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The purpose of this paper is to analyse the commitment of the Pan-American Institute of Geography and History (PAIGH) to geographic education and specifically to the Sustainable Development Goals (SDGs). Through the Geography Commission and the Geographic Education Committee, this organisation is developing various initiatives for the implementation of the SDGs in the Pan-American context. Methodologically, a documentary analysis of the writings of the PAIGH and specifically of the geographic education network was carried out. Among the main results, it can be seen that the documents and works analysed are aimed at developing the SDGs through geographic thinking, the use of new technologies and climate change. [ABSTRACT FROM AUTHOR]

This paper makes a case for revisiting the understandings of translation to enhance the co-production of geographical knowledge on climate change. Specifically, it offers insights about the potential role that schoolteachers and students can have as knowledge producers in relation to climate change by drawing on a case study of collaborative research on El Niño in Sechura, northern Peru. We call for researchers to pay greater attention to how co-production can be achieved through the integration of research agendas and practice with curricula development and innovation in school education. We contribute to work on how a generational shift in understanding about climate adaptation can be achieved through exploring communities' knowledge of the lesser-known opportunities of the El Niño phenomenon in northern desert regions. We conclude by arguing that revisiting how geography engages in and with translation is an urgent priority in climate-challenged times. [ABSTRACT FROM AUTHOR]

The article presents the results of a survey conducted among Polish geography teachers. The purpose of the research was to examine use of information and communication technologies (ICT) in geographical education, carried out remotely after the end of the Lockdown. The collected opinions show that the vast majority of teachers now use information obtained from the Internet and free applications in lessons much more often than before the Covid-19 pandemic. The forced abandonment of traditional classroom learning and its replacement with distance learning has contributed to the development of new skills among teachers and students. Despite the initial reluctance caused by the lack of preparation for the use of new information technologies, geography teachers see many advantages to remote teaching using ICT. In the opinion of those surveyed, the acquired practical digital and communication skills have a positive impact on the teaching of geography. Respondents emphasized that distance learning should only be a supplement to traditional education and used in exceptional situations.

The time we live in is dynamic and full of challenges. They are caused by the activity of the ongoing natural and socio-economic processes and their impact on the value system of modern society. In this interaction, education plays a leading role, because through the values it shapes it simultaneously makes an investment in the future development of all spheres of the material and spiritual life of humanity. Education also performs an important social function by preparing the young generation to adequately meet the emerging challenges of their professional realization and to actively participate in the change of society. One of the essential characteristics of our times is the process of globalization, which also leads to the globalization of education, taking into account the increasing influence of information technology and the global information network. This creates the conditions for the expansion of communications and the digitization of all spheres, including education. A certain impetus for the use of an increasing number of digital educational resources and technologies was also given by the emerging pandemic situation, which for a short time made them the only possible option for the implementation of e-learning in a distance environment. This has also affected school geography education. The subject "Geography and Economics" has a rich content base, which implies the use of a variety of resources for the realization of visuality and the formation of cartographic culture in students. The majority of these resources are digital and involve the use of information and communication technologies. There are numerous digital resources on the World Wide Web that can be used in geography lessons, but these should be refined. To be used purposefully, they need to synchronize with other components of the learning process and contribute to the realization of the intended outcomes. This led us to apply SWOT analysis to identify the strengths, weaknesses, opportunities and threats of ICT and resources in the school geography course. We believe that the results of this method will assist geography teachers in planning the selection and implementation of information and communication technologies as an educational resource in the process of teaching geography. We also point out some types of digital resources that could be rationally used in geography education to increase students' motivation, activate their cognitive activity and support the formation of key competences. We do not accept information and communication technologies and their products as a "panacea" for solving a large number of problems in school geography education, but we believe that they are an important educational resource that should be known and rationally applied as a variational choice to traditional learning resources. [ABSTRACT FROM AUTHOR]

In Scotland, there is ongoing concern about the status of geography in education. Numbers of pupils studying geography have been falling at a time when the relevance and importance of geography should be high, given the significance of issues like climate and biodiversity change. Why people choose to study geography is crucial knowledge for a vibrant discipline seeking to grow the subject and perceptions of its value. This paper is a companion paper to Selmes et al. (2022) which reported on quantitative data about geographers in the Scottish secondary and tertiary education sectors. This paper confirms that the tide is turning for geography study in Scotland, with entries now rising at all levels. Furthermore, an online survey of 93 pupils found that they choose to study geography because they enjoy the lessons and are interested in the content, feeling able in the subject and that it will be useful in paid work. Conversely, pupils say they choose not to study geography when they do not perceive it will be useful in their career or because they have not found it interesting or an enjoyable experience. The question for all professional geographers is how we might together improve on the current situation. [ABSTRACT FROM AUTHOR]

