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This study investigates 152 Irish primary pupils' attitudes towards geography and their most preferred and least preferred methods of learning and experiencing geography at primary level. The findings indicate that Irish pupils have a neutral attitude towards geography with no significant difference between male and female pupils nor between class levels. Findings clearly show a direct link between teaching approaches and pupil attitudes with Irish pupils preferring hands-on, child-centred, experiential methods of teaching and learning and least preferring rote-learning and didactic and textbook-dominated approaches. Learning about physical features and distant places dominates with few references to the local area. [ABSTRACT FROM AUTHOR]

The aim of this study is to analyze the effects of authentic learning-based activities on students' academic achievement attitudes towards the course, and problem solving skills in geography lessons. Authentic learning is generally an approach to learning where authentic tasks are at the center of learning and the teacher acts as a guide, directing students towards research, providing them with opportunities for social discourse, and offering sufficient resources to solve their problems. Today, it is essential for students to be prepared for real life and to develop solutions to problems they may encounter in real life. This necessity has brought authentic learning to the forefront in recent years and has led to its consideration in the planning of instructional activities. In this research, experimental design, one of the quantitative research methods, was used. Target population of the study consists of 25 (Experimental Group=13, Control Group=12) 10th grade students studying in two different classes of a high school in Antalya. An academic achievement test, the attitude scale for geography course, and the problem solving inventory were used as data collection tools. T-test was used in the analysis of quantitative data. As a result of the research, it was explored that authentic learning had positive effect on students' academic achievement but it did not make any significant difference in terms of their attitudes towards the course and problem-solving skills. [ABSTRACT FROM AUTHOR]

Gyula Kormány, professor of geography, was born on May 9, 1932 in Ibrány. After graduating as a secondary school geography teacher from the University of Szeged (1961), he obtained a degree in pedagogy from the Kossuth Lajos University of Debrecen in 1965. His landscape research activity began in the 1950s and included the examination of the natural features of Rétköz (a microregion in the Great Hungarian Plain). As a result of many years of research, he was the first in Hungary to summarize the conditions, possibilities, variants and methods of applying independent student work in geography education. He also wrote his candidate thesis, titled “The Possibilities and Effectiveness of Independent Student Work”. He worked as a lecturer at Nyíregyházi College from 1963 until his retirement. In April 2005, the Council of Nyíregyháza College awarded him with the title “Professor Emeritus” in recognition of his educational and scientific work.

This article aims to discuss teaching methodologies for the content of climatology in Geography classes based on the theories and research of Professor Carlos Augusto de Figueiredo Monteiro. In the classroom, this subject has obstacles for teachers, being taught in a static way, emphasizing memorization and disarticulation with the students' daily lives. Based on the knowledge of Monteiro's research, this article presents strategies for teaching climatology to be used in basic education. It is understood that the theories, reflections and methodologies presented here can bring greater assimilation of the content so that the student can reflect on the theme and on the place in which he lives. [ABSTRACT FROM AUTHOR]

This research, which is the result of a didactic sequence created within the Specialization Course in Environmental Education and Semiarid Geography at the Federal Institute of Rio Grande do Norte (IFRN) and was applied to students in the Stage IV class of the Degree Course in Geography at the Federal University of Campina Grande (UFCG), Campus Cajazeiras - PB. The objective of the research is to present and analyze the process of construction and application of the Geotrilha Game - Uncovering the Caatinga Biome, as well as its contributions to the process of teaching and learning geographic content. The methodological procedures were preceded and supported by bibliographical research, bringing reflections and considerations on the use of didactic games as a methodological resource in the teaching and learning process and on the learning possibilities in the construction of geographic knowledge through the use of this resource. The research also presents the methodological path of the construction of the Geotrilha Game - Uncovering the Caatinga Biome. It also includes discussions and analysis of the game application process and the general development of the research. The results achieved with the construction and application of the game were satisfactory, providing learning moments in a playful, dynamic and enjoyable way. [ABSTRACT FROM AUTHOR]

