and national (Brazil) levels. This can foster the development of new research and the training of geography teachers. Keywords Geographic Education, Scientific work, Bibliographic research, Teacher’s training, Scientific event.
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Crespo Castellanos, José Manuel, María Luisa Gómez Ruiz, and Luis Alfonso Cruz Naïmi. "Una aproximación a los Parques Nacionales y sus paisajes a través de itinerarios didácticos = An Approach to the National Parks Landscapes and Educational Itineraries." Espacio Tiempo y Forma. Serie VI, Geografía, no. 11 (September 25, 2018): 121. http://dx.doi.org/10.5944/etfvi.11.2018.22359.
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Se plantea una propuesta que hunde sus raíces en la larga trayectoria de la Didáctica de la Geografía, en la que se aúnan la tradición del excursionismo geográfico con una metodología de trabajo acorde a la evolución de las actuales tecnologías y a la aplicación de la geoinformación. Desarrollada en el marco de los Proyectos de Innovación y Mejora de la Calidad Docente de la Universidad Complutense de Madrid, tiene por objeto el diseño de itinerarios geográficos didácticos en el ámbito territorial de los espacios naturales que conforman la Red de Parques Nacionales de España. Como resultado se ha desarrollado una SIGweb con los itinerarios creados en base a puntos de interés didáctico geográfico en los cuales se identifican elementos, procesos o factores que configuran el paisaje. We present a proposal that has its roots in the long history of the Didactics of Geography, which combines the tradition of geographical excursionism with a work methodology according to the evolution of current technologies and the application of geoinformation. Developed within the framework of the Projects of Innovation and Improvement of the Teaching Quality of the Complutense University of Madrid, its objective is the design of educational geographical itineraries in the territorial scope of the natural spaces that make up the National Parks of Spain. As a result, a SIGweb has been developed with the itineraries created based on points of geographical didactic interest in which elements, processes or factors that make up the landscape are identified.
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Souckova, Tatana. "HISTORICAL GEOGRAPHY IN THE CONTEXT OF THE DIDACTICS OF HISTORY IN UNDERGRADUATE EDUCATION: AN EXAMPLE OF USE OF MATTHIAS BEL'S WORK VEDOMOSTI." Slavonic Pedagogical Studies Journal 9, no. 1 (February 2020): 61–69. http://dx.doi.org/10.18355/pg.2020.9.1.7.
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Chupin, Jean-Pierre, Morteza Hazbei, and Karl-Antoine Pelchat. "Three Types of Architectural Educational Strategies (AES) in Sustainable Buildings for Learning Environments in Canada." Sustainability 13, no. 15 (July 21, 2021): 8166. http://dx.doi.org/10.3390/su13158166.
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This article explores a trend provisionally called “eco-didacticism” observable for nearly 15 years in art, design and architecture. The corpus concentrates on learning centres as buildings meant to diffuse advanced knowledge in the field of sustainable architecture. We found evidence of additional educational intentions to the pedagogical or scientific programs that these buildings have already been mandated to host and support. A variety of practices or devices have sometimes been added to the architecture, sometimes integrated, while others determine the overall structuring of these educational buildings. Seven cases of “learning centres” built in Canada between 2004 and 2018 have been screened through three epistemological filters distinguishing forms of “architectural didactics”: 1—a labeling often quantitative approach, 2—an experiential or practical approach, 3—a visually narrative or iconic approach. While outlining definitions of these Architectural Educational Strategies (AES), we offer initial explanations for their distinctive features. It appears that architects, designers and critics altogether operate on the belief that forms of architectural communication can operate as elements of a language that would be accessible to non-experts. Our conclusion indicates how future research could question the very possibility of giving lessons through formal language and aesthetic features.
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Spallek, Waldemar. "Evolution of longitude description system. Example of Polish school geographical atlases (1771–2012)." Polish Cartographical Review 49, no. 4 (December 1, 2017): 177–86. http://dx.doi.org/10.1515/pcr-2017-0013.
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Abstract The evolution of the mathematical foundations of maps in school geographical atlases, especially in 19th and 20th century, was one of the elements of the perception of progress in cartography by the didactics of geography. The biggest changes, ongoing also today, concerned cartographic projections used to maps design. The evolution of the geographical coordinate system is a part of this process and the basis of the theory of cartographic projections. In the paper there are described changes concerning the location of the Prime Meridian and the method of the description of longitude – elements necessary for the construction of the grid of meridians and parallels. These changes are presented on the basis of analysis of 665 atlases, what means all editions of Polish school geographical atlases between 1771 and 2012 identified by the author. The evolution of the mathematical foundations of maps in Polish school atlases over more than two centuries is an example of assimilation of the newest trends and scientific researches that takes place between science and education.
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Moreno-Pino, Francisco M., Rocío Jiménez-Fontana, José María Cardeñoso Domingo, and Pilar Azcárate Goded. "Study of the Presence of Sustainability Competencies in Teacher Training in Mathematics Education." Sustainability 13, no. 10 (May 18, 2021): 5629. http://dx.doi.org/10.3390/su13105629.