The importance of Education for Sustainable Development (ESD) in influencing students' understanding of and behavior toward sustainability cannot be overstated. However, prior studies have shown that students generally lack comprehension of how to apply geography instruction in relation to territories and their contribution to the Sustainable Development Goals (SDGs). Although the relationship between the SDGs and academic institutions has been the subject of numerous research, it is still unknown how much knowledge students have on the subject. Therefore, this research aims to raise awareness about SDGs and evaluate the knowledge of undergraduate geography students regarding the SDGs. Additionally, it investigates the impact of Spatial Data Infrastructure (SDI) and quality education as pedagogical tools on students' sustainability consciousness. A questionnaire was designed, validated, and administered to students at the United Arab Emirates University from both geography and non-geography cohorts to assess their knowledge. Statistical analysis indicated high reliability of the constructs. The results revealed significant insights through descriptive, ANOVA, and multiple comparisons analysis with the Tukey HSD test. Specifically, geography students who participated in an SDG Awareness and Knowledge Program within the Technological Pedagogical Content Knowledge (TPACK) model demonstrated statistically significant differences in various aspects of SDG awareness and knowledge, SDG awareness using SDI skills, and the importance of quality education and the integration of SDG knowledge in pedagogy, as compared to other geography and non-geography students who did not receive the SDG awareness program. This research is expected to provide valuable knowledge about SDGs through effective pedagogical skills, benefiting both student and educator community. [ABSTRACT FROM AUTHOR]

This paper examines debates over the nature, purpose, and reform of geographical education in schools in the eighteenth-century German-speaking territories. Attention is paid to contemporaries' concerns over the cognitive content of geography – what geography was – and, in greater detail, to their views concerning how the subject might be taught, its teaching improved, and the end in view of teaching it, namely to produce informed citizens. The paper shows that while there was widespread agreement over the utility of geography, opinions differed over how best to teach it, and to whom. These differences centred less on religion, between the largely Catholic southern German territories and the chiefly Protestant northern German territories, and more upon the age, social status, gender, and intended future of the pupil. Proposals for the reform of geographical education argued that geography be taught first with reference to the pupil's locality and to notions of "homeland" from which local setting attention would be paid to other states, countries, and continents. [ABSTRACT FROM AUTHOR]

The Covid-19 pandemic, which has swept around the world since the beginning of 2020, has had a significant impact on education. Overnight, there has been a transition from traditional to distance learning. Both teachers and students of all types and levels of education had to face a new, unknown reality for which, in the vast majority, they were not properly prepared. The paper attempts to comprehensively identified the determinants of geographic education online at the level of primary and secondary schools, and analyzed selected conditions that have the greatest impact on its implementation. Qualitative and quantitative data was provided by literature research and the results of a survey conducted among 123 geography teachers. The model of the determinants of the geographic education process in the distance form adopted in the study indicates the extraordinary complexity of the online education process. Three groups of determinants were subjected to in-depth analysis: technological, law, and the teacher's capacity, considering them necessary for the implementation of the distance learning process. [ABSTRACT FROM AUTHOR]

Michael Young's concept of "powerful knowledge" has received widespread attention from many in geographical education. I use the claims Young has made about powerful knowledge as a starting point for considering how pedagogic practices could contribute to making geographical education powerful. I present three sets of pedagogic practices: connecting everyday knowledge with school knowledge; practising geography and debating and discussing geography. Each set of each practices is illustrated with examples of activities all of which involve the active engagement of students and the interactive support of teachers. I outline ways in which the three pedagogic practices are powerful and suggest the kinds of classroom culture that supports them. [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.)