The application of virtual reality (VR) in geography education is regarded as a progressive and proactive method that has still not gained sufficient attention in the educational policy in Hungary. The aim of our review is to find the ways and means to make it happen. We selected 47 works that are closely linked to geography teaching and analyzed their bibliometric (authorship and journal characteristics, types of works and applied methods, keywords, referencing, and co-citation networks) and contextual characteristics (research objectives, demographic, gender and social background, hardware and software specifications, advantages and disadvantages, conclusions, and predictions) which we expected to help us to understand the slow implementation and undeserved marginalization of VR in the curricular geography education. We used a mixed-method research analysis combining elements of quantitative and qualitative analysis using inductive reasoning. Our preliminary assumption that the application of VR technology is an effective and useful way of teaching geography was proved by our findings. The methods used by the authors of the reviewed empirical works, together with the recommended future research topics and strategies, can be applied to future empirical research on the use of VR in geography education. [ABSTRACT FROM AUTHOR]

Copyright of lnternational Journal of Geography & Geography Education is the property of Marmara University 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.)

AbstractInitial teacher education, among other things, significantly influences what conceptions of geography teaching build the steppingstones at the beginning of pre-service teachers’ careers. Using a questionnaire, we conducted a survey on Czech pre-service geography teachers’ conceptions of geography teaching (n = 183). Our findings indicate that the Interactionist conception was prevalent, representing the exploration of interconnections and relations between humans and the environment. Pre-service teachers also emphasized the importance of the Localist conception that builds on exploring geographies of the local neighborhood. A path analysis revealed that the pre-service teachers’ conceptions were not much interconnected, often existing as independent, isolated entities. Our results attempt to provide implications for shaping the professional geography knowledge landscape of future geography teachers through a complex “starter pack” – a balanced representation of a range of conceptions of geography teaching in initial teacher education. [ABSTRACT FROM AUTHOR]

This article represents a new focus on how we can make student teachers' images more explicit and voiced in teacher training in geography. The expectations and values of the generations of students entering teacher education constantly change, and undergraduate curricula and faculty must respond accordingly. This article addresses this need by exploring the educational needs, concerns, and beliefs regarding geography teaching of newly admitted undergraduate preservice geography teachers at a single university in Czechia (n = 75). Using an entry survey of two open-ended questions, we used interpretative phenomenological analysis to identify four groups of geography teacher education students with different concerns and expectations regarding initial teacher education (ITE). The findings show that beginner geography teacher education students represent an intrinsically distinct and difficult-to-read cohort. Some students were confident and close-minded, whereas others were reflective and asked specific questions. Additionally, some students cared only about practical tools without considering theoretical justifications or research. Students with high levels of professional identity were also identified. We conclude that long-term individualized and career-oriented student support that reflects and respects future geography teachers' mutually distinct disciplinary identities is necessary. [ABSTRACT FROM AUTHOR]

This work is an excerpt from the master's thesis entitled “Citizenship in the Initial Training of Future Geography Teachers: A report from UFT and Unifesspa”. Attention turns to future Geography teachers and their initial training, raising concerns about: a) what is the conception of future Geography teachers at Unifesspa, Marabá campus, and UFT, Porto Nacional campus, about citizenship?; b) Do the respective degree courses train teachers from the perspective of citizenship training?; c) How does the initial training of these subjects take place in the face of transformations in the contemporary world?; d) How does Geography contribute to citizenship formation? To carry out this research, some procedures were considered based on the proposed objectives. The methodologies used were: 1st) research and bibliographic survey; 2nd) documentary analysis of the Pedagogical Course Project (PPC) for a degree in Geography at Unifesspa and UFT; 3rd) preparation and application of questionnaires and finally, 4th) discussions of the results obtained after the data collected through the completed questionnaires. Geography must be presented as a tool that will help young students understand their reality and seek changes, being able to act politically in the construction of a fairer society. Therefore, it is necessary from the initial training of Geography teachers to build transformative knowledge capable of contributing to the exercise of school Geography and the promotion of civic practices. [ABSTRACT FROM AUTHOR]