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This article presents the results of the analysis of the presence of the sustainability competencies proposed by the Sectoral Commission of the Conference of Rectors of Spanish Universities in three degrees in the area of Didactics of Mathematics of the Faculty of Education Sciences at the Universidad de Cádiz (Spain): the degree in Early Childhood Education, the degree in Primary Education, and the Master’s degree in Teacher Training for Compulsory Secondary and Upper Secondary School Education (specialisation in mathematics). The research method used is content analysis, reflected in the syllabi of the subjects of the degrees analysed. To carry out the analysis, two instruments were used: an adaptation of the model of the Green Curriculum in Higher Education and the map of generic competencies in sustainability of the EDINSOST project. The global results show a very low relative presence of sustainability competences in the area of Didactics of Mathematics (25%), the competency related to ethical aspects having the lowest relative presence (10%). For the most part, the competencies related to sustainability are established for the lowest level of mastery, “know”. When comparing the degree programmes, the Master’s degree in Teacher Training for Compulsory Secondary and Upper Secondary School Education (specialisation in mathematics) is the degree that contributes the most to the development of the sustainability competency (32%), followed by the degree in Early Childhood Education (25%), and the degree in Primary Education (18%). Including sustainability in the curriculum of mathematics education in higher education can improve the training of professionals who engage in reflective and critical thinking. However, these results show there is still a long way to go.
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Gaudelli, William, and Elizabeth Heilman. "Reconceptualizing Geography as Democratic Global Citizenship Education." Teachers College Record: The Voice of Scholarship in Education 111, no. 11 (November 2009): 2647–77. http://dx.doi.org/10.1177/016146810911101104.
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Background Geography education typically appears in school curricula in a didactic or disciplinary manner. Yet, both the didactic and the disciplinary approach to geography education lack a serious engagement with society, politics, and power, or democratic theory. We suggest, from Dewey, that most students, the social studies, and indeed society are not well served by these approaches, particularly as we confront global challenges that demand geographic knowledge and insight. Purpose We propose that geography can and should reflect the interests of students and society and thus be what Dewey calls psychologized through a democratic vision of global citizenship education (GCE). Toward that end, we develop a typology of global education to identify those types most congruent with democratic citizenship (cosmopolitan, environmental, and critical justice) and those less congruent (disciplinary, neoliberal, and human relations). Drawing on our typology, we show how GCE can be a point of synthesis in practice, bringing together global education and reconstituted geographic knowledge. Research Design The method of this article is a secondary analysis of literature in democratic theory, global citizenship education, and geography education that synthesizes points of overlap. Conclusions Based on this analysis, we recommend that geography curriculum should be remade within a vision similar to GCE so that space and place can be socially understood.
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Triviño-Cabrera, Laura, Elisa Isabel Chaves-Guerrero, and Laura Alejo-Lozano. "The Figure of the Teacher-Prosumer for the Development of an Innovative, Sustainable, and Committed Education in Times of COVID-19." Sustainability 13, no. 3 (January 22, 2021): 1128. http://dx.doi.org/10.3390/su13031128.
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Studies on the adaptation from face-to-face to online teaching during lockdown show the before and after in education that faces the double challenge of promoting digital skills and public access to connectivity and electronic devices in the post-COVID-19 era. Therefore, this article contributes to these new emerging lines of educational research by presenting an educational innovation project called “Teachers Versus COVID-19”. This project aimed to verify whether the figure of teacher-prosumer, that is, consumers of media culture and creators of their own educational resources, favors the initial training of teachers during the pandemic. To this end, the following objectives were proposed: firstly, test whether the figure of the teacher-prosumer contributes to improving the adaptation of face-to-face teaching to the virtual modality of the Didactics of Social Sciences in the Degree in Primary Education during lockdown; secondly, analyze the production of content on social networks by the students in the Degree in Primary Education, according to the objectives of sustainable development. To validate our teacher-prosumer proposal, we chose the design-based research (DBR) qualitative methodology. For this, 240 students from the course in Didactics of Social Sciences of the Degree in Primary Education at the University of Malaga created 37 educational videos that teach the social sciences curriculum to children between 6 and 12 years of age from the perspective of relevant social problems and the Sustainable Development Goals. These videos were disseminated through the project’s YouTube channel. The results of this study corroborate the effectiveness of turning students into teachers-prosumers, generating the development of critical, creative, digital, and socio-emotional skills so that they feel committed to playing an active role in social changes for a sustainable world.
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Erler, Jörn, Raffaele Spinelli, and Andreja Đuka. "Technodiversity—An E-Learning Tool as an Additional Offer for the Master’s Degree and In-Company Training." Sustainability 14, no. 23 (November 28, 2022): 15851. http://dx.doi.org/10.3390/su142315851.
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In November 2021, a project proposal submitted by the TU Dresden and in which seven other partner institutions are involved was approved in the ERASMUS+ program Action Type KA220-HED. The aim of the project is to develop an e-learning tool that can be used to teach forest technology at the Master’s level. Project work develops along four main tasks: (1) Facts and methods (theoretical contents), (2) Scientific audiovisuals (descriptive contents), (3) E-learning platform (structure) and (4) Didactics (implementation). In this article, the advantages and disadvantages of e learning are discussed and the development of the course contents (facts and methods) is presented in detail.
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Martinelli, Marcello. "CARTOGRAFIA: reflexões acerca de uma caminhada." Revista Brasileira de Educação em Geografia 7, no. 13 (August 14, 2017): 21–50. http://dx.doi.org/10.46789/edugeo.v7i13.484.