Scholarly understanding of educational effectiveness as a relationship between desired (expected) goals and achieved results is an extremely complex matter. If we start from the assumption that striving for the effectiveness of education is a correct and socially justified intention, we need to know the tools with which we can measure the effects of education and the result we want to get closer to. But what is the real point of geographic education? Who decides what is considered a desirable outcome? And is the effort to achieve the performances defined in educational standards the meaning of education? In Slovakia, there has been no national-level research dealing with determining the effectiveness of geographical education. In our article, we examine more thoroughly only one of the possible indicators of the effectiveness of geographical education, which is the level of conceptual (fundamental from the point of view of geography) knowledge achieved. This required creating a non-standardized didactic test tool and its application to a set of adult Slovak populations. The testing results showed a relatively high average success rate of solving the tasks by the respondents (72.48%). However, it should be emphasized that the questions mapped the most important topics and curriculum from the 5th year of elementary school. Of the individual thematic units, the respondents achieved the worst results in Cartography (61.78%) and Planetary Geography (68.22%). [ABSTRACT FROM AUTHOR]

In Scotland there is on-going concern about the status of geography in education. The numbers of pupils studying geography has been falling, as has the number of universities offering the subject. All when the relevance and importance of geography should be high, given the significance of issues such as climate and biodiversity change. Who studies geography is crucial knowledge for a vibrant discipline seeking to engage with relevant actors to grow the subject and perceptions of its value. This paper combines quantitative data for academic years ending 2016–2021 from the Scottish Pupil Census with Scottish Qualification Authority geography entry and attainment statistics for secondary school pupils, plus Higher Education Statistics Agency figures for undergraduate and postgraduate geographers in Scottish universities. It shows that the tide may now be turning for geography study in Scotland, entries are rising at all stages as its attainment. There remain huge differences between local authorities. Female students tend to predominate, as do learners in the lowest deprivation quintiles. The empirical knowledge of characteristics of who is studying geography at each national stage of education in Scotland is enlightening. The question for all professional geographers is how we might together improve on the current situation. [ABSTRACT FROM AUTHOR]

(1) Background: spatial thinking is indirectly applied in numerous daily activities (e.g., when defining the route when going to school/work) or in scientific areas (e.g., predicting the spatial–temporal spread of contagious diseases), and its ability might be improved using geographical information systems (GIS). The main objective of this study was to perform an analysis of the spatial thinking of students in two curricular units (CUs) that had come from different background areas; (2) Methods: to that end, the Spatial Thinking Ability Test (STAT), composed of 15 multiple choice questions to measure spatial thinking, was given to 83 students before and after exposure to GIS concepts and software. Students' answers were analyzed question-by-question and as total scores. The statistical analysis was performed using the paired samples t-test, the independent samples t-test or the Mann–Whitney statistical test and the nonparametric Kruskal–Wallis test; (3) Results: an overall significant improvement was observed from the pre- to the post-test. Additionally, total scores were not significantly different between students of different CUs, courses, or genders; (4) Conclusions: this exploratory study can be considered as a support methodology for pedagogical didactics that have been implemented in the CUs and may be readily applied in other academic environments, namely with students from different backgrounds, countries, and teaching strategies, thus promoting the discussion of all such experiences and consequent improvement in geographical education. [ABSTRACT FROM AUTHOR]

This article summarizes the results of the research focused on the realization of the cross-curricular subject Environmental Educa-tion (CCSEE) at elementary schools (pupils’ age 6–15 years) in Czechia. The introduction of cross-curricular subjects into the Czech educational system is linked to curricular reform and it has been implemented in Czech schools since 2007. CCSEE is one of the six currently implemented cross-curricular topics. The main objective of the present study is to determine which school subjects are involved in its implementation. The study was conducted through an internet questionnaire and responses were received from 640 schools. Data were processed by basic statistical methods. A school typology depending on the subjects involved in implementing EE was developed with the help of cluster analysis. The research shows that EE is implemented through most subjects, but their representation varies considerably for individual schools.

The skills used in all areas and stages of education are important also in geographical education. The concept of skill is important for the individual’s life at all stages of Education. Geographical skills contribute to the abilit y of individuals to think critically and solve problems. They also enable the individual to think at a metacognitive level. In this study, it was aimed to show the degree to which secondary geography textbooks gain the level of use of map skills. Maps are communication tools that show where and how positional information is found. One of the most important materials to be used in geographical education are Maps. The map, which will appeal to the studen t, should benefit the individuals in their daily life by an inductive method. Individuals with map skills can transfer this directly into their lives. They can both read the immediate environment in which they live and have global mapping skills and positio n analysis skills. In this study, skills, geographical skills, geography textbooks were analysed to determine their conceptual framework by focusing on map usage skills. This research is a qualitative one , with research data of 9, 10, 11 and 12 grade textbooks printed forthe 2017-2018 to 2019-2020 academic ye ar s. The process of collecting and analyzing geography textbooks used the document review technique.

