Edukacja geograficzna na świecie i w Polsce - wybrane problemy. Prace Komisji Edukacji Geograficznej Polskiego Towarzystwa Geograficznego. Tom 3
Geographical education in the world and in Poland - selected problems. Works of Geographical Education Commission Polish Geographical Society. Volume 3
Contributor(s): Elżbieta Szkurłat (Editor), Arkadiusz Głowacz (Editor)
Subject(s): Social Sciences, Education, Geography, Regional studies, Human Geography, Applied Geography
Published by: Wydawnictwo Uniwersytetu Łódzkiego
Keywords: geographical education;teaching geography;Poland;world
Summary/Abstract: The third volume of the Works of Geographical Education Commission of the Polish Geographical Society aims to present the results of the most recent research concerning the contemporary problems of geographical education in a series of countries with a special focus on Poland. The thematic scope of the volume embraces not only the theoretic framework of geographical education such as the concepts of curricula, teaching aims and methods, position of geography in the educational systems, or comparative studies but also an overview of practical solutions functioning in real school environments.
Series: Uniwersytet Łódzki
- E-ISBN-13: 978-83-7969-453-2
- Print-ISBN-13: 978-83-7969-420-4
- Page Count: 234
- Publication Year: 2014
- Language: English, Polish
Miejsce wiedzy geograficznej i umiejętności w tworzeniu curriculum
Miejsce wiedzy geograficznej i umiejętności w tworzeniu curriculum
(Curriculum thinking, ‘capabilities’ and the place of geographical knowledge in
schools)
- Author(s):David Lambert
- Language:English, Polish
- Subject(s):Geography, Regional studies
- Page Range:13-30
- No. of Pages:18
- Keywords:curriculum;curriculum making;powerful knowledge;capabilities
- Summary/Abstract:This paper argues that curriculum thinking in education has been enormously influential on selecting what is taught and learned in geography classrooms. Although this may appear to be self-evident, we are reminded that in the UK at least the idea of curriculum only really emerged in geography educational thought in the last quarter of the twentieth century. During this time curriculum thinking in schools has managed to cement the importance of ‘aims’. This paper argues that although beneficial in manyways, aims-led curriculum planning and development has arguably been somewhat careless with knowledge, and has even undermined the place of knowledge in the classroom. The paper argues for a re-emphasis on knowledge-led curriculum making, asone of the cornerstones of genuine progressive educational practice. It introduces the possibility of a capabilities approach as a heuristic to connect and reconcile aims-led and knowledge-led curriculum thought and action.
Edukacja geograficzna w Hesji – od szkoły podstawowej do uniwersytetu
Edukacja geograficzna w Hesji – od szkoły podstawowej do uniwersytetu
(Geography education in Hesse – from primary school to university)
- Author(s):Martin Lößner
- Language:English, Polish
- Subject(s):Geography, Regional studies
- Page Range:31-45
- No. of Pages:15
- Keywords:geography education;Hesse;interests;geographical topics and methods
- Summary/Abstract:The article is about the situation of Geography Education in the educational system of the federal State Hessen. The author describes the structure of educational institution swhere pupils and students undergo geographical education. Another focus of the paper is put on the themes the students learn and the number of lessons they are taught in geography in comparison to other subjects. The article answers several vital questions such as: Which parts of the geography education in school are mandatory for the pupils and when do they take the decision to choose geography or other subjects? Which geographical subjects at the University can young students select? Lastly the author presents an overview of pupils` preferences concerning geographical themes and teaching methods. Thus the paper outlines the didactical principles of geography education in Hessen.
Geografia w hiszpańskim systemie edukacji – doświadczenie asystentury Comeniusa
Geografia w hiszpańskim systemie edukacji – doświadczenie asystentury Comeniusa
(Geography in the Spanish education system – Comenius assistantship experience)
- Author(s):Katarzyna Kowalska
- Language:English, Polish
- Subject(s):Geography, Regional studies
- Page Range:47-58
- No. of Pages:12
- Keywords:Spain;education system;Comenius Assistantship;Natural Science;geography
- Summary/Abstract:In this article the author writes about the structure of the Spanish education system that she familiarized herself with during her stay in Andalusia when she took part in the Comenius Assistantship program. In the first part of the article, the author describes the general structure of the Spanish education system starting from kindergarten. In the third chapter, Natural Science as a subject in the primary school is described. This part of the education system the author got to know best as she used to teach Natural Science in English in one of the Andalusian bilingual primary schools. She described the topics taught, the principles, and the internal and external system of students’ evaluation. Afterwards the position of Geography in the secondary school in Spain is presented. The author mentions the topics covered on this stage of education and the place of Geography among other subjects. In the conclusion, one can find the author’s thoughts about her stay in Spain and about the Comenius Assistantship program.
