Metodika geografije razmjerno je mlada znanstvena disciplina unutar znanstvenoga polja geografije koja tek u posljednjih nekoliko desetljeća doživljava svoju punu znanstvenu afirmaciju. U prvim ...desetljećima znanstvena produkcija bila je usmjerena na radove koji primarno problematiziraju nastavu geografije, ali daljnji razvoj discipline upućuje na tendencije izdvajanja edukacijske geografije kao zasebna znanstvenoga sklopa i grane unutar navedenoga polja. S obzirom na navedeno stvara se potreba rekapitulacije znanstvene produkcije i najvažnijih spoznaja ove geografske znanstvene discipline u posljednjih pedeset godina. Pregled znanstvenih i znanstveno-stručnih radova metodike geografije i edukacijske geografije upućuje na svojevrsnu tematsku i metodološku promjenu paradigme koja počinje zahvaćati teme i objekte istraživanja znatno šire od učionice i nastave geografije. Primjetna promjena prevladavajućega znanstvenog interesa s pitanja kurikuluma i organizacije nastave prema istraživanjima ljudskih potencijala, organizacije obrazovne funkcije u prostoru te postignuća učenika upućuje na kontinuiran i stabilan razvoj.
Since the school year (SY) 2019/2020, the curriculum of Geography has been gradually implemented in Croatia. The purpose of this survey is to gather information on the frequency and effectiveness of ...teaching methods in Geography teaching over two school years by means of direct participant observation method. In the SY 2020/2021, a study was carried out in two high schools in Osijek-Baranja County for three learning outcomes. Using a pre-made template for the self-observation of the teaching process, 12 lessons in the second and the third grade were observed and later interpreted using descriptive statistics methods. During the SY 2021/2022, the same method was carried out for eight lessons in six schools with a high-school program for three learning outcomes in the second grade, two in the third grade, and one in the fourth grade. Results show the domination of the discussion teaching method, followed by indirect graphic method, and then work-on-text method, while among the most common methods used, the rarest are oral presentation (done by pupils) and direct graphic method. The results found demonstrate a significant shift toward the use of more effective teaching methods compared to older papers in Croatia. The students reported a higher level of satisfaction with the lessons than the teachers did. The method of direct participant observation, complemented with a structured interview,can provide relevant information on the quality of teaching as a prerequisite for the achievement of the learning outcomes specified in the curriculum for Geography.
The teaching methodology of geography is a relatively young scientific discipline within the scientific field of geography, that has only been experiencing its full scientific affirmation in the last ...few decades. In the early years, scholarly production focused on works that primarily dealt with geography education, but further development of the discipline showed a tendency to single out educational geography as a distinct scholarly entity and branch within the field. Given the aforementioned, there is a need to recapitulate scientific production and the most important findings of this geographical scientific discipline from the last fifty years. A review of scientific and scientific-expert papers on the teaching methodology of geography and educational geography indicates a thematic and methodological paradigm shift toward covering topics and objects of research significantly wider than those covered in the classroom and during geography lessons. The noticeable changes in the prevailing scientific interest in the curriculum and organization of teaching according to human resources research, the organization of education in certain areas and student achievement indicate a continuous and stable development.