Increased pressure on the earth's resources has led to what is increasingly referred to as the climate crisis. While a whole range of environmental parameters have been transformed through such pressures, the effect of human activities on the climate is symbolic of the nature of the human footprint upon our planet and makes the lack of any coherent political leadership in most countries even more alarming. The discipline of Geography has a distinct advantage in developing a more holistic understanding of global environmental challenges in that it reaches across all the sciences (including social sciences and humanities). Geographical education therefore represents an important vehicle for citizens of all ages to help them understand the complexity of the sustainability goal and what can (and should) be done to achieve a more sustainable future. In this essay, I reflect on three approaches that are available to individuals and communities towards taking the steps to sustainability. The philosophy embodied by the International Year of Global Understanding (IYGU) is suggested as a particularly valuable tool for geography educators. The activities of the International Geographical Union (IGU) offer important opportunities for geographers to learn from each other and promote best practice in geographical education. As ‘the science for sustainability’, Geography has an increasingly important role to play in developing the knowledge and the skills to equip future generations with the tools to adapt to and mitigate potentially catastrophic global environmental change.

Приводится критический анализ школьных учебников по географии на соответствие предъявляемым Федеральным государственным образовательным стандартом основного общего образования методическим, психологическим, эстетическим, гигиеническим требованиям. Выявлено, что наряду с положительными моментами имеются и отрицательные. Рассмотрен национальный проект «Цифровая школа», в соответствии с его требованиями описаны способы использования в образовательном процессе учебника географии совместно с другими средствами обучения, в том числе и цифровыми. Доказывается, что учебник географии играет важную роль в формировании географического мировоззрения школьников, способствует достижению личностных, метапредметных и предметных результатов обучения. На основе анализа состояния школьного российского географического образования выявлены пути модернизации учебников географии.

The use of geospatial technology at lower levels of education has become a global tendency. However, Bosnia and Herzegovina is a country that is virtually uncharted in this regard, and the present paper has the main purpose to change that fact. Results of a survey conducted among geography teachers place this country within the entry category. Different attitudes among various groups of teachers (based on gender, age and regional distribution) have also been tested. Although the general hypotheses could not be confirmed, certain specific differences have been found, such as in the use of virtual globes, theoretical knowledge of GIS and willingness to attend educational training courses.

This paper considers the strengths of the project methodology for the construction of a more innovative, active and problematizing geographical education among Portuguese secondary students, through the critical reflection on the applicability of the Project “We Propose! / Nós Propomos!”, in the last five years. The methodological approach is based on a review of the national and international literature, a simplified content analysis of the last three curricular reforms in Portugal since the beginning of this century, and recourse to the explanation and interpretation of descriptive memories of the project. The scholarly significance of this study resides in the demonstration of how students are placed in contact with real-life geographers from the municipalities and local associations beyond the institutional and economic fabric of their surroundings and learn to value geographic knowledge and how geography can help in solving land use problems.

Against the background of the renewal of approaches to the development of geography education, the formation of nationalpatriotic consciousness among students, the introduction of pedagogical technologies into the educational process in order to study the characteristics of their native land, the question arises of the need to modernize the training of future geography teachers in local lore and tourism work. The purpose - to theoretically substantiate and experimentally check pedagogical conditions of preparation of future teachers of geography for local lore and tourist work on the basis of the competence approach. 236 students majoring in "Geography and Biology" with a bachelor's degree formed a control group and 232 - an experimental group. The pedagogical conditions of training of future teachers of geography for local lore and tourist work on the basis of the competence approach are defined and realized: stimulating positive motivation to study local lore material in the disciplines of the cycle of general (fundamental) and professional (scientific-subject) training and disciplines of additional specialization "Local lore and tourism work"; acquisition of knowledge, skills (competencies) for the implementation of local lore and tourism work through the optimization of student groups; intensification of the experience of local lore and tourism work during educational and pedagogical practices. The effectiveness of pedagogical conditions is proved by the results of the formative experiment: the number of students with a high level of local lore competence in the experimental group increased, while in the control group the same indicator did not increase significantly. The results of the study indicate a dynamic positive change in the formation of local lore competence of experimental groups under the influence of the proposed innovations. The international significance of the article lies in the application of recognized in modern pedagogy methods of training future teachers of geography in the authentic Ukrainian region, which has its own local lore and tourism prospects. The latter need to be popularized in Ukraine and the world and have not yet been studied in the context of modern tourism pedagogy. [ABSTRACT FROM AUTHOR]