Edukacja geograficzna w australijskim systemie kształcenia
Edukacja geograficzna w australijskim systemie kształcenia
(Geographical education in the Australian educational system)
- Author(s):Maria Magdalena Wilczyńska-Wołoszyn
- Language:English, Polish
- Subject(s):Geography, Regional studies
- Page Range:59-72
- No. of Pages:14
- Keywords:Australian educational system;curriculum;teaching subjects;subject areas;geographical education
- Summary/Abstract:In the Australian schools subject teaching is not prioritized. The curriculum is based on the general assumptions which contain the present and future conditions of education, the desired system of values and the basic attainment targets. This framework underlies the structuring of the content which is divided into eight subject areas such as: the Arts, English, Health and Physical Education, Foreign Languages, Mathematics, Science,Society and Environment, Technology and Entrepreneurship. Geographical education appears mainly in two subject areas: Science and Society and Environment. However some elements of geography may occur also in other subject areas. Geography as an independent subject, alike other subjects appears only in the last two years of the upper secondary school. These subjects can be selected as examination subjects and their grades will count in the application procedure to Universities. From among different conceptions of geographical education the ones considered the most useful are: regional studies from the local environment, through the mother region up to the country and global dimension. They tend to represent thematic studies approach and problem-solving strategies. System and systematic approaches are not asfrequent.
Edukacja geograficzna w Kraju Kwitnącej Wiśni
Edukacja geograficzna w Kraju Kwitnącej Wiśni
(Geographical education in the Land of the Rising Sun)
- Author(s):Joanna Angiel
- Language:English, Polish
- Subject(s):Geography, Regional studies
- Page Range:73-86
- No. of Pages:14
- Keywords:geographical education in Japan;geographical education in Poland;superior aims of education;spiritual development;intellectual development;upbringing;balancing in education;paideia
- Summary/Abstract:The article presents educational system in Japan and the position of geographical education in it. The conditions of obtaining teacher’s license are described, as well as the rules, cultural norms and solutions regarding upbringing and educating. The author analyzes geographical contents in textbooks (not only geography textbooks), as well as similarities and differences between education in Poland and Japan. The ideas, values and educational aims in Japan are presented. The differences between understanding education in Japanese and European cultures are highlighted. Nihonjin ron, fursato and kokoro are presented as the essence of Japanese upbringing and educating, and related to geographical education, as they are its core and they determine the importance of teaching geography in Japan. The fundamental differences in aims and directions of education between Poland and Japan are indicated. With relation to this, the author reflects on the crisis in culture and values, as well as the crisis in education. The lack of balance between upbringing and educating in curriculum and school reality is pointed out, as well as very strong cognitive aspect (intellectual development) together with the aspect of physical development and negligence of spiritual development of students. Theauthor recounts paideia – ancient Greek rule of educating individuals, and refers back tothe essence of education in Japan, including kokoro. In the summary, the opinions of Polish philosophers, educators and geographers on the necessity of balancing educationand introducing education turned to values are recalled.
Geografia jako przedmiot nauczania w systemie oświaty na Ukrainie
Geografia jako przedmiot nauczania w systemie oświaty na Ukrainie
(Geography as a study subject in the education system in Ukraine)
- Author(s):Natalia Tomczewska-Popowycz
- Language:English, Polish
- Subject(s):Geography, Regional studies
- Page Range:87-104
- No. of Pages:18
- Keywords:geography school education;education system in Ukraine
- Summary/Abstract:The purpose of the study is an explore the role and place of Geography education in schools in Ukraine, as well as to compare how Geography is taught in schools in Ukraine and Poland. First, the study provides a comparative analysis of the school curricula and the legal bases that regulate education in the two countries. Then it compares the goals and contents of Geography curriculum at different stages of education, from elementary to high school. The results of the comparative analysis indicate that these two systems differ. Compared to Poland, in Ukraine the duration of studies in elementary school is shorter by two years, while it is longer by two years in middle school. The duration of studies at the high school level is also different. The underlying legal systems also differ. For instance, the curriculum used in Ukraine tends to be remarkably more detailed, although there is a considerable overlap in the curriculum content in the two countries. The most notable differences were observed in how textbooks are made available to the students: in Ukraine, the Ministry of Education provides textbooks free of charge, ensuring that the secondary education is basically free.
Doświadczenia i wyobrażenia przestrzeni jako podstawa w nauczaniu geografii. Przykład Polski i Anglii
Doświadczenia i wyobrażenia przestrzeni jako podstawa w nauczaniu geografii. Przykład Polski i Anglii
(Personal experiences and images of places as the basis for teaching geography. Examples of Poland and England)
- Author(s):Paulina Tobiasz-Lis
- Language:English, Polish
- Subject(s):Geography, Regional studies
- Page Range:107-120
- No. of Pages:14
- Keywords:personal experience;perception;geographical images;national curriculum in geography;geography course books
- Summary/Abstract:The research spectrum of spatial experiences and perception in geography is very wide – from freehand sketches, by testing images and attitudes towards the environmentor social phenomena, to the issues of people’s emotional connection and identification with different areas, especially with the place of residence. Investigating places through personal experiences may be an important element of geographical education programs, showing that they are interpreted by modern geographers very broadly and as multidimensional phenomena. The article identifies and compares the place and importance of the issues concerning personal experiences, perception and images of places in geographical education in Poland and England.