This text is the result of a master's degree research project, which sought to investigate how didactic mediation in Geography is being carried out in the early years of elementary school. With this purpose, the reflections are based on the question of teaching practice and conception of geography at this stage of schooling. The discussion highlights the importance of building geographical knowledge with children, since this curricular component can help them to read the world they live in. In this sense, the text aims to discuss the teaching practice of teacher educators in the early years of primary education, as well as reflecting on the conceptions of teaching presented in didactic mediation by teachers of this curricular component. The theoretical references are authorities in this field of knowledge, such as: Alves; Queiroz (2019), Callai (2005; 2013; 2017), Lopes (2009;2014) Libâneo (2004; 2013; 2015), Freire (2010; 2021; 2022) and Vigotski (2010; 2014). The common thread of this discussion is that geography teaching should start from the child's lived reality, in order to encourage meaningful learning of geographical knowledge. In order to carry out this discussion, qualitative research was used, through a bibliographical review and observation of classes, in which the teachers' conceptions and practices regarding the construction of geographical knowledge with children in the early years were observed. Therefore, the results showed that pedagogical practices based on traditional pedagogy still permeate Geography teaching, in which the teacher assumes the central role when teaching classes and with the recurrent use of textbooks. [ABSTRACT FROM AUTHOR]

Soil education has been gaining focus in basic education teaching, as soil is the basic element of life for living species on the planet. It is from there that humanity derives its food sustenance. Its importance in the context of nature is eminent, as it is important for plant nutrients and provides water storage. In this context, teaching soil becomes necessary, as well as making it attractive to young people and adults. From this perspective, this essay provides elements on soil education at a theoretical, methodological and practical level, contributing to the awakening of environmental awareness focused on the theme, soil. [ABSTRACT FROM AUTHOR]

Copyright of lnternational Journal of Geography & Geography Education is the property of Marmara University 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.)

Taking into account the spatial experience of students in geography in CM1 and CM2 makes it possible to start from the daily life lived and practiced by students to allow them to understand their role as spatial actors in a complex world. This is one of the demands of the current school curriculum. However, a large proportion of primary 1 teachers have difficulty integrating this consideration of experience into their teaching. This article aims to show and understand the gap that exists between the prescribed curriculum and the real curriculum by drawing on the representations of teachers interviewed during the summer of 2021. If the spatial experience of students is thought of as a relevant tool, it is difficult to enter into the teaching practices of teachers who are dominated by the idea that geography is a discipline of distancing from the world in which we learn little to understand the role of spatial actors, including that of students, in the construction of the contemporary world. Taking into account the spatial experience of students in geography in CM1 and CM2 makes it possible to start from the lived and practiced daily lives of students to enable them to understand their role as spatial actors in a complex world. This is one of the demands of the current school program. However, a large proportion of primary school teachers1 have difficulty integrating this consideration of experience into their teaching. This article aims to show and understand the gap that exists between the prescribed curriculum and the real curriculum based on the representations of teachers interviewed during the summer of 2021. If the spatial experience of students is thought of as a relevant tool, it enters with difficulty into the classroom practices of teachers who are dominated by the idea that geography is a discipline of distancing from the world in which we learn little to understand the role of spatial actors, including that of students, in the construction of the contemporary world. [ABSTRACT FROM AUTHOR]

This study seeks to examine what traits, "myths" and skills pupils will attribute to good geography teachers, and whether their assessments are influenced by gender, age, grade and satisfaction with a teacher. The sample consists of 150 high school pupils in Serbia. The survey consisted of four parts: socio-demographic characteristics, Big Five Inventory, good teacher myths, and good geography teacher skills. The results showed that pupils believe that good geography teachers have to be impartial, friendly and conscientious in the first place. Also, 13 high school teachers were also interviewed. The data are somewhat in line with previous research, but also indicate pupils' specific expectations of their geography teachers and teachers' awareness that they are not just ordinary teachers. [ABSTRACT FROM AUTHOR]

