En este artículo se analizan los conocimientos que poseen los futuros profesores de geografía de una universidad del sur de Chile sobre el desarrollo del pensamiento geográfico a partir de la ...aplicación de un cuestionario estructurado que se focalizó en consultar sobre tres aspectos claves de la última práctica pedagógica de los estudiantes; a saber, estos son: 1) Conceptualización de pensamiento geográfico y de un aprendizaje de segundo orden de este metaconcepto asignado vía sorteo; 2) Dificultades evidenciadas para desarrollar dichos conceptos en la clase de geografía; y 3) la sugerencia de propuestas didácticas para impartir los aprendizajes destinados de forma innovadora. Metodológicamente, se utilizó el análisis de contenido para evaluar las respuestas del instrumento aplicado. Se concluye que los conceptos consultados son definidos desde un paradigma geográfico descriptivo, que los principales problemas didácticos enunciados se vinculan con el predominio de la enseñanza tradicional de la geografía y que las diferentes estrategias didácticas sugeridas están centradas en un modelo socio-constructivista; sin embargo, no hay evidencias específicas que permitan prever metodologías definidas que posibiliten el desarrollo del pensamiento geográfico desde los fundamentos didácticos y epistémicos propios de la disciplina geográfica.
Palabras clave: Didáctica de la geografía. Pensamiento geográfico. Formación de profesores.
Using the deconstruction of the myth of the wilderness of the Italian woods as starting point, the paper deals with themes and case-studies concerning the historical evolution in the last century ca. ...and the human activity with regard to the forests in Italy. The discussion of these processes in the field of didactics and environmental education is also provided.
Notre propos est d’interroger l’intérêt d’une possible thématisation des contenus enseignés en géographie scolaire à partir des questionnements d’une branche de la géographie scientifique qu’est la ...géographie de l’éducation. Nous postulons que cette entrée thématique, transposée, pourrait répondre efficacement aux finalités et aux modalités d’enseignement de la discipline, car elle peut constituer un point de questionnement partagé a priori légitime entre l’enseignant et ses élèves. Une enquête dans 13 classes en école élémentaire bâtie autour de tests de séances de géographie et d’une discussion avec les enseignantes concernées cherche à démontrer le bien-fondé de cette idée.
This qualitative study presents the opinions of two geography teachers who use graphic organizers in their activity with secondary school students and geography students who train to become geography ...teachers. These were collected through a postmodern interview. The initiative searched the answers to several questions: the information sources about the graphic organizers and the learning methods for their implementation; the most used graphic organizers and the motivation for their use; the way students are trained to elaborate graphic organizers; the context of the graphic organizers (the type of interaction, the location), indications and rules given to the students, the achieving ways, their importance for the development of the geographic thinking. Both interviewed teachers formed the foundation of their competence to elaborate graphic organizers during training programs held by American and Romanian trainers, not by studying books. In relation to making of the graphic organizers by the pupils and students, certain similarities are observed.
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.
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.
The proceedings are the output of the 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. The proceedings contain 19 contributions. Contributions indicate ...the current state of professional interest of conference participants. The contributions present current trends in geographical research by experts from the Czech Republic, Slovakia and Poland.
Prvi del prispevka obravnava osnovna teoretična in terminološka izhodišča izseljenstva, med drugim teorije migracij in teoretični oris nekaterih pojmov, vezanih na migracije. V drugem delu se ...osredotoča na prikaz ključnih ugotovitev empirične raziskave med 687 učenci in dijaki devetih slovenskih šol, ki kažejo poznavanje terminologije izseljenstva med mladimi.
This paper constitutes a study on representations of Risorgimento sites of memory in Calabria (southern Italy), analyzing the development of the perceptive skills of primary school children through a ...learning module. The initial hypothesis wants to demonstrate that some factors identified by the geographer Antoine Bailly influence the perception of children in relation to the single research topics that concern: The possibility to reach and to easily access memory sites and any barriers or difficulties encountered; the aesthetic and functional judgment and the most popular aspects of the sites of memory; the orientation skills during the journey from the school to the site of memory; the elaboration of a mental map. The learning module titled “The mental representation of the sites of memory of the Risorgimento” was carried out in the primary schools of three provincial capitals of Calabria (southern Italy): Catanzaro, Cosenza, and Crotone. Children in the direct and indirect observation of the geo-historic pathway of the Risorgimento sites of memory in Calabria show that they fit well in the role of young geographers and investigators of the surrounding reality. Finally, this contribution aims to highlight the important relationship between the geography of perception and education for sustainability in schools starting from the sustainable development goals (SDGs).
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