Resumo Quais as competências que a disciplina de Geografia promove, ou consegue promover, nos alunos que concluem o 11º ano em Portugal (com cerca de 17 anos) do Ensino Secundário? A disciplina ...mobiliza um número assinalável de alunos sendo a terceira opção mais selecionada a nível nacional. O presente artigo centra-se numa investigação desenvolvida com uma turma de uma Escola Secundária do Montijo, na Área Metropolitana de Lisboa, em 2017. Ao longo de uma sequência de onze aulas, em que foram recolhidas as suas perceções quanto a todo o processo, os alunos mobilizaram informações de fontes diversificadas, no quadro de uma aposta de desenvolvimento da sua cidadania territorial. Nas suas pesquisas, os alunos recorreram, com maior frequência, a motores de busca na Internet - talvez contradizendo-se quanto à sua preocupação em valorizarem a credibilidade das fontes de informação. A respetiva pesquisa surge como um dos passos mais difíceis para os alunos, o que reforça a necessidade de desenvolvimento desta competência. Os alunos reconheceram, inequivocamente, a melhoria do seu desempenho na recolha e tratamento de informação ao longo da sequência didática, o que confirma o papel decisivo da educação geográfica no desenvolvimento de competências de pesquisa.
Students' everyday perceptions of culture and space have a significant impact on their social coexistence and should, therefore, be considered in geography lessons. The
or
is often negatively ...assessed. This perception is based on an essentialist understanding of cultural space but is inappropriate for a culturally diverse world. The concept of transculturality by Wolfgang Welsch offers a constructivist perspective on culture and space, which takes cultural globalization into account and avoids a stereotyped division of cultures. To prevent xenophobia, it is important to understand the everyday ideas about culture and space younger generations possess and the extent to which transculturality is integrated. The learning requirements of students provide a basis on which geography lessons can be developed that incorporate these concepts to counteract xenophobia. To determine everyday perceptions, 197 German 9th-grade students were asked. The selection of the sample was based on a declaration of consent from the parents and was not fully probabilistic. In addition to a preliminary study, 98 female and 99 male students were surveyed in a written questionnaire. The data analysis was realized in a mixed-method design, with qualitative content analysis and supplementary quantifications. The results of which suggested that culture and space are predominantly understood as nationally specific. Consequently, a transcultural understanding should be incorporated long-term into geography lessons.
Field-based education is interactive, hands-on, and based on real world experience and methodology, and during the COVID-19 pandemic, it has faced special challenges. As many institutions may ...struggle to maintain this vital component of geographic education, this resource paper aims to illustrate the impacts of the pandemic and provide some strategies to overcome the challenges from the experience of teaching a field methods course at a university in Texas. While many studies have focused on evaluating field instruction amidst the pandemic, our commentary focuses on both a ground-based perception from instructors and students and a comparison before and after the outbreak of the pandemic. We found that virtual attendance is disadvantageous to teaching and learning, and transferable skills like teamwork and communication are compromised due to a reduction in social interaction. However, intrapersonal skills such as observation, note-taking, and organization were better received in students' learning. Students expressed minimal safety concerns about the on-campus fieldwork given the conformity to the safety and health protocols. Based on the existing literature and our experience, we conclude with four generalized recommendations to share with colleagues in a similar situation, hoping to help retain the critical role of field-based education even under disruption.
Low levels of geographic culture and educations were found in schools and communities caused by formal education systems shortcomings, poor geographic educative influence aside learning institutions, ...and lose comprehension of individual and social needs. The main objective of the research supporting this article was to devise a continuing geographic education model for social agents at schools and communities, as a requirement to attain a sustainable development based on the practical usage of this model to favor the organization of its systematic cultural influences. This research is part of a larger project leaded by the author and is derived from his PH D studies. The findings are being appraised since 2005 in social and educative contexts of Camagüey Province making evident the validity of the model. Key words: continuing geographic education model, geographic education, geographic culture.
