Search

Many people use satellite images in their professional and everyday lives, and school curricula often require their use. Yet, the ways teachers actually use satellite images in the classroom is often limited, if they use them at all. The YCHANGE project trained teachers to use remote sensing data by themselves and to use it in their classrooms. The project partners created a remote sensing curriculum which suggests how teachers can develop their students' skills in this area of geography. This curriculum is based on existing research and school curricula. The project partners created and published sample learning units, and the project webpage also offered the possibility for teachers to publish student-created projects. YCHANGE training event participants in Switzerland and Germany filled out an online survey. Most participants said they improved their ability to read satellite images and use them in the classroom. However, participants' evaluation of the YCHANGE materials and training events was mixed. The study shows some differences among the Swiss language regions, and significant differences between Germany and Switzerland. For example, our training events introduced the participants to the web application BLIF. On average, the German participants liked BLIF, but the participants in Switzerland rated BLIF significantly worse. We therefore recommend that future research compare remote sensing, as well as other areas of geography education, among different countries and language regions.

Competence-orientation plays a meaningful role in many recent school curricula. But how are the theoretical and conceptual approaches of competence-orientation based on educational research interpreted by in-service teachers, teacher trainers and representatives of the school administration? And which approaches of competence-orientation are implemented in every day school life? Therefore the article focuses on the subjective concepts of competence-orientation of different participants (stakeholders at school, seminaries for teacher education and ministry of education) in the educational system. Initially, the individual topics and hypotheses are generated based on qualitative expert interviews with these stakeholders. The stakeholders at the seminaries for teacher education and the ministry of education suggest a strong use of media other than the licensed textbooks, or a different way of making use of the provided materials and tasks within the textbooks than it is intended. However, it seems that most inservice teachers stick to the combination of tasks and materials arranged within the textbooks. Thus suggests, that every day school lessons are not competence-oriented in the way, the stakeholders at seminaries for teacher education and at the ministry of education want them to be. One cause may be the textbooks, which should provide a new, different combination of tasks and materials for competence-based education to enable competence-based education in every day school life.

Komplexe gesellschaftliche Herausforderungen wie Klimawandel, globale Ungleichheiten und Verknappung natürlicher Ressourcen erfordern einen interdisziplinären Blick: Um sie verstehen und bearbeiten zu können, sind vielfältige Perspektiven und methodische Herangehensweisen notwendig. Daher ist interdisziplinäres Arbeiten ein wesentlicher Bestandteil des Konzepts einer Bildung für nachhaltige Entwicklung (BNE). Der Bildungsansatz soll Lernende dazu befähigen, verantwortungsbewusst zur Gestaltung einer nachhaltigen Entwicklung der Welt beizutragen. BNE muss auch an Hochschulen einen Platz haben, da diese als wichtige Ausbildungsstätten für zukünftige Fachkräfte und Entscheidungsträger*innen über eine große Strahlkraft in die Gesellschaft verfügen. Damit Hochschullehrende BNE umsetzen können, benötigen sie entsprechende hochschuldidaktische Angebote – diese stellen eine besondere Form wissenschaftlicher Weiterbildungen dar. In diesem Artikel wird anhand von Beispielen aus mehreren BNE-Weiterbildungen mit Teilnehmenden unterschiedlicher Disziplinen erörtert, welche Rahmenbedingungen für eine fruchtbare interdisziplinäre Zusammenarbeit notwendig sind, welche Erträge aus dieser erwachsen und welche Herausforderungen und Chancen dabei entstehen können.

Earth Science and Geography teacher preparation has developed to some degree along different lines, despite sharing many of the same issues, especially with regard to challenges in teacher education. The conference "International Perspectives on Geography and Earth Science Teacher Education 2016" wanted to bring together educators from both sciences from around the world together to move the debate about these challenges forward. From the research presentations and the discussion during and after the conference, several issues emerged: (1) the importance of the two subjects not losing sight of each other; (2) the need to overcome language barriers; (3) the question of standards/objectives for geography teacher education (e.g. with regard to teachers' (P)CK); (4) media used in teacher education (including ways to improve them); (5) ways to improve learners' geography and earth science content knowledge; and (6) strategies to increase teachers' professionalism. We already suggest some specific steps teacher educators in the two fields can take to improve teacher education. Yet, it also became clear that more research and strengthening international collaborations are needed, as well as better communication of the results of these efforts to practitioners.