本研究主要目的在探討素養導向教學對於九年級學生之地理科學習成效、動機、多元文化素養的影響效果，以六個班109位學生為對象，分為實驗組（三班共55人）與對照組（三班共54人），分別進行素養導向、傳統講述之地理教學，並以九年級的世界區域地理單元來設計課程，進行為期3週的教學。本研究採不等組前、後測準實驗設計，以量化為主、質性為輔的 方式進行資料蒐集與分析。研究結果指出，一、實驗組之學習成效會顯著優於對照組，意謂素養導向教學可促進學生之地理學習成效。二、兩組之學習動機未有顯著差異，但質性資料顯示素養導向教學可讓學生更加投入及參與課程學習，探索與實作情境安排也讓學生對內容的興趣有所提升，促進課後自主學習。三、兩組在多元文化素養上雖未有顯著提升，但對不 同文化背景都有高接受度。四、學生對素養導向的認知程度不一，多數認為素養導向課程與教學和生活周遭連結、所學更多元廣泛、提高課堂參與度，並肯定這些正面效應；然而，部分國中生對於素養概念之理解主要來自於素養導向評量試題，可能進而產生迷思概念。最後，本研究針對素養導向之課程設計與實務教學提供討論與建議。 Teaching geography in Taiwanese junior high schools has long been centered around memorization-based knowledge. With limited class hours and the pressure of entrance exams, geography is often misconstrued as a subject that merely necessitates the rote memorization of its content. This misunderstanding leads to diminished motivation and interest in learning. Generally, geography places a strong emphasis on the integration of real-world spaces and requires an understanding of numerous concepts through the observation of phenomena and causal relationships. In addition to providing fundamental knowledge, geography fosters the abilities of value judgment and problem-solving and increases students’ awareness of local and global problems. As a subject that closely relates to daily life and holds affective and practical value, geography is both meaningful and valuable in terms of skill development. To address challenges in the teaching environment, many studies have incorporated several instructional strategies into geography education with the aim of enhancing students’ motivation and their perception of the value of learning geography. Over the past five years, due to the Curriculum Guidelines of 12-Year Basic Education, Taiwan has advocated for a competence-oriented approach to education. This approach can be used to cultivate the competencies necessary for students to adapt to the rapidly changing future environment. Competence refers to the combination of knowledge, skills, or abilities required to meet specific task expectations. It involves the application of these attributes in real-world scenarios to effectively perform complex tasks that meet the standards of success within these contexts. Competence orientation is an instructional approach that focuses on equipping students with the capability to actively respond to new information and unfamiliar environments rather than merely focusing on the delivery of content knowledge. Competence-oriented education involves a curriculum and instructional approach that centers around students, enabling them to apply what they have learned in relevant contexts through action and practice. Competence-oriented education not only emphasizes the acquisition of knowledge and skills but also places a strong emphasis on contextualized learning, providing meaningful learning experiences that contribute to the development of core competencies and transferable learning. Competence-oriented instruction is used to implement competence-oriented education. However, several gaps exist in the research on competence-oriented geography education. First, the majority of studies on this subject have employed an action-research or qualitative design, with few rigorous, quantitative experimental studies having been conducted. Second, research has primarily focused on investigating the influence of competence-oriented instruction on learning outcomes, learning motivation, and attitudes related to geography; it has generally neglected to explore other core competencies in geography. Third, few studies have specifically focused on competence-oriented instruction in the ninth-grade world regional geography curriculum in junior high schools. Because the content characteristics vary with each unit, a unique approach must be employed to incorporate competence-oriented instruction in this curriculum. Therefore, additional research efforts are required to explore competence-oriented geography instruction across different grade levels and geography units. This study investigated the influence of competence-oriented instruction on the learning outcomes, motivation, and multicultural literacy of ninth-grade geography students. A total of 6 classes comprising 109 students were divided into an experimental group (55 students in 3 classes) and a control group (54 students in 3 classes). In the experimental group, geography was taught through a competence-oriented approach, whereas in the control group, geography was taught through a traditional didactic approach. The curriculum focused on the ninth-grade world regional geography units of “Oceania Islands” and “Australia” and spanned a duration of 3 weeks. The competence-oriented geography approach involved four instructional processes, namely introducing scenarios, engaging in inquiry tasks, presenting outcomes, and reflecting on concepts, as part of the curriculum design. By contrast, the traditional lecture-based geography approach followed a curriculum design involving four instructional processes: initiating motivation, delivering explanations, evaluating performance, and summarizing and reviewing. Nonequivalent pretest-posttest designs were used to evaluate the outcomes. Both quantitative and qualitative data were collected and analyzed. A self-developed geography achievement test was conducted to evaluate the learning outcomes. The ARCS Learning Motivation Scale was used to measure students’ learning motivation in terms of attention, relevance, confidence, and satisfaction, and the multicultural literacy scale was used to evaluate students’ multicultural literacy in terms of multicultural awareness, cross-cultural abilities, and global citizenship reflection. In addition, qualitative interviews were conducted with the students to gain insights into their perspectives on competence-oriented geography instruction. The results of this study indicated the following. First, the experimental group significantly outperformed the control group in terms of the overall learning outcomes, particularly in areas related to knowledge comprehension-based and analysis application-based test items, indicating that competence-oriented instruction can enhance the geography learning outcomes of students. According to the results of the qualitative interviews, the students perceived competence-oriented geography instruction to foster multiple-perspective thinking rather than rote memorization. Through learning processes that involved peer discussions, the students were able to deepen their understanding and overcome learning difficulties, resulting in improved performance on exams. Second, no significant differences were observed between the experimental group and the control group in terms of total motivation scores and the dimensions of attention, relevance, confidence, and satisfaction. Nevertheless, the qualitative data indicated that the experimental group exhibited an overall positive attitude toward the competence-oriented geography instruction. They perceived the content to be more comprehensive and felt more engaged in the classroom. Through peer discussions, the students experienced increased motivation for learning and an elevated sense of participation in class. They appreciated the incorporation of inquiry and practical elements that increased their interest in the content. In addition, the competence-oriented approach facilitated autonomous learning outside the classroom. Third, despite the absence of significant improvements in multicultural literacy in the two groups, the qualitative interviews revealed that the two groups exhibited a high degree of acceptance for individuals of different cultural backgrounds. They also expressed willingness to engage with local residents to better understand their customs and cultures. Fourth, the qualitative interviews revealed that the students had varying levels of understanding regarding competence-oriented instruction. Many students viewed competence-oriented curriculum and instruction as closely related to their daily lives, thus providing them with a broader and more diverse range of learning experiences, which in turn increased their classroom engagement. By contrast, some junior high school students perceived the concept of competence primarily through their assessment of competence-oriented items, which might have led them to develop misconceptions. Given the findings of this study, recommendations were formulated for curriculum design and instructional practices within the context of competence-oriented instruction.