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O presente artigo expõem-se algumas diretrizes para a elaboração de Mapas Temáticos, com as devidas anotações para se trabalhar no campo da Cartografia Temática no contexto da Cartografia como um todo. Nesse empreendimento aponta-se a opção de se considerar a Cartografia como uma linguagem, a linguagem da representação gráfica e os cuidados a serem levados em conta na sua elaboração. Focaliza-se, correlativamente, a Cartografia Escolar que além dos ensinamentos sobre o ensino do mapa destaca-se aquele sobre o ensino pelo mapa, onde interfere seguros conhecimentos da Cartografia Temática na didática da Geografia. PALAVRAS-CHAVE Cartografia. Cartografia Temática. Representação gráfica. Cartografia Escolar. CARTOGRAPHY: reflections about a walkABSTRACTThis article presents some guidelines for the elaboration of Thematic Maps, with the appropriate annotations to work in the field of Thematic Cartography in the context of Cartography as a whole. In this endeavor the option is chosen to consider Cartography as a language, the language of graphic representation and the care to be taken into account in its elaboration. It focuses, correlatively, the School Cartography that besides the teachings about the teaching of the map stands out the one about the teaching by the map, where it interferes safe knowledge of the Thematic Cartography in didactics of the Geography. KEYWORDS Cartography. Thematic mapping. Graphic representation. School cartography. ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - revistaedugeo@revistaedugeo.com.br
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Pessoa Paiva, Iara Tâmara, Jose Nelson Do Nascimento Neto, and Ernane Cortez Lima. "O ENSINO DE GEOLOGIA COMO INSTRUMENTO FORMADOR DA PRÁTICA DOCENTE EM GEOGRAFIA." Revista da Casa da Geografia de Sobral (RCGS) 21, no. 2 (September 30, 2019): 413–26. http://dx.doi.org/10.35701/rcgs.v21n2.530.
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Este artigo apresenta o resultado de observações e análises feitas por dois um docentes de geografia durante sua experiência como professores da disciplina de Geologia Geral, em uma instituição de ensino privada que os alunos cursam técnicos em mineração. A participação ativa dos estudantes durante a visita ao Museu de Geologia e Laboratório de Pedologia e processos Erosivos da Universidade Estadual Vale do Acaraú, na realização deste trabalho e serão aqui registradas suas principais percepções ao participar de aulas acompanhado de profissionais. Portanto, não se trata de um trabalho que busca definir ou estabelecer metodologias educacionais didáticas, mas sim, captar e registrar as impressões dos estudantes á visita técnica aos ambientes supracitados.Palavras-chave: Percepção, Estudantes, Didática. ABSTRACTThis article presents the results of observations and analyzes made by two geography teachers during their experience as professors of General Geology in a private educational institution where students attend mining technicians. The active participation of the students during the visit to the Museum of Geology and Laboratory of Pedology and Erosive Processes of the State University of Vale do Acaraú, in the accomplishment of this work and will be registered here their main perceptions when attending classes accompanied by professionals. Therefore, it is not a work that seeks to define or establish didactic educational methodologies, but rather to capture and record the students' impressions of the technical visit to the abovementioned environments.Keywords: Perception, Students, Didactics. ResumenEste artículo presenta el resultado de observaciones y análisis realizados por dos docentes de geografía durante su experiencia como profesores de la disciplina de Geología General, en una institución de enseñanza privada que los alumnos cursan técnicos en minería. La participación activa de los estudiantes durante la visita al Museo de Geología y Laboratorio de Pedología y procesos Erosivos de la Universidad Estatal Vale do Acaraú, en la realización de este trabajo y se registrarán sus principales percepciones al participar de clases acompañado de profesionales. Por lo tanto, no se trata de un trabajo que busca definir o establecer metodologías educativas didácticas, sino captar y registrar las impresiones de los estudiantes a la visita técnica a los ambientes citados.Palabras claves: Percepción, Estudiantes, Didáctica.
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Santiago Rivera, José Armando. "Otro discurso pedagógico y didáctico sobre la enseñanza de la geografía en el trabajo escolar cotidiano." Pensamiento Americano 9, no. 16 (January 11, 2016): 171–88. http://dx.doi.org/10.21803/pensam.v9i16.75.
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El propósito del artículo es explicar en forma analítica otro discurso pedagógico y didáctico sobre la enseñanza de la geo-grafía en el trabajo escolar cotidiano. Se asume que mientras se incrementa la importancia de este campo del conocimiento en el mundo globalizado y la necesidad de alfabetizar a los ciudadanos sobre la compleja situación ambiental, geográfica y social, sus procesos formativos revelan el énfasis en los fundamentos tradicionales de la geografía descriptiva y la transmisividad pedagógica de contenidos programáticos. Esta problemática determinó realizar una consulta bibliográfica y formular un plan-teamiento que analiza los acontecimientos de esta labor educativa, sus repercusiones en la explicación en la realidad geográfica y destaca el apremio de su renovación acorde con las realidades de la época globalizada. Concluye al ofrecer orientaciones pedagógicas y didácticas con el ánimo de estimular una transformación en la práctica escolar de la enseñanza geográfica
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Fideles, Geisa, and Luciana Sedano. "O desenvolvimento do pensamento geográfico e o ensino por investigação:." Revista Brasileira de Educação em Geografia 12, no. 22 (August 17, 2022): 05–28. http://dx.doi.org/10.46789/edugeo.v12i22.1145.