U radu se obrađuje inovativno gospodarstvo bioekonomija i uloga geografskog obrazovanja u njezinu razvoju. Svrha bioekonomije je razviti gospodarstva s „niskom razinom emisija u cilju razvoja ...primarnog sektora (poljoprivreda, ribarstvo, šumarstvo), sigurne i dostatne opskrbe hranom, potičući primjenu biomase u industriji, štiteći bioraznolikost i okoliš“ (Europska komisija, 2012.). Transformacija klasičnoga linearnog modela ekonomije u bioekonomiju zahvaća prijelaz s uporabe fosilnih izvora na bioobnovljive, kao i prijelaz s linearnog na kružno gospodarstvo. Ključnu ulogu za razvoj bioekonomije uz poduzetnike, vlast/politiku, znanstvene institucije, međunarodnu suradnju ima i formalno, neformalno i informalno obrazovanje svakog pojedinca involviranog u ovo područje gospodarstva. Primarni cilj ovoga rada je istaknuti ulogu geografskog obrazovanja u razvoju kružnoga gospodarstva (bioekonomije) kojemu teži Republika Hrvatska preko razvojnog smjera 3 „Zelena i digitalna tranzicija“ (Nacionalna razvojna strategija 2030, 2020.). Sekundarni ciljevi rada su analizirati osnovne teorijske značajke bioekonomije, strukturu zaposlenosti i strukturu ostvarenog prometa u sektorima bioekonomije u državama Europske unije s posebnim naglaskom na stanje u Republici Hrvatskoj. Rezultati rada pokazuju da je hrvatska bioekonomija tek u početnom ciklusu razvoja. U predmetnom kurikulumu Geografije za osnovne škole i gimnazije (2019.) značajan je broj odgojno-obrazovnih ishoda koji se odnose na izvore energije, klimu i klimatske promjene, ekosustave, bioraznolikost, razvoj pametnih gradova, a usvajanje tih ishoda pridonosi stjecanju kompetencija nužnih za razvoj novih pristupa inovativnijih gospodarstava. U radu su primijenjene kvantitativne i kvalitativne metode rada. Analiza sadržaja kurikuluma, posebice razrade ishoda koji su u funkciji daljnjeg razvoja bioekonomije, temelj je za oblikovanje tema stručnog usavršavanja učitelja i nastavnika geografije kako bi inovativnije i učinkovitije vodili proces učenja i poučavanja tih sadržaja.
The paper presents an innovative economy - bioeconomy and explains the role of geography education in its development. The aim of the bioeconomy is to develop low-emission economies focused on ...developing the primary sector (agriculture, fishing, forestry), food security and sufficiency, encouraging the use of biomass in industry, and protecting biodiversity and the environment (European Commission, 2012). The shift from the traditional linear model of the economy to the bioeconomy entails a move away from fossil resources and toward bio-renewable resources as well as a transition from a linear to a circular economy. Alongside entrepreneurs, the government/policies, scientific institutions, and international cooperation, formal, non-formal, and informal education of every stakeholder in this economic area plays a key role in the development of the bioeconomy. The primary goal of this paper is to emphasize the role of geography education in and for the development of a circular economy (bioeconomy), which is an aim of the Republic of Croatia defined by Development Direction 3, “Green and Digital Transition” (National Development Strategy 2030, 2020.). The secondary objectives of this paper are to analyze general theoretical features of the bioeconomy as well as employment and turnover structure in the EU bioeconomy sectors, with a special emphasis on the situation in the Republic of Croatia. The results of the work show that the Croatian bioeconomy is only in the initial cycle of its development. The Geography curriculum for primary schools and grammar schools (2019) contains a significant number of educational outcomes that concern energy sources, climate and climate change, ecosystems, biodiversity, and the development of smart cities. Adopting these outcomes may contribute to the acquisition of competencies necessary for the development of new approaches to more innovative economies. The research was conducted using quantitative and qualitative methods. The analysis of the curricular content, especially the elaborations of outcomes geared toward further development of the bioeconomy, is the basis for shaping professional development training for geography teachers to enable more innovative and efficient management of the learning and teaching of these contents.
With the adoption of the new curriculum for the subject of Geography for primary and grammar schools in the Republic of Croatia (OG 7/2019), the teaching content was modernized and different ...approaches to learning and teaching geography were provided. The application of research methods and the preparation of research papers should be emphasized. Although the teaching of geography in the school years 2019/2020 and 2020/2021 in year 3 and 4 was still carried out according to the old curriculum from 1993, the students of Antun Gustav Matoš Grammar School in Samobor achieved the outcomes of GEO SŠ B.3.1./B.4.1. from the new curriculum, whose implementation is expected in this educational cycle. Within the stated outcomes, a student conducts geographical research related to the educational content and presents the results of the research work. In order to continuously monitor the progress of students, but also the quality of geography teaching, the work of grammar school students produced during their attendance in year 3 and 4 was analysed. For this purpose, a research paper assessment matrix was designed. A total of 56 papers were subjected to analysis, of which also from the school year 2019/2020 (year 3) and school year 2020/2021 (year 4). Qualitative analysis of the content of student papers was conducted using the MAXQDA software package. Specific examples of outcomes that were achieved or not were singled out. The most common problems to be highlighted when considering the content of the outcomes are the correct citation and quoting of literature and sources, then the processing of the data and their presentation, and finally the methods of data collection. Indeed, in most cases, already published graphical and cartographic appendices were downloaded, and data collection usually involved searching the Internet and using the first search results.