The incidence and magnitude of hazards in Africa are escalating. Extant knowledge base of disaster risk (DR) trends, factors, and hotspots is lacking for the continent. Here we applied random forest machine learning regressions, spatial stratified heterogeneity, and hotspot analyses on INFORM data to identify DR patterns, factors and interactions, and notable risk hotspots. We show that although DR is generally decreasing in Africa, the Eastern, Southern, and Western regions record increasing DR. Physical exposure to floods, epidemics, and violent conflicts are hazard drivers of DR in Africa. Other significant DR drivers are mostly clustered under vulnerable groups and poor infrastructural coping capacities. Human hazards interact with other factors, exhibiting the highest influences on DR. Precisely, 19 out of 53 African countries in this study are DR hotspots. Eritrea is identified as a new hotspot. Targeted policies, resilience building, vulnerability reduction measures and comprehensive sustainability‐infused solutions are required for DR reduction and sustainable development in Africa. [ABSTRACT FROM AUTHOR]

The foremost priority of the Sendai Framework for Disaster Risk Reduction (SFDRR) is the increased understanding of disaster risk and strengthening its management. Detailed insights into African disaster risk drivers and assessment of policies for Disaster Risk Reduction (DRR) are sparse, hence this study. Using the Index for Risk Management (INFORM) data for 2022, this study determines important disaster risk drivers in Africa using a random forest machine learning model. Violent conflicts, current and projected, emerge as the only hazard factor significantly predictive of disaster risk in Africa, from the analyzed data. Other factors are mostly the sub-components of lack of coping capacity. Furthermore, 25 policies of the 10 countries of very high disaster risk were analyzed to evaluate their inclusion of pre-identified disaster risk factors. The findings of this study depart from the viewpoint of giving natural hazards greater attention in African disaster risk literature. Moreover, identified disaster risk drivers in Africa coincide with the social dimension of disasters, and broader continental developmental and policy issues. As Africa grapples with the complex interplay of environmental, socioeconomic, and conflict-related factors shaping disaster risk, the imperative arises for the development and implementation of comprehensive policies aimed at poverty and vulnerability-reduction to foster resilience across the region. [ABSTRACT FROM AUTHOR]

We live in an urban planet. As the world continues to urbanize, urban development that support the health and wellbeing of city dwellers is far more important than ever before to achieve sustainable development targets. This study explores the complex relationship among urban planning, city growth, and health as critical drivers of sustainable development in the rapidly growing nodal city of Akure, Nigeria. The study provides a four-decade spatio-temporal model of urban Land Use Land Cover (LULC) changes in Akure between the years 1984 and 2023 from acquired Landsat satellite imageries. The result shows more than 20% net change increase in developed LULC classes between the study years. A strong positive correlation exists between the years covered in the analyses and urban development (r = 0.93, p = 0.002), and a strong negative relationship with the forest land use (r = -0.94, p = 0.002) with potential debilitating impacts on residents' health, green infrastructures and the city's sustainability in the future. Furthermore, results of key informant interviews (KIIs) of officials of the Ministry of Physical Planning and Urban Development (MPPUD) in Akure, Ondo State, unveil various views on the "place of health" in urban planning practices in Akure. A lack of synergy between urban planners and public health practitioners in the city and limiting scope of functions of urban planning on the impact of health in Akure were observed. Thus, we recommend the integration of a sustainable urban planning approach as a guide to manage the city. [ABSTRACT FROM AUTHOR]