Web 2.0 araçlarını etkin bir biçimde kullanmak, her öğretmen ya da öğretmen adayının başvurduğu bir usul değildir. Bununla birlikte Web 2.0 araçlarıyla hazırlanan içerikler, öğrencilerin ve öğretmenlerin motivasyonlarının artmasında önemli rol oynamaktadır. Bu çalışmanın amacı, coğrafya öğretmenlerinin ve coğrafya öğretmen adaylarının hangi Web 2.0 araçlarına ne amaçla başvurduklarını ve Web 2.0 kullanım yetkinliklerini tespit etmektir. Araştırmaya Türkiye’nin farklı il ve okul türlerinde çalışmakta olan 172 coğrafya öğretmeni ve Türkiye’nin farklı üniversitelerinde öğrenim gören veya mezun 510 coğrafya öğretmen adayı katılmıştır. Çalışmada veri toplama aracı olarak 2 bölümden oluşan ve çevrimiçi uygulanacak şekilde hazırlanan bir anket formu kullanıldı. Bu anket formunun birinci bölümünde, demografik bilgi ile katılımcıların Web 2.0 araçlarını kullanma amaçlarına yönelik 2 adet açık uçlu soru bulunmaktaydı. Anket formunun ikinci bölümünde ise 39 maddeden oluşan ve beşli likert tipinde hazırlanan Web 2.0 Araçları Kullanım Yetkinliği Ölçeği (WAKYÖ) bulunmaktaydı. Çalışmadan elde edilen veriler Excel ve SPSS programlarıyla analiz edilmiştir. Açık uçlu sorulara verilen cevaplar kategorilere ayrılarak bir Excel dosyası üzerinde sayısallaştırılmıştır. Bu veriler ifadelerle ve frekans değerleriyle yorumlanmıştır. Analiz sonuçları WAKYÖ verilerinin normal dağılım göstermediğini açıkladığı için nonparametrik testler tercih edildi. İkili grup karşılaştırmalarında Man Whitney-U, üç ve daha fazla gruplardın karşılaştırılmasında ise Kruskal Wallis testi kullanıldı. Araştırma sonuçları katılımcıların Web 2.0 kullanma yetkinliklerinin düşük olduğunu ve Web 2.0 araçlarını kullanım yetkinliği açısından öğretmenlerde yaşın; öğretmen adaylarında ise mezun ya da son sınıf öğrencisi olmanın ve eğitim fakültesi öğrencisi/mezunu olmanın anlamlı bir farklılık oluşturduğunu ortaya koymaktadır.