Instituida como disciplina escolar en el siglo XIX, con el objetivo de promover la identificación de los jóvenes ciudadanos con la patria, la finalidad de la Geografía es más describir un país ...armonioso que no denunciar los problemas sociales y ambientales. Esta tradición perdura hasta nuestros días, como lo demuestran los programas oficiales de Chile, España y Portugal. Los problemas socioambientales son desvalorizados y reducidos a una información estadística e icónica, que no reconoce los deseos de los ciudadanos. Este discurso está reforzado por la actuación de los organismos internacionales, más interesados en el desempeño de los alumnos en algunas áreas, que se consideran con impacto directo en la economía y en el mercado de trabajo, que en la formación ciudadana. Mientras, en el espacio iberoamericano, se han generado algunas redes sociales educativas que buscan una educación geográfica comprometida socialmente.Palabras clave: educación geográfica; problemas socioambientales, red, proyecto, ciudadanía
This study presents the findings from the literature review of 30 empirical research articles on the use of Geographic Information Systems (GIS) in Geographic and Environmental Education published in ...the last decade (2010-2020). Using systematic review methodology, we recorded and synthesized current knowledge from the literature on how the use of GIS in education is assessed. The findings show that over the past decade, the construct variables used to evaluate the use of GIS in education have focused on three thematic categories (Themes): Learning (44.4%), Affective Elements (40.7%), and Behavior (14.8%). A certified instrument had been used to evaluate the data of 30% of the research conducted in the articles, while three new measuring tools had been created by the original researchers. Analysis of the findings suggests that the use of GIS in Geographic and Environmental education is heterogeneous, sparse, and fragmented. We propose that a more systematic framework be implemented in order to make future studies more effective. The value of our study is that it provides an analytical framework which can be used when evaluating the use of GIS in education, and could also provide information on the development of new assessment methods and measuring tools.
The Anthropocene: A Special Issue Butler, David R.
Annals of the American Association of Geographers,
04/2021, Letnik:
111, Številka:
3
Journal Article
Recenzirano
Odprti dostop
This special issue of the Annals of the American Association of Geographers is devoted to the Anthropocene, the period of unprecedented human impacts on Earth's environmental systems. The articles ...contained in this special issue illustrate that geographers have a diverse perspective on what the Anthropocene is and represents. The articles also show that geographers do not feel it necessary to identify only one starting point for the temporal onset of the Anthropocene. Several starting points are suggested, and some authors support the concept of a time-transgressive Anthropocene. Articles in this issue are organized into six sections, but many of them transcend easy categorization and could easily have fit into two or even three different sections. Geographers embrace the concept of the Anthropocene while defining it and studying it in a variety of ways that clearly show the breadth and diversity of the discipline.
School geographic polygon: A case study Vujnić, Andrej; Nišić, Anja
Zbornik radova Departmana za geografiju, turizam i hotelijerstvo (Online),
2017, Letnik:
2017, Številka:
46-2
Journal Article
Recenzirano
Odprti dostop
A geographic polygon is a type of geographic laboratory under the open sky. The basic goal of the school geographic polygon is to acquire practical skills and habits from geography. A polygon can ...contain different instruments, especially those for the formation of spatial performance, instruments used in the formation of spatial orientation skills, astronomical equipment, meteorological equipment and others. By using these instruments and equipment, students are enabled to acquire geographical education through their own activity and develop a geographical opinion. This paper presents the possibility of creating one of a number of instruments that can be found on a geographic polygon, and it is on the geography professors themselves to look at the possibilities of installing all of these polygon elements.
The PhD forms a watershed period where candidates' professional identities are formed, and their career aspirations and expectations are developed. Yet little is known about Australian geography ...doctoral students' career aspirations and expectations. Drawing on findings from a 2016 survey of those students, the paper establishes that while a majority of students aspire to work in academia, many also feel quite pessimistic about their prospects of being able to do so. The paper argues that the uncertainty and anxiety that many Australian geography doctoral students feel about their future careers is the product of a wider cultural shift that is occurring in relation to the purpose of the research doctorate. Geographers need to critically engage with these changes and the academic subjectivities they are producing to ensure that, as a discipline, geography continues to make a positive contribution to the careers of the individuals who undertake these degrees.
!["[Culture] Makes Each Count...](http://api.summon.serialssolutions.com/2.0.0/image/issn/XR4PS5YY4K/2254-9625_2174-8144/small "\"[Culture] Makes Each Country Unique, It's Kind of like a Trademark.\" Empirical Results on Students' Perceptions of Culture and Space as Learning Prerequisite for Geography Lessons")
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