(1) Background: spatial thinking is indirectly applied in numerous daily activities (e.g., when defining the route when going to school/work) or in scientific areas (e.g., predicting the spatial–temporal spread of contagious diseases), and its ability might be improved using geographical information systems (GIS). The main objective of this study was to perform an analysis of the spatial thinking of students in two curricular units (CUs) that had come from different background areas; (2) Methods: to that end, the Spatial Thinking Ability Test (STAT), composed of 15 multiple choice questions to measure spatial thinking, was given to 83 students before and after exposure to GIS concepts and software. Students’ answers were analyzed question-by-question and as total scores. The statistical analysis was performed using the paired samples t-test, the independent samples t-test or the Mann–Whitney statistical test and the nonparametric Kruskal–Wallis test; (3) Results: an overall significant improvement was observed from the pre- to the post-test. Additionally, total scores were not significantly different between students of different CUs, courses, or genders; (4) Conclusions: this exploratory study can be considered as a support methodology for pedagogical didactics that have been implemented in the CUs and may be readily applied in other academic environments, namely with students from different backgrounds, countries, and teaching strategies, thus promoting the discussion of all such experiences and consequent improvement in geographical education.

Animation films were used frequently during online didactic activities during the COVID-19 pandemic. We have not identified research that focuses on the problems that teachers face when using animated films to enable students' learning of Natural Sciences and on the training models that can be organized based on this resource. Therefore, we analysed the problems faced by teachers and, to solve them, we identified, analysed, and described several instruction models based on animation films: illustrative, expositive, interactive, flipped classroom, learning through discovery, and learning through simulation. We analysed the way to integrate them into the didactic activity and, finally, we realized some recommendations. [ABSTRACT FROM AUTHOR]

The article presents a vision of the relevance of geography as an educational science of landscape, from the perspective of the relationship between citizens and regional geographic spaces. In the first place, the link between the didactics of geography and landscape is contextualized, taking as a reference the importance of the latter in the meaningful learning of the discipline. Secondly, an analysis of the relevance of the landscape as an integrated system and its teaching in the formation of geographically informed and occupied citizens of their environment is presented. The document intends, therefore, to have a diffusion action to underline the importance of geographic education in the formation of a competent society in geographic knowledge, that is, with a clear vision of the territory it inhabits, reflective of its rights and aware of its importance in protecting its environment. [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.)

This article summarizes the results of the research focused on the realization of the cross-curricular subject Environmental Education (CCSEE) at elementary schools (pupils' age 6-15 years) in Czechia. The introduction of cross-curricular subjects into the Czech educational system is linked to curricular reform and it has been implemented in Czech schools since 2007. CCSEE is one of the six currently implemented cross-curricular topics. The main objective of the present study is to determine which school subjects are involved in its implementation. The study was conducted through an internet questionnaire and responses were received from 640 schools. Data were processed by basic statistical methods. A school typology depending on the subjects involved in implementing EE was developed with the help of cluster analysis. The research shows that EE is implemented through most subjects, but their representation varies considerably for individual schools. [ABSTRACT FROM AUTHOR]