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Este artigo tem como objetivo discutir a relação entre o desenvolvimento do pensamento geográfico e a abordagem didática do ensino por investigação, bem como sua possível contribuição para o ensino de Geografia. Entendemos que esta abordagem traz no seu bojo elementos propulsores para um ensino de forma contextualizada e enriquecedora, o que pode possibilitar o desenvolvimento do pensamento geográfico do aluno. Trata-se de uma pesquisa qualitativa, do tipo bibliográfica. Os dados foram obtidos por meio de pesquisa em bancos de dados brasileiros, como o Periódico CAPES, SciELO, Catálogo de Teses e Dissertações – CAPES e Biblioteca Digital Brasileira de Teses e Dissertações (BDTD), e em um banco de dados internacional - ERIC - Educational Resources Information Centre. Os resultados da pesquisa mostram que existe uma carência de trabalhos que discutam a relação entre o ensino de Geografia e a abordagem didática do ensino por investigação. Esperamos que este trabalho contribua para a melhoria do Ensino e da Aprendizagem em Geografia, tendo em vista a promoção de um ensino de Geografia investigativo, a fim de que o aluno adquira maiores condições de realizar análises de fatos e fenômenos, que ocorrem no espaço geográfico e, assim, seja possível pensar por meio da Geografia. Palavras-chave Geografia, Ensino por investigação, Pensar pela Geografia. The development of Geographic thinking and teaching through investigation: process of (re)signification in Geography teaching Abstract This paper aims to discuss the relationship between the development of geographic thinking and the didactic approach to teaching by investigation, and its possible contribution to Geography teaching. We understand that this approach has driving elements for teaching in a contextualized and enriching way, enabling the development of students’ geographic thinking. This is qualitative bibliographic research. Data were obtained through searches in Brazilian databases, such as CAPES periodicals, SciELO, Thesis and Dissertations Catalog - CAPES, Brazilian Digital Library of Theses and Dissertations - BDTD, and an international database, such as Education Resources Information Center - ERIC. The research results show that there is a lack of papers that discuss the relationship between the geography teaching and the didactic approach to teaching by investigation. We expect that this work will contribute to the improvement of Geography teaching-learning process, an investigative teaching of Geography, in a way that students have better conditions to carry out analysis of facts and phenomena that occur in geographic space and, thus, be able to think by Geography. Keywords Geography, Teaching through investigation, Thinking through Geography.
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Chiritescu, Ileana Mihaela. "EXPLOITATION DIDACTIQUE D'UNE PIÈCE DE THÉÂTRE EN CLASSE DE FLE – APPRENDRE LE FRANÇAIS PAR LE THÉÂTRE." Journal of Social Sciences V, no. 1 (February 2022): 34–40. http://dx.doi.org/10.52326/jss.utm.2022.5(1).04.
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Learning French through theater is one of the modern methods of learning, methods that are put at the service of a new didactics of teaching French. Theater performances can be a real motivation for students when used as a teaching aid for foreign language courses. Used as a teaching tool, theater has the ability to raise awareness and encourage students, as well as the strength to bring them effectively closer to the roots of the language studied. Theater means symbols that include characters, makeup, costumes, music, colors, soundtrack, painting. According to his vision, each person has an illusion about the world of theater performance - poetic, sentimental, cheerful, sad or melancholic illusion. With the help of all the artistic processes they have learned and which are at their disposal, each spectator and each actor transforms, in one way or another, into authors of the show, whose mission is to faithfully reproduce his own kind of illusion
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SHAFRANOVSKIY, V., and S. NOVIK. "ORGANIZATION OF CLASSES IN CHURCH AND PARISH SCHOOLS OF THE XIX EARLY XX CENTURIES." Pedagogical Sciences, no. 75-76 (December 12, 2020): 135–38. http://dx.doi.org/10.33989/2524-2474.2020.75-76.226414.
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The article considers the problems that developed around the church-parish schools in the second half of the XIX century. and analysis of their further development under the control of the Holy Synod. The process of teaching in church-parish schools on the basis of the Rules of 1884 and the Programs of 1886 and 1898 is considered. The functioning of the system of public education in the second half of the XIX century. was represented by the initial level of knowledge acquisition, which mainly provides church-parish and zemstvo schools. These educational institutions served as a place of basic education for children of the lower strata of the population, mostly peasants. The main disciplines were: the Law of God, Church Slavonic reading, church singing, church history, arithmetic, Russian language, national history, geography, geometric drawing and painting, didactics, basics of hygiene, calligraphy. The activities of church-parish (church-parish) schools of Orthodox monasteries and churches of Ukraine, as the most common spiritual, religious and educational centers, have made a significant contribution to the education, upbringing and education of children and the people as a whole. The clergy experienced its special flourishing and significance in the system of education in the XIX century, which is due to the beginning of spiritual uplift in the country, the reform of spiritual and monastic education. 1810), the active development of church and parish schools, the growing interest in spirituality and the study of theology, the emergence of theoretical and methodological framework.
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Ramiro Roca, Enric, and José Vicente Gil Noé. "Imaginación y creatividad matemática en las ciencias sociales." @tic. revista d'innovació educativa, no. 19 (January 12, 2018): 55. http://dx.doi.org/10.7203/attic.19.11010.
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University has been criticized because of it hasn’t been always linked enough to the society. Also, social sciences have been disapproved because they have been perceived as a boring area, unuseful and memory-based. And third, there has been a traditional separation between Science and Arts into a more and more globalized world, with border issues and teamwork.Because of that reason, from didactics of social sciences area into the education department of the University Jaume I of Castelló (UJI), a group of professors have started a set of activities and resources in order to bring near Teaching studies and the real classroom. And we have done it from contents of geography, history and art in order to favor a more active and innovative methodology in the environment knowledge and Valencian culture areas.Resources have been adapted in different ways as a deck of cards, board games and posters. In all of them, we associate mathematical techniques through mathemagic with the contents of geographical features, historical figures, festivities and traditions, or biographies among others, and using different text typologies.The evaluations show the good climate in the classroom, the autonomy achieved by the students and the utility of the teachings and the competences accomplished. However, students and professors agree with the intensity of the work done, the convenience of lightening the activities and the need of a better coordination between professors of different subjects in the same degree.