Ecosystem dry limits have been studied in the context of species biology, fitness, and interactions with biotic and abiotic parameters, but the interactive effects of these parameters remain underexplored. Therefore, information on the putative effects of global climate change on these ecosystems is often lacking.We analyzed the interplay between fine‐scale landscape genetics and biotic and abiotic factors of terrestrial Tillandsia lomas in the hyperarid Atacama Desert, characterized by a fog‐dependent vegetation type almost entirely dominated by one single vascular plant species.We showed that metapopulations of Tillandsia landbeckii are genetically connected over many hundreds of square kilometers, and despite having a large potential for clonal propagation, genetic diversity is regionally and locally structured. At the landscape level, genetic diversity correlates well with fitness parameters such as growth, flowering, and vegetation density. We also observed fine‐scale correlation with a 3‐D landscape model indicating a positive feedback with seasonal fog occurrence and availability. The various interactions of biotic and abiotic factors resulted in regular linear banding patterns of vegetation arranged orthogonally toward the landscape slope. Ex situ growth experiments indicated that T. landbeckii grows at optimal rates in this extreme hyperarid environment, and we can extrapolate mean biomass production for this ecosystem.Synthesis. Our results suggest that the unique ecosystem of terrestrial Tillandsia lomas in the hyperarid Atacama Desert is an evolutionarily balanced and fine‐scaled system. The vegetation itself is composed of long‐lived and persistent modules. We developed a descriptive model of the various interacting factors, thereby also highlighting the severe threat caused by global climate change potentially associated with fog disturbance patterns along the Chilean Pacific coast. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to discuss how, despite increasing data availability from a wide range of sources unlocks unprecedented opportunities for disaster risk reduction, data interoperability remains a challenge due to a number of barriers. As a first step to enhancing data interoperability for disaster risk reduction is to identify major barriers, this paper presents a case study on data interoperability in disaster risk reduction in Europe, linking current barriers to the regional initiative of the European Science and Technology Advisory Group. Design/methodology/approach: In support of Priority 2 ("Strengthening disaster risk governance to manage disaster risk") of the Sendai Framework and SDG17 ("Partnerships for the goals"), this paper presents a case study on barriers to data interoperability in Europe based on a series of reviews, surveys and interviews with National Sendai Focal Points and stakeholders in science and research, governmental agencies, non-governmental organizations and industry. Findings: For a number of European countries, there remains a clear imbalance between long-term disaster risk reduction and short-term preparation and the dominant role of emergency relief, response and recovery, pointing to the potential of investments in ex ante measures with better inclusion and exploitation of data. Originality/value: Modern society is facing a digital revolution. As highlighted by the International Council of Science and the Committee on Data for Science and Technology, digital technology offers profound opportunities for science to discover unsuspected patterns and relationships in nature and society, on scales from the molecular to the cosmic, from local health systems to global sustainability. It has created the potential for disciplines of science to synergize into a holistic understanding of the complex challenges currently confronting humanity; the Sustainable Development Goals are a direct reflectance of this. Interdisciplinary is obtained with integration of data across relevant disciplines. However, a barrier to realization and exploitation of this potential arises from the incompatible data standards and nomenclatures used in different disciplines. Although the problem has been addressed by several initiatives, the following challenge still remains: to make online data integration a routine. [ABSTRACT FROM AUTHOR]

Copyright of Didáctica Geográfica is the property of Grupo de Didactica de la Geografia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Digital media increasingly transform daily routines as well as everyday actions and working environments, including education. Apps, games, computer programs, and social media, etc. can support and improve learning processes. The COVID-19 pandemic and the resulting restrictions of social life accelerated a shift towards the application of digital media in education as well as in distance learning. This paper answers questions about the current usage of digital media in non-formal education in Germany, especially in the context of Education for Sustainable Development (ESD). The results of a 2020 survey in Germany with 111 participants show that digital media are an integral part of non-formal education; in particular, audio and video recording and filesharing are used often. Notably, the usage of web calls and webinars has increased since the pandemic. Regarding the disadvantages of digitals formats, participants note the investment in time and effort as well as the expensive equipment needed for development. Despite being dissatisfied with existing offers, a lot of institutions have not developed their own digital education formats (yet). This indicates a possible need for further training and education of educators in non-formal ESD, enabling them to independently create digital formats. This would also contribute to the quality of digital formats, of which many were possibly developed without proper expertise. [ABSTRACT FROM AUTHOR]

Viewing the Earth from above has fascinated people at least since the Apollo mission in the 1960s. Today, satellite images have made their way into the news and media, but the potential of using satellite images in the classroom has not yet been exhausted. Teachers often lack the technical knowledge of Earth observation (EO) or the technical requirements in schools. The Geo:spektiv e-learning platform used provides the opportunity to integrate EO into curricula as well as current environmental- and space-relevant topics. This study analyses the driving forces that determine the motivation of students and which factors contribute to the success of an e-learning platform. The basis for this study is a Geo:spektiv module about the endangered rainforest, established at an out-of-school learning place and designed for students in secondary education. A survey of 281 students on their motivation and learning behavior showed, that in addition to the topic and level of difficulty tailored to the students' needs, the design of the modules, simple navigation, and the use of multimedia content are vital. Despite the small sampling size and restricted geographical location of sample selection, the results of this study can contribute to better integration of digital geo-media in school lessons. [ABSTRACT FROM AUTHOR]