Young people, regardless of their social environment, place of residence or work, are looking for values and key competencies that enable achieving goals in life. Therefore, an appropriate education system is important, which in the conditions of changing reality will meet these requirements effectively. The contemporary employer is interested in four groups of key competencies, such as intellectual, professional, personal and interpersonal. Geography is a field with great potential for the development of various competencies. In this context, questions about adjusting geographical education to the expectations of employers are justified. Therefore, the aim of the study is to assess the strengths and weaknesses of the current development of competencies and qualifications at the geography speciality of the Faculty of Geographical and Geological Sciences, Adam Mickiewicz University in Poznań, Poland. The reference points included a report on research carried out among 200 employers in 2012, as well as surveys among students graduating from master‘s studies on the assessment of the level of their competencies and qualifications. It was determined that the strength of the current geographical education at the faculty is to prepare mainly specialists with broad general and professional knowledge, and high self-esteem in terms of cooperation in the group and communication. The area of development for the geographical education are intellectual competencies, above all independent thinking and prioritising. The last year geography students fall out the most in terms of personal competencies. The authors suggest building students‘ awareness because, as the above results show, they are not fully aware of what expectations they may face in the labour market. It is worth modifying the study program so as to put more emphasis on soft competencies and support the development of various forms of extra activities of students. Attention was also paid to the importance of didactic competencies, which on the one hand raise the self-esteem of students, and on the other, increase the chance of finding a good job. An interesting aspect of the research is the wide spectrum of professions in which students work. This reflects their diverse skills, including spatial thinking. Combined with increasing attention paid to the issues related to the natural environment and sustainable development, graduates of geography have a strong position to enter the current labour market. The advantage of geographers is the use of modern technologies. Unfortunately, however, the results of the research presented above, both among Polish students and internationally, indicate insufficient skills in the use of modern technologies by students of geography.

The skills used in all areas and stages of education are important also in geographical education. The concept of skill is important for the individual's life at all stages of Education. Geographical skills contribute to the ability of individuals to think critically and solve problems. They also enable the individual to think at a metacognitive level. In this study, it was aimed to show the degree to which secondary geography textbooks gain the level of use of map skills. Maps are communication tools that show where and how positional information is found. One of the most important materials to be used in geographical education are Maps. The map, which will appeal to the student, should benefit the individuals in their daily life by an inductive method. Individuals with map skills can transfer this directly into their lives. They can both read the immediate environment in which they live and have global mapping skills and position analysis skills. In this study, skills, geographical skills, geography textbooks were analysed to determine their conceptual framework by focusing on map usage skills. This research is a qualitative one, with research data of 9, 10, 11 and 12 grade textbooks printed for the 2017-2018 to 2019-2020 academic years. The process of collecting and analyzing geography textbooks used the document review technique. [ABSTRACT FROM AUTHOR]

In the context of the coronavirus pandemic and of transferring face-to-face academic activities to online, we analyse several e-learning solutions in Geography university education, from the perspective of three components: e-communication, e-training, and e-assessment. The aim of this research is to investigate the use of photographs to enable learning of Geography during the educational process organized synchronously and asynchronously at Babeş-Bolyai University, in Cluj-Napoca, Romania. After analyzing the online activities realized in the virtual classes on the Microsoft Teams platform, we identified, discussed, and represented schematically three instruction models, with their advantages and disadvantages, considering the Cognitive Theory of Multimedia Learning. The efficiency of these models depends on the features of the discipline and on professor's competence level in specialty and in didactic transposition. [ABSTRACT FROM AUTHOR]

The main objective of this study is to provide a critical insight into the position of regional geography in modern geosciences, i.e. to examine the epistemological, methodological, practical and educational function of this synthetically oriented geographical discipline on a theoretical level. For this purpose, we have reviewed a number of readings selected from various published scientific papers and textbooks, which provide some sort of review of the modern concept of regional geography and the notion of region. The 1980s can be taken as the initial period of revitalization and redefinition of regional geography, when in addition to the traditional approach based on chorology, there was also the so-called new regional geography. The dominant concepts found in both these schools were evaluated by using the method of dialectical analysis and synthesis, on the basis of which the guidelines were proposed for future positioning of the spatial determination of the region within the geographical sciences. The general conclusion is that regional geography should not be viewed exclusively through the prism of idiographic concept, but the necessity would also be to aspire to discover the general spatial correlation patterns and regularities through various regional studies. [ABSTRACT FROM AUTHOR]

Copyright of Entorno Geográfico is the property of Universidad del Valle 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.)