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Zamora-Polo, Francisco, and Jesús Sánchez-Martín. "Teaching for a Better World. Sustainability and Sustainable Development Goals in the Construction of a Change-Maker University." Sustainability 11, no. 15 (August 5, 2019): 4224. http://dx.doi.org/10.3390/su11154224.
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Sustainability, as a key concept in the education field, has submitted a relevant change during the last years. Thus, there is a growing debate about its meaning. It has undergone a crucial merging of significances from many fields: Ecology, environmental awareness, but also from politics, ethics or even spiritual approaches. All these fields have been co-involved in the building of such subject concept. In this sense, this article addresses the different ways of understanding sustainability as a polyhedral concept and how sustainability can be understood under the umbrella of the Sustainable Development Goals (SDGs). Furthermore, it is proposed a conceptual framework to teach this UN Program at Higher Education, contributing to the training of undergraduate and postgraduate students from both a professional and a personal point of view. This framework is applied in a case study—in particular, in a course of Primary Teacher Degree called Didactics of Matter and Energy. This article finishes with practical consideration to build a change-maker University.
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Goga, Nina, and Maria Pujol-Valls. "Ecocritical Engagement with Picturebook through Literature Conversations about Beatrice Alemagne’s On a Magical Do-Nothing Day." Sustainability 12, no. 18 (September 16, 2020): 7653. http://dx.doi.org/10.3390/su12187653.
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This article addresses the need for student teachers to experience how to engage ecocritically with children’s literature to be able to support and develop the sustainability competencies of their future students. In order to respond to this need, we designed a research project examining how Norwegian and Catalan student teachers express and negotiate their ideas about an Italian–French picturebook in a teacher–researcher designed ecocritical literature conversation (ELC). The collected material, consisting of students’ notes and sound recorded and transcribed group discussions, was analysed following the steps of content analysis with an emphasis on finding evidence of dialogic competencies and ecocritical competencies. Although the students did not explicitly integrate ecocritical terminology in their discussions, we found that when structured in line with ideas of dialogic teaching, ecocritical thinking, and literature didactics, literature conversations proved to be a useful tool for these students to critically engage with and negotiate about representations of nature and ecological wisdom from the selected picturebook.
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Coletti, Flavia Cristina, and Marquiana de Freitas Vilas Boas Gomes. "A cidade na sala de aula: estudo sobre os espaços de lazer com jovens do ensino médio." Terr Plural 14 (2020): 1–23. http://dx.doi.org/10.5212/terraplural.v.14.2013704.044.
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The relation between the city and education is a way for citizenship formation, and the scholar geography can help in this process. This paper discusses results of an action-research performed with high school young people in a public school in Guarapuava to verify how young people’s daily knowledge can be appropriate for geography teaching as a way of geographic thought development. Leisure places were chosen as heme and it was applied one didactic sequence, which collected data using a questionnaire, mental maps, field research, and conversation circle. It was verified mechanisms in the set of contents, concepts, and procedures of school geography, for the formation of citizenship in young people, as the recognition of problems, the construction of solutions aiming to read, interpret and act on the city.
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Silva de Medeiros, Thiago Douglas, Saulo Roberto de Oliveira Vital, Jeane Medeiros Silva, and Flávia Luana Dantas. "ESTÁGIO CURRICULAR SUPERVISIONADO II: A IMPORTÂNCIA DOS RESERVATÓRIOS ARTIFICIAIS PARA A REGIÃO DO SERIDÓ." Revista da Casa da Geografia de Sobral (RCGS) 21, no. 2 (September 30, 2019): 166–74. http://dx.doi.org/10.35701/rcgs.v21n2.478.
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A Geografia Física precisa de mudanças em sua didática, para que possa ser mais bem compreendida pelos alunos. Inovar as metodologias e desprender-se da exclusividade do livro didático é um primeiro passo. Assim, o presente trabalho traz a experiência de um estágio supervisionado, onde foi realizada uma intervenção pedagógica em uma escola da rede pública de ensino da cidade de Caicó/RN. O objetivo foi aproximar o conteúdo de hidrografia à realidade dos alunos, para que houvesse um melhor entendimento da temática abordada e para que os mesmos entendessem a importância dos reservatórios artificiais para a região do Seridó Potiguar. A partir de então, foi possível perceber que o interesse maior dos discentes em aprender um conteúdo geográfico ocorre quando se desenvolvido uma aula onde não se usa, somente, o livro didático, mas também o auxílio de outros recursos e busca-se familiarizar o tema às vivências dos estudantes.Palavras-chave: Hidrografia, Reservatórios artificiais, Ensino de Geografia. ABSTRACTPhysical Geography needs changes in its didactics so that the students can better understand it. Innovating the methodologies and to detach of the exclusivity of the textbook is a first step. Thus, the present work brings the experience of a supervised internship, where a pedagogical intervention was carried out in a public school in the city of Caicó / RN. The objective was to bring the hydrographic content closer to the students' reality, so that a better understanding of the subject matter could be understood and for them to understand the importance of the artificial reservoirs for the Seridó Potiguar region. From then on, it was possible to perceive that the students' greatest interest in learning a geographic content occurs when a class has been developed where not only the textbook is used, but also through of other resources and it is sought to familiarize the theme the experiences of the students.Keywords: Hydrography, Artificial Reservoirs, Geography Teaching. RESUMENLa geografía física necesita cambios en su didáctica para que los estudiantes puedan entenderla mejor. Innovar metodologías y lanzar exclusividad de libros de texto es un primer paso. Así, el presente trabajo trae la experiencia de una pasantía supervisada, donde se realizó una intervención pedagógica en una escuela pública de la ciudad de Caicó / RN. El objetivo era acercar el contenido hidrográfico a la realidad de los estudiantes, para que se entendiera mejor el tema abordado y para que entendieran la importancia de los reservorios artificiales para la región de Seridó Potiguar. A partir de entonces, fue posible darse cuenta de que el mayor interés de los estudiantes en aprender un contenido geográfico ocurre cuando se desarrolla una clase donde no solo se usa el libro de texto, sino también la ayuda de otros recursos y busca familiarizar el tema a las experiencias de los alumnos.Palabras clave: hidrografía, reservorios artificiales, enseñanza de geografía.