The Copernicus Program and the fleet of available Earth observation satellites provide valuable services in sectors such as agriculture, forestry, urban monitoring, and heritage management. However, drawbacks such as knowledge gaps by the user, limited technical and financial facilities or the lack of ready-to-use data, result in insufficient exploitation of these opportunities by heritage site managers and other relevant stakeholders. Based on an initial assessment of current threats, existing limitations and potential applications, we developed the e-learning module Space2Place. Through the use of the learning module, stakeholders get a substantial introduction into Earth observation and knowledge barriers that may exist are removed. For this purpose, we refined an existing e-learning platform, which was developed in close relation to an online remote sensing application and adapted to the needs of UNESCO site stakeholders. One of the main features is the personalization of the learning modules content depending on the abilities or interests of the user. The platform offers information with different levels of difficulty and adaptable learning paths. A graduation certificate and practical exercises in an online remote sensing application increase the specific added value for UNESCO site manager. By using the associated remote sensing application and its link to Space2Place, heritage site managers also improve their knowledge on image processing by working with original satellite imagery. Additional advantages of using the platform will be enhanced through the introduction of new learning modules, translation into other languages and accompanying scientific research. [ABSTRACT FROM AUTHOR]

[Display omitted] • Local indigenous communities are exposed to toxic metals from mining activities. • Resuspension from the dry tailings could be transported up to 50 km in distance towards neighbouring villages. • Settled dust concentrations present high enrichment factors when compared with regional background values. • Children exposed to elevated metal concentrations might be at risk of non-carcinogenic and carcinogenic diseases. Indigenous communities from northern Chile have historically been exposed to the impacts of massive copper industrial activities conducted in the region. Some of the communities belonging to the Alto El Loa Indigenous Development Area are located less than 10 km from the "Talabre'' tailings dam, which contains residues from copper production and other metals that can be toxic to human health (e.g., As, Sb, Cd, Mo, Pb). Given the increasing demand of copper production to achieve net-zero emission scenarios and concomitant expansions of the tailings, the exposure to toxic metals is a latent risk to local communities. Despite the impact that copper production could generate on ancestral communities from northern Chile, studies and monitoring are limited and the results are often not made accessible for local communities. Here, we evaluate such risks by characterizing metal concentrations in dust collected from roofs and windows of houses from the Alto El Loa area. Our results showed that As, Sb, Cd, Cu, Mo, Ag, S, and Pb concentrations in these matrices can be connected to local copper mining activities. Additionally, air transport models indicate that high concentrations of toxic elements (As, Sb, and Cd) can be explained by the atmospheric transport of particles from the tailings in a NE direction up to 50 km away. Pollution indices and Health Risk Assessment suggested a highly contaminated region with a health risk for its inhabitants. Our analysis on a local scale seeks to make visible the case of northern Chile as a critical territory where actions should be taken to mitigate the effects of mining in the face of this new scenario of international demand for the raw materials necessary for the transition to a net-zero carbon global society. [ABSTRACT FROM AUTHOR]

Automatic land cover classification from satellite images is an important topic in many remote sensing applications. In this paper, we consider three different statistical approaches to tackle this problem: two of them, namely the well-known maximum likelihood classification (ML) and the support vector machine (SVM), are noncontextual methods. The third one, iterated conditional modes (ICM), exploits spatial context by using a Markov random field. We apply these methods to Landsat 5 Thematic Mapper (TM) data from Tenerife, the largest of the Canary Islands. Due to the size and the strong relief of the island, ground truth data could be collected only sparsely by examination of test areas for previously defined land cover classes.We show that after application of an unsupervised clustering method to identify subclasses, all classification algorithms give satisfactory results (with statistical overall accuracy of about 90%) if the model parameters are selected appropriately. Although being superior to ML theoretically, both SVM and ICM have to be used carefully: ICM is able to improve ML, but when applied for too many iterations, spatially small sample areas are smoothed away, leading to statistically slightly worse classification results. SVM yields better statistical results than ML, but when investigated visually, the classification result is not completely satisfying. This is due to the fact that no a priori information on the frequency of occurrence of a class was used in this context, which helps ML to limit the unlikely classes. [Copyright &y& Elsevier]