This article aims to analyze the results of the extension project: Scientific Geography, School Geography: the challenges of didactic transposition. For this purpose, we used bibliographic research, participant research and field research. There are few laboratories that discuss education in the field in the courses for training Geography teachers at the State University of Goiás-GO. The students participating in the project learned understandings of field education and geographic education. The process of interrelationship theory/practice developed by the project contributed to the training of critical and reflective teachers, with observation of principles, of teaching knowledge, of geographical pedagogical knowledge, with a view to the implementation of teaching practices of Geography intertwined with education in the field. The students of the school, based on their cognitive level built instruments for critical geographic reasoning. The concomitant extension to the research corroborates the training of Geography teachers capable of building critical geographic reasoning. [ABSTRACT FROM AUTHOR]

The Digital Atlas for Schools is an innovative WebGIS development contributing to the use of geospatial information in schools. Based on a story map tool, it creates a geography curriculum constructed on ArcGIS Online. This article discusses the implications of implementing geospatial technologies so that learners can acquire spatial thinking and geographical knowledge, but also develop responsible and active spatial citizenship. Based on the learning progression approach, it presents results showing the effectiveness of this instructional resource, both for secondary school students and for geography teachers in training. The article concludes with a discussion on how results confirm the need for geospatial technologies to be better incorporated into the geography curriculum at secondary schools. [ABSTRACT FROM AUTHOR]

In this study, we analyzed the development of the geographical educadon system in Romania, in the legal context of the interwar period, then under the impact of World War II, and during the period of transition to communism (1944-1948). We focused our research on the evolution and changes in the university and school geographical education system and on the causes that generated the respective evolution and changes, which we identified using historical documents. We extended our research in order to include professional associations, geographical research studies and publications, and the educational role of geography within organizations. We carried out our study from several perspecdves: historical, geographical and pedagogical, and it is a synthesis of the impact that historical events had on the Romanian education system, little described in the scientific literature. [ABSTRACT FROM AUTHOR]

Program of study of geography in secondary (full) general education school includes the study of students under “Sources of geographic information”, which includes the formation of concepts such as geographic model – a globe, maps, terrain plan representations of their main parameters and elements (scale, conventional signs, methods of cartographic representation, degree network), as well as possession of certain skills (orienting by map, map reading, space and aerial photographs) – the components of your cartographic literacy. The main state exam, assessing knowledge after the end of grade 9, generally shows a low level of cartographic knowledge and skills – only 37% of schoolchildren can correctly determine geographic coordinates, and less than 30% – to measure the distance between objects on a topographic map. Within the framework of the school program, the students do not have an understanding that geographical knowledge in general and cartographic one in particular form a spatial worldview of a person, a priori accompany them all their life and have a civilizational significance.Another result shows a unified state examination in geography in grade 11. During the period of studies in grades 10-11, motivated graduates who pass the geography exam significantly improve their cartographic literacy level, although the school curriculum has nothing to do with it.The current situation is systemic in character and requires systematic methods for its solution. In the practice of teaching geography in the main and secondary (full) schools, the structure of instruction should be changed, paying more attention to the independent active cognitive activity of students, showing on concrete examples of everyday life, the importance of cartographic knowledge and skills

The article is devoted to the interaction of legal and moral development of media technologies in the context of geographical education. The article summarizes the experience of the theoretical analysis of mediatization in geographic education, the legal and moral aspects of the disorders and ways of their prevention and correction in the process of educational interaction between teacher and student, between student and teacher, mediated mediatechnologies. It is noted that geographical education in the modern world is education, which is closely associated with the use of media technologies. In other types of education the role of media technologies in improving the quality of education is less obvious, in the field of teaching and learning geography, it speaks very clearly. Therefore, the problems associated with its mediatization, are very important and their solution is particularly compelling. These issues are primarily associated with actively flowing social, economic, political and ideological crisis in many communities and countries of the Earth. Many of them as in the “mirror” are reflected in the sphere of high technologies, including media technologies. The article provides guidance and direction to the correction of violations at the individual and social levels.

Modern geographical education implies a broad implementation of innovative technologies, allowing students to fully and deeply understand the subject and methods of professional activity, and effectively and productively act upon this understanding. Therefore, in the work of modern geographer computer and media technologies occupy a significant place, and geographic education occupies an important place in learning cybernetic disciplines: computer technologies act as an important condition for obtaining high quality professional education, as well as an important tool of professional activity of modern specialist-geographer. The article is devoted to comparing three modern approaches to the study and optimization of training Cybernetics and programming in the framework of geographical education: an approach devoted to the study of “learning styles”; the metacognitive approach to learning computer science and programming; and intersubjective, evergetic or actually cybernetic, approach. It describes their advantages and limitations in the context of geographical education, as well as the internal unity as different forms of study of productivity and conditions of the dialogical interaction between teacher and student in the context of obtaining high-quality geographical education.