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Grund, Julius, and Antje Brock. "Education for Sustainable Development in Germany: Not Just Desired but Also Effective for Transformative Action." Sustainability 12, no. 7 (April 2, 2020): 2838. http://dx.doi.org/10.3390/su12072838.
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Despite its role as a key factor for transformation, there is still a lack of large-scale studies on the effects of Education for Sustainable Development (ESD). The aim of this study is to predict sustainable behavior based on reported implementation of ESD as well as psychological (e.g., attitudes, emotions) and socio-demographic variables. Descriptive statistics and a multiple regression model were used to analyze data from 2564 young people from different formal educational fields and 525 teachers from Germany. Both learners and educators desire a distinctly higher amount of ESD within formal educational settings compared to the status quo. The multiple regression model explains 26% of variance in sustainable behavior. By far the strongest predictors are, firstly, connectedness with nature, followed by emotions regarding sustainability and ESD implementation on the content level (making connections between past, present and future, the local and the global, and ecology, economy and the social). One implication of the research findings is an “update” for ESD: Emphasizing the emotional dimension of education and relating the didactics of “controversial issues” to ESD.
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Cho Sung-Wook. "Didactic Transposition according to Type in Geography Knowledge." Journal of The Korean Association of Geographic and Environmental Education 17, no. 3 (December 2009): 211–24. http://dx.doi.org/10.17279/jkagee.2009.17.3.211.
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Batista, Bruno Nunes. "ENSINO DE GEOGRAFIA, ESCOLA NOVA E ALGUMAS FONTES da pedagogia missionária." Cadernos de Pesquisa 25, no. 4 (December 30, 2018): 87. http://dx.doi.org/10.18764/2178-2229.v25n4p87-105.
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O ensaio analisa alguns rebatimentos da Escola Nova e do Manifesto de 32 na configuração discursiva contemporânea do ensino de Geografia. As operações textuais se valem das linhas de trabalho presentes no segundo domínio teórico de Ludwig Wittgenstein; portanto, executa uma descrição de determinados jogos de linguagem. Em meio à essa análise, o texto sinaliza que 1) sob a influência de autores do porte de Delgado de Carvalho, Pierre Monbeig, Everaldo Backheuser e outros, desde a primeira metade do século XX o ensino de Geografia vem sendo pensado por um grupo restrito de intelectuais; 2) que esses, por sua vez, capitanearam uma hegemonia pedagógica que tem nas metodologias participativas sua moeda mais forte; 3) é das raízes desse movimento que podemos entender a vertente missionária que, até os dias atuais, prevalece na ordem do discurso da Geografia escolar.Palavras-chave: Ensino de Geografia. Didática. Escola Nova. Manifesto de 32. Boletim Geográfico.EDUCATION OF GEOGRAPHY, ESCOLA NOVA AND SOME SOURCES OF MISSIONARY PEDAGOGYAbstractThe essay analyzes some refutations of the New School and the Manifesto of 32 in the contemporary discursive configuration of the teaching of Geography. The textual operations use the lines of work present in the second theoretical domain of Ludwig Wittgenstein; therefore, performs a description of certain language games. In the midst of this analysis, the text indicates that 1) under the influence of authors of the size of Delgado de Carvalho, Pierre Monbeig, Everaldo Backheuser and others, since the first half of the twentieth century the teaching of Geography has been thinking for a restricted group of intellectuals; 2) that these, in turn, captained a pedagogical hegemony that has in its participatory methodologies its strongest currency; 3) it is from the roots of this movement that we can understand the missionary dimension that, to this day, prevails in the order of discourse in school geography.Keywords: Teaching Geography. Didactics. Escola Nova. 32 Manifesto. Geographical Bulletin.ENSEÑA DE GEOGRAFÍA, ESCOLA NOVA Y ALGUNAS FUENTES DE LA PEDAGOGÍA MISIONERAResumenEl ensayo analiza algunos rebatimentos de la Escuela Nueva y del Manifiesto de 32 en la configuración discursiva contemporánea de la enseñanza de Geografía. Las operaciones textuales se valen de las líneas de trabajo presentes en el segundo dominio teórico de Ludwig Wittgenstein; por lo tanto, ejecuta una descripción de determinados juegos de lenguaje. En medio de este análisis, el texto señala que 1) bajo la influencia de autores del porte de Delgado de Carvalho, Pierre Monbeig, Everaldo Backheuser y otros, desde la primera mitad del siglo XX la enseñanza de Geografía viene siendo pensando por un grupo restringido de intelectuales; 2) que éstos, a su vez, capitanearon una hegemonía pedagógica que tiene en las metodologías participativas su moneda más fuerte; 3) es de las raíces de ese movimiento que podemos entender la vertiente misionera que, hasta los días actuales, prevalece en el orden del discurso de la Geografía escolar.Palabras Clave: Enseñanza de Geografía. Didáctica. Escola Nova. Manifiesto de 32. Boletín Geográfico.