The outbreak of Covid-19 has posed serious challenges to schools and teachers as it forced schools to close and traditional face-to-face teaching was suspended. How did Hong Kong geography teachers respond to these challenges in the first nine months of the outbreak? How did they adapt to the social distancing measures such as school closure? Why did they adapt in the way they did? The researchers interviewed 18 teachers with different lengths of teaching experiences and teaching students of different academic abilities to answer these questions. It was found that even though there were few specific suggestions from the Government and their schools, the teachers interviewed, as a whole, have taken self-initiated steps to adapt teaching strategies and proactively try various means to help their students continue to learn under the constraints of the Pandemic. [ABSTRACT FROM AUTHOR]

Environmental education and geography teaching are interlinked, sharing intentions to promote awareness, understanding and action in relation to environmental challenges and the search for a better quality of life. By integrating environmental education and geography teaching, the aim is to train aware, informed and committed citizens, capable of contributing to building more sustainable and resilient societies in the face of global environmental challenges. The general aim of the research is to analyze the role of critical environmental education and planetary citizenship as possibilities for geography teaching in public schools. The methodology used in the research is based on the theoretical framework of research into environmental education from a critical perspective, touching on the discussion of planetary citizenship through critical environmental education in geography teaching. The research was able to integrate different subjects and spaces for the development of actions aimed at education for sustainability. The importance of critical environmental education in geography teaching stands out, as it seeks to stimulate critical thinking about the consumption of natural resources, rethink society's relationship with the environment, provide more inclusive and equitable educational actions, as well as promoting learning opportunities that can transform students to be more active in their communities. [ABSTRACT FROM AUTHOR]

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This paper reflects on tensions and challenges in encouraging and enabling students to foreground their personal emotional material in the learning process, while this process itself remains embedded in the neoliberal subjectivities of the university, wider social contexts and the individual selves. We explore our teaching on a final year undergraduate module in which students are asked to explore the emotional geographies of their everyday lives, and for which specific strategies were employed to create a supportive space in the classroom and beyond. We reflect on how these intentions to enable students to engage in emotional explorations conflict with: the overarching neoliberal infrastructures of the university and its intrinsic grounding in assessment and monitored performance; the wider societal landscapes of inequality; and with how these structural issues pervade individual hopes, routines, anxieties and interpersonal relationships. We conclude by outlining how emotional geography pedagogies need to simultaneously provide adequate space to engage with personal emotional experiences and to question and challenge established institutional frameworks and practices. [ABSTRACT FROM AUTHOR]

The theme of teacher training in Geography has been gaining prominence in contemporary academic production, becoming significant in research on professionals and processes involved in education. At the same time, programs such as Academic Monitoring and Non-Mandatory Internships have extended the moments of this training to extracurricular spaces, demanding further analysis. The objective of this text is to present an initial overview of the research results that analyzes the impact of several extracurricular training programs on the initial teacher training of the Degree in Geography at UFRGS. Specifically in this article, the results of the document analysis strategy on the documents related to the Academic Monitoring Programs and Non-Mandatory Internships in Geography at UFRGS are presented. The research results revealed the diversity of materials found and their scope in terms of spaces for extracurricular teacher training in the studied course. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Ahmet Kelesoglu Educational Faculty is the property of Journal of Ahmet Kelesoglu Educational Faculty 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.)