Donošenjem Kurikuluma za nastavni predmet Geografija za osnovne škole i gimnazije u Republici Hrvatskoj (NN 7/2019) osuvremenjeni su nastavni sadržaji te je omogućen drugačiji pristup učenju i ...poučavanju geografije. Pritom se izdvaja primjena istraživačkih metoda i izrada istraživačkog rada. Iako se šk. god. 2019./2020. i 2020./2021. nastava geografije u trećim i četvrtim razredima i dalje izvodila prema starom nastavnom programu iz 1993. godine, učenici Gimnazije Antuna Gustava Matoša u Samoboru ostvarili su ishode GEO SŠ B.3.1. / B.4.1. iz novoga kurikuluma čija se implementacija predviđa u tom obrazovnom ciklusu. U okviru navedenih ishoda, učenik provodi geografsko istraživanje povezano s odgojno-obrazovnim sadržajima i predstavlja rezultate istraživačkoga rada. U svrhu kontinuiranog praćenja napretka učenika, ali i kvalitete nastave geografije, analizirani su radovi učenika upisanih u gimnaziju šk. god. 2017./2018., nastali tijekom njihova pohađanja trećeg i četvrtog razreda. S tim je ciljem osmišljena matrica za vrednovanje istraživačkog rada. Analizi je podvrgnuto ukupno 56 radova, od čega podjednako iz šk. god. 2019./2020. (3. razred) i šk. god. 2020./2021. (4. razred). Kvalitativna analiza sadržaja učeničkih radova provedena je pomoću programskog paketa MAXQDA. Pritom su izdvojeni konkretni primjeri ostvarenosti ili neostvarenosti ishoda. Kao najučestaliji problemi, s obzirom na sadržaj ishoda, valja izdvojiti pravilno citiranje i navođenje literature i izvora, zatim obradu podataka i njihovo prikazivanje te na kraju način prikupljanja podataka. Naime, uglavnom se preuzimaju objavljeni grafički i kartografski prilozi, a prikupljanje podataka u pravilu uključuje pretraživanje interneta te korištenje prvih rezultata pretrage.
The bicycle renaissance or the sudden return of bicycles and cycling to the public space has been a characteristic of Western societies for several decades. In the last thirty or so years, bicycle ...traffic has become a sort of paradigm of spatial and urban planning. This paper detects the physical, social, and contextual elements influencing the choice (or lack thereof) of a bicycle as a means of transportation among the high-schoolers in the city of Đakovo.
U radu se analiziraju postignuća učenika osmih razreda te završnih razreda gimnazija i četverogodišnjih strukovnih škola iz domene geografija Hrvatske. Ostvareni rezultati na ispitima vanjskoga ...vrednovanja komparirani su kroz dvodimenzionalnu matricu: osnovna škola – srednja škola, 2008. – 1988. Na kraju primarnog obrazovanja prosječna razina učeničkih postignuća o geografskom položaju i smještaju, prirodnogeografskim i društvenogeografskim obilježjima Republike Hrvatske jest 49,1%, a na kraju sekundarnog obrazovanja 47,9%. Ostvarena razina postignuća niža za 1,2 postotna poena na kraju sekundarnog obrazovanja nije statistički značajna, no s obzirom na selektirani uzorak i očekivani kumulativni učinak učenja i poučavanja rezultat je prenizak. U radu se analiziraju rezultati za sadržajno potpuno usporedive ispitne čestice i potvrđuje spoznaja da nema kumulativnog učinka ni napretka u razini postignuća primjenom novoga nastavnog programa. Također se iznose rezultati istraživanja stavova učenika o geografiji kao nastavnom predmetu u osnovnoj školi provedenih 1988., 2003. i 2008.
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