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Fernandes, Dárida, and Juliana Vaz Almeida Gomes Ferreira. "As Potencialidades do GeoGebra no 1.º Ciclo do Ensino Básico The Potentialities of GeoGebra in the 1st Cycle of Basic Education." Revista do Instituto GeoGebra Internacional de São Paulo. ISSN 2237-9657 9, no. 2 (June 27, 2020): 52–77. http://dx.doi.org/10.23925/2237-9657.2020.v9i2p052-077.
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No âmbito da Unidade Curricular de Didática da Matemática no 1.º Ciclo do Ensino Básico, do Mestrado em Ensino de 1.º Ciclo do Ensino Básico e Português e História e Geografia de Portugal do 2.º Ciclo do Ensino Básico, foi proposto a realização de um trabalho de pesquisa. O grupo escolheu investigar sobre o programa de geometria dinâmico – GeoGebra – no processo de aprendizagem e ensino da matemática no 3.º ano de escolaridade e em contexto não formal. Neste estudo experimental, foi utilizada uma metodologia de natureza qualitativa e os resultados apresentados são reveladores. As tarefas permitem a exploração bem como o aprofundamento do programa, contando ainda com os testemunhos, a fim de compreender a relevância da utilização do programa em contexto não formal, bem como a motivação dos alunos na realização. ABSTRACTWithin the scope of the Mathematics Didactics Course in the 1st Cycle of Basic Education, the master’s in teaching of 1st Cycle of Basic Education and Portuguese and History and Geography of Portugal of 2nd Cycle of Basic Education, it was proposed to conducting a research paper. The group chose to investigate the dynamic geometry program - GeoGebra - in the process of learning and teaching mathematics in the 3rd grade and in non-formal context. In this experimental study, a qualitative methodology was used, and the results presented are revealing. The tasks allow the exploration as well as the deepening of the program, counting on the testimonies, in order to understand the relevance of the use of the program in non-formal context, as well as the motivation of the students in the accomplishment.Key-words: : Mathematics; GeoGebra; Interdisciplinarity
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Bernardes, Fernando Frederico, and Mafalda Nesi Francischett. "APORTES PRELIMINARES PARA O ENSINO DE GEOGRAFIA E A EDUCAÇÃO GEOGRÁFICA." Revista Prâksis 1 (January 11, 2021): 169. http://dx.doi.org/10.25112/rpr.v1i0.2414.
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O presente artigo reflete sobre a prática da Geografia Escolar contemporânea, inspirada por dois paradigmas principais: o Ensino de Geografia e a Educação Geográfica. Inicialmente, após a introdução, apontamos reflexões sobre o conteúdo semântico e científico referente aos termos “ensino” e “educação”, “Ensino de Geografia” e “Educação Geográfica”. Posto isto, a partir das análises e constatações teóricas, almejamos, também, reconhecer na ação empírica a relação entre os os principais objetos da pesquisa. Tais verificações se tornam fundamentais para a construção, concepção, distinção (encontros e desencontros) desses termos geográficos, bem como para repensar e até mesmo reconsiderar o sentido da Geografia em meio escolar. Ao concluir o presente trabalho, foi possível demonstrar e fundamentar que, na Geografia Escolar contemporânea, temos como paradigmas principais o Ensino de Geografia e a Educação Geográfica. E a amostra de caso se demonstrou mais próxima da vertente Educação Geográfica, utilizando frequentemente os seguintes termos: “crítico”, “mediação”, “processo”, “cidadania” e “subjetividade”. Os aportes preliminares foram lançados, e cabe ao leitor/professor fazer mover a sua dinâmica pedagógica com clareza e consciência (ação planejada), elegendo a inspiração didático-pedagógica que mais acredita/se identifica.Palavras-chave: Educação Geográfica. Ensino de Geografia. Geografia Escolar.ABSTRACTThis article reflects on the practice of contemporary School Geography, inspired by two main paradigms: Geography Teaching and Geographic Education. Initially, after the introduction, we point to reflections on the semantic and scientific content referring to the terms "teaching" and "education", "Geography Teaching" and "Geographic Education". Having said that, from the analysis and theoretical findings, we also aim to recognize in the empirical action the relationship between the main research objects. Such verifications become fundamental for the construction, conception, distinction (encounters and mismatches) of these geographical terms, as well as for rethinking and even reconsidering the meaning of geography in schools. At the end of this work, it was possible to demonstrate and substantiate, that in contemporary School Geography, we have as main paradigms the Teaching of Geography and Geographic Education. And the case sample proved to be closer to the Geographic Education aspect, frequently using the following terms: “critical”, “mediation”, “process”, “citizenship” and “subjectivity”. The preliminary contributions were launched and, it is up to the reader / teacher, to make their pedagogical dynamics move with clarity and awareness (planned action), choosing the didactic-pedagogical inspiration with which he / she most believes / identifies.Keywords: Geographic Education. Geography Teaching. School Geography.
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Bernardes, Fernando Frederico, and Mafalda Nesi Francischett. "APORTES PRELIMINARES PARA O ENSINO DE GEOGRAFIA E A EDUCAÇÃO GEOGRÁFICA." Revista Prâksis 1 (January 11, 2021): 169. http://dx.doi.org/10.25112/rpr.v1i0.2414.