Copyright of lnternational Journal of Geography & Geography Education is the property of Marmara University 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.)

“Coğrafya Tedrisatı” başlıklı bu çalışmada modern coğrafya anlayışının Türkiye’ye yerleşip benimsenmesinde öncü rol alan isimlerden Faik Sabri Duran’ın Tedrisat Mecmuası’nda yayınlanan “Coğrafya Nedir?” ve “Coğrafyanın Kıymet-i Terbiyesi” başlıklı makaleleri doğrultusunda coğrafya ve coğrafya eğitimine dair değerlendirmeleri yer almaktadır. Faik Sabri ilgili makalelerinde coğrafyanın sadece okullarda okutulan bir ders değil gündelik hayatta her an karşılaştığımız bir alan olduğunu göstermekte, coğrafyanın müşahede, mülahaza, muhakeme esaslarına müstenid olması gerektiğini ifade etmekte ve eski coğrafya anlayışını ve coğrafya eğitimini tenkit etmektedir. İlgili metinlerin günümüz Türkçesine çevirisinde Türk Tarih Kurumu’nun Osmanlı Türkçesi transkripsiyon kuralları dikkate alınmıştır. Arapça-Farsça kökenli kelimelerin anlamları çevirenin notu ifadesiyle dipnotta gösterilmiştir.

The traditional communities in Brazil demonstrate how rich Brazilian multiculturalism is. For example, in this Amazon context are the inhabitants of the floodplain, which are called Riverines. It is questioned whether the municipal school of Barreirinha located on the banks of the Massauari River, in Amazonas, contemplates this specific riverside knowledge. The general objective is to analyze the pedagogical practices in the teaching of History and Geography in the school space of a Riverine community in the Lower Amazon, in the municipality of Barreirinha. Based on the primary data through open interviews with teachers and managers, it is identified that in the teaching practices, they don’t feel sufficiently prepared to deal with the specificities of a traditional Community – History teaching needs to be contextualized, as the perception of time and reality is different. The need for the student to know their own history and to place themselves within a larger national or global plan. It’s concluded that for the learning process to occur among riverside students, a change in the training of teachers is necessary in order to awaken in future teachers the importance of identifying cultural specificities in traditional communities, thus enabling meaningful teaching for students.

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)

Framed in a research program whose purpose is to undertake a genealogy of Geography teaching in Brazil, this article takes a look at the vacation courses for the improvement of teachers provided by the Brazilian Institute of Geography and Statistics, in partnership with the National Council of Geography, in the 1960s. Based on this perspective, the text leverages an overview of these teaching formations and, subsequently, the description of the didactic and pedagogical conceptions considered as legitimate by the teachers of the courses. At the end, the article considers that it would be up to the researchers housed in the so-called renovation of school geography, which supposedly occurred between the 80s and 90s, to carry out a self-criticism of its main narratives. After all, the training of critical, active, protagonist and democratic students carried out by pedagogical constructivism already found a field of action in the Geography teaching long before the proclaimed "radical turn". [ABSTRACT FROM AUTHOR]

Based on data obtained in research carried out by the International Research Network "Images, Geographies and Education", we found that animated films are little used to work on Geography content/themes. The reduced presence of animations in the classroom can be explained by a practice based on the instrumental and illustrative conception of cinema that prioritizes the representation of the reality of the content, that is, a certain verisimilitude between films and reality. In view of this, this work discuss the potential of animated cinema based on the film "The Boy and the World". We highlight some images/moments from the film to demonstrate that one of the potential of animated cinema in Geography teaching may lie precisely in its ability to produce forms and aesthetics that do not necessarily seek to reproduce reality. Thus, we conclude that the very distance of animation cinema in relation to "photographic reality" can present itself as a potential in the discussion of geographical themes and issues. [ABSTRACT FROM AUTHOR]