Full textAbstract:
O presente artigo reflete sobre a prática da Geografia Escolar contemporânea, inspirada por dois paradigmas principais: o Ensino de Geografia e a Educação Geográfica. Inicialmente, após a introdução, apontamos reflexões sobre o conteúdo semântico e científico referente aos termos “ensino” e “educação”, “Ensino de Geografia” e “Educação Geográfica”. Posto isto, a partir das análises e constatações teóricas, almejamos, também, reconhecer na ação empírica a relação entre os os principais objetos da pesquisa. Tais verificações se tornam fundamentais para a construção, concepção, distinção (encontros e desencontros) desses termos geográficos, bem como para repensar e até mesmo reconsiderar o sentido da Geografia em meio escolar. Ao concluir o presente trabalho, foi possível demonstrar e fundamentar que, na Geografia Escolar contemporânea, temos como paradigmas principais o Ensino de Geografia e a Educação Geográfica. E a amostra de caso se demonstrou mais próxima da vertente Educação Geográfica, utilizando frequentemente os seguintes termos: “crítico”, “mediação”, “processo”, “cidadania” e “subjetividade”. Os aportes preliminares foram lançados, e cabe ao leitor/professor fazer mover a sua dinâmica pedagógica com clareza e consciência (ação planejada), elegendo a inspiração didático-pedagógica que mais acredita/se identifica.Palavras-chave: Educação Geográfica. Ensino de Geografia. Geografia Escolar.ABSTRACTThis article reflects on the practice of contemporary School Geography, inspired by two main paradigms: Geography Teaching and Geographic Education. Initially, after the introduction, we point to reflections on the semantic and scientific content referring to the terms "teaching" and "education", "Geography Teaching" and "Geographic Education". Having said that, from the analysis and theoretical findings, we also aim to recognize in the empirical action the relationship between the main research objects. Such verifications become fundamental for the construction, conception, distinction (encounters and mismatches) of these geographical terms, as well as for rethinking and even reconsidering the meaning of geography in schools. At the end of this work, it was possible to demonstrate and substantiate, that in contemporary School Geography, we have as main paradigms the Teaching of Geography and Geographic Education. And the case sample proved to be closer to the Geographic Education aspect, frequently using the following terms: “critical”, “mediation”, “process”, “citizenship” and “subjectivity”. The preliminary contributions were launched and, it is up to the reader / teacher, to make their pedagogical dynamics move with clarity and awareness (planned action), choosing the didactic-pedagogical inspiration with which he / she most believes / identifies.Keywords: Geographic Education. Geography Teaching. School Geography.
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Laszlo, Pierre. "Teaching ‘The Mole’, A Phenomenographic Inquiry into the Didactics of ChemistryAma Tullberg Göteborg Studies in Educational Sciences, Acta Universitatis Gothoburgensis, Göteborg, 1997 (188 pages) ISBN 91-7346-321-3." European Review 7, no. 3 (July 1999): 438. http://dx.doi.org/10.1017/s1062798700004336.
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Hossein-Mohand, Hossein, Juan-Manuel Trujillo-Torres, Melchor Gómez-García, Hassan Hossein-Mohand, and Antonio Campos-Soto. "Analysis of the Use and Integration of the Flipped Learning Model, Project-Based Learning, and Gamification Methodologies by Secondary School Mathematics Teachers." Sustainability 13, no. 5 (March 1, 2021): 2606. http://dx.doi.org/10.3390/su13052606.
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In the didactics of mathematics, many technological resources can be used with teaching strategies, techniques, models, and methodologies that facilitate the teaching–learning process. Pedagogical models such as Flipped Learning and active methodologies such as Project-Based Learning and Gamification have a relevant role in education. Objectives. (1) To identify the variables of teaching practices, ratios, and mathematics teacher training indicators that could influence the choice of different study models or methodologies. Method. A total of 73 teachers from the Autonomous City of Melilla were included in a cross-sectional study. Teachers filled out a validated questionnaire with 35 questions regarding mathematics and teacher training, information and communication technology (ICT) uses, resources and mastery, communication, and collaboration. Results. The statistical analyses revealed significant positive influences between the Flipped Learning model, Project-Based Learning, and Gamification with the evaluated items. Furthermore, Project-Based Learning showed a negative association with two items of the teaching practice indicator. Conclusion. The exchange of information and content through online spaces, participation, and collaboration in center projects related to digital technologies and educational software to teach mathematics had a significant impact on the choice of Flipped Learning model and active methodologies.
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Chuliá-Jordán, Raquel, Amparo Vilches Peña, and María Calero Llinares. "The Press as a Resource for Promoting Sustainability Competencies in Teacher Training: The Case of SDG 7." Sustainability 14, no. 2 (January 12, 2022): 857. http://dx.doi.org/10.3390/su14020857.
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Given the seriousness of the socio-environmental situation we are facing, this study aims to contribute to the involvement of teachers in education for sustainability through the use of non-formal education, particularly the press. The main objectives of the present study are to analyse the use of the press in science education, as well as the design, implementation and evaluation of tools aimed at teachers and trainee researchers in order to encourage and promote attention to the Sustainable Development Goals (SDGs) and more specifically SDG 7 (clean and affordable energy for all) in science education. The proposals are carried out using a constructivist methodology in sessions structured in small collaborative groups. The initial results show that attention to the press is still insufficient, but that, nevertheless, the strategies designed contribute to raising awareness of the importance of SDG 7 and to the classroom treatment of the energy issue among the participants in the study who attend a Master’s degree program in secondary education teacher training (specialising in physics and chemistry) and a Master’s degree program in research in specific didactics (specialising in experimental sciences).