The text's central idea is to think about the dialogue between Geography Teaching in the curriculum. Therefore, we use studies in/of/with everyday life to theoretically and methodologically defend what we have practiced in our research. In this sense, we ask ourselves: What is the place of Geography Teaching within the curriculum? How has the teaching of Geography at School been experienced? From a qualitative methodological approach, of an explanatory nature and through interlocutions of different research with/in everyday life carried out by us, explaining narratives and observations that we weave in a network supported by the epistemology of everyday life studies seeking to problematize the Curriculum. In this sense, we point out that it is emerging in research on curriculum to understand what is woven into everyday school life. Thus, in Geography curricular approaches it is necessary to think about a world based on its processes of inequalities and exclusions, where the school and its subjects are inseparable parts of this process. It is necessary to imprint an ethical and political sense to position yourself and take a conscious position in the world, understood as a public and democratic space of rights and duties. [ABSTRACT FROM AUTHOR]

This article analyses the images of the black person in contents about America in 8th grade textbooks of two collections: Araribá Mais and Expedições Geográficas. The research was developed in two stages: i) a bibliographic review about the education to the ethnic-racial relations, the textbook and American black people; ii) content analysis of American black people images in the selected books, observing quantitatively and qualitatively the absences and presences of these people. The investigation made possible to identify that, although images of blackness are not uncommon, they maintain subaltern places for black people, make little reference to the blackness in America, do not portray the African diaspora and concentrate in contemporary representations of black people. The conclusion of the article highlights the need for a qualified maintenance of the PNLD (Textbook National Program) and its importance for an anti-racist education. [ABSTRACT FROM AUTHOR]

Considering the relevance of the curriculum policy document, as a device to school praxis, the purpose of this article is to discuss the discourses involving the key notion of space in the Geography curriculum component in the Base Curriculum of the Catarinense Territory for Primary Education. Supported by the hermeneuticphenomenological approach, elements of Discursive Textual Analysis were used as a methodology for immersion in the document, emergence of categories and elaboration of understandings. The research signaled the importance of understanding the relationship between space and geographic space as an object of study to Geography teaching at school. In this interface, he indicated care with: the theoretical basis of these notions that serve teaching, the relationship with the scope of experience, the articulation between the city and the countryside, and the specificity and connection with historical time. These results pointed to the commitment to the concepts in the curriculum policy document, to disciplinary knowledge as a basis for interdisciplinary work, and to the potentialization of these perspectives in the continuing education of teachers. [ABSTRACT FROM AUTHOR]

This research aims to present the Geography students experience during the subject Teaching Internship III, which took place at Tatakti Kyikatejê Indigenous Elementary and High School, located in Gaviao Village in the municipality of Bom Jesus do Tocantins - Para. The methodological procedures to prepare this paper were: a) bibliographic survey; b) observation of the school space and Gaviao Village; c) examination of Geography classes at school and d) conducting classes. We also intend to understand the differentiation of indigenous schooling education. The school education provides academics with different ways of seeing the world, respecting and dealing with the plurality present in the educational axis, a point that groups and joins other individuals to society. [ABSTRACT FROM AUTHOR]

Diversity can be defined as multidimensional as it involves considering the diverse characteristics of individuals and societies. Geography as a subject has great potential to teach about diversity in a sensitive manner because diversity addresses complex interactions in spaces on different scales. In times of globalization and migration processes, school students are becoming increasingly diverse. The diverse reality of students’ lives must be reflected adequately in education. Thus, both educational standards and curricula demand an adequate representation of diversity, e.g., by reducing stereotypes that are related to different cultures. Thus, it is necessary to discuss the representation of diversity in textbooks within their role as the primary teaching medium in schools in Germany. We use a model with 13 diversity dimensions to assess such representation in geography textbooks. We examined all 11 licensed geography textbooks used in grades 5 to 13 in Hesse, Germany, using qualitative content analysis and analyzed the results quantitatively. Despite all the analyzed dimensions of diversity being found in the textbooks, the results show an inadequate, partly arbitrary, representation of diversity that contradicts the reality of students today. The representation of diversity depends on the topic and is less present in books for lower grades. [ABSTRACT FROM AUTHOR]