Umiejętności kształcone za pomocą podręczników do geografii w Polsce, Anglii, Francji i Niemczech (Saksonii)
Umiejętności kształcone za pomocą podręczników do geografii w Polsce, Anglii, Francji i Niemczech (Saksonii)
(Skills developed through geography textbooks in Poland, England, France and Germany (Saxony))
- Author(s):Arkadiusz Głowacz
- Language:English, Polish
- Subject(s):Geography, Regional studies
- Page Range:121-135
- No. of Pages:15
- Keywords:developed skills;learning;geography textbook
- Summary/Abstract:The aim of the work is to determine the similarities and differences in the scope of skills developed through geography textbooks in selected European countries. In the analysis textbooks from Poland, England, France and Germany (Saxony) for ISCED 2 level have been examined. Questions accompanying standard textbook content constituted the main research material. In the author’s opinion the instructions influence the activities undertaken by students. Thus they contain the information concerning the type and scope of the developed skills. A bunch of methods have been applied, among which the most important was content analysis derived from sociology. As a result a set of question categories have been created. The fundamental criterion of the categories delimitation was the character of activities performed by students. Once the list of categories was complete, all the instructions form the textbooks were matched into the categories. This enabled a semi-qualitative comparisons between countries. The researchled to the formulation of several crucial conclusions. The most general one states that the largest scope and variety of skills could potentially be developed through the English and German textbooks.
Współczesne kierunki zmian w nauczaniu geografii w szkołach ogólnokształcących na przykładzie Finlandii i Rosji
Współczesne kierunki zmian w nauczaniu geografii w szkołach ogólnokształcących na przykładzie Finlandii i Rosji
(Contemporary directions of changes in teaching geography in secondary school – case study of Finland and Russia)
- Author(s):Mariola Tracz
- Language:English, Polish
- Subject(s):Geography, Regional studies
- Page Range:137-151
- No. of Pages:15
- Keywords:geography;curriculum;concept of geographical education
- Summary/Abstract:In many countries have been significant changes in the structure of educational system in recent years. Are formulated new aims and tasks for education as a resulting of social and economic changes and development of ICT. The paper present how this changes influence of geography education in Russia and Finland. It was analysed the concept of geographical education and the place geography in national curriculum. In the research was tested curricula, reports, textbooks of geography and same materials for teachers.
Kierunki zmian w akademickim kształceniu geograficznym w Czechach i w Polsce
Kierunki zmian w akademickim kształceniu geograficznym w Czechach i w Polsce
(The directions of change in the academic geographical education in the Czech Republic and Poland)
- Author(s):Elżbieta Szkurłat, Barbara Baarová
- Language:English, Polish
- Subject(s):Geography, Regional studies
- Page Range:153-172
- No. of Pages:20
- Keywords:academic geographical education;directions of change;Bologna strategy;student education in the Czech Republic;student education in Poland;comparison;geography education centres
- Summary/Abstract:The article presents the general tendencies of change in the higher education systems in Czechia and Poland in the last years. Secondly, the directions of change in the academic geographical education in the above mentioned countries have been compared. The main criteria for the comparison embrace the following: change in the number of candidates and students of geography, changes in the recruitment policies, development of centres, faculties and institutes of the academic geographical education, new courses of study at the geography faculties, accreditation requirements and changes in the funding system.There have been many, usually disadvantageous, changes common for Czechia and Poland, such as: declining number of candidates, dispersion of geographical education over different faculties, creation of many new study courses, which do not use the term“geography” any more, drastic drop in the number of students of geography, formal and organizational difficulties in the geography teacher education. These changes are connected with the implementation of the Bologna strategy as well as the unfavorable demographic shift (falling population number) and the social transformation (rising scholarization ratio).The main differences in the direction of change in the academic education in Czechia and Poland include: functioning of many more private schools in Poland, lower growth of the number of students in the Czech Republic than in Poland, higher dispersion of geographical education over different faculties in Czechia than in Poland, cancellation of educational standards in Poland and the attempts of their implementation in Czechia and lastly different systems of study funding.
Okulografia w badaniach postrzegania i konstruowania wiedzy geograficznej
Okulografia w badaniach postrzegania i konstruowania wiedzy geograficznej
(Eye tracking in the research on the perception and construction of geographical knowledge)
- Author(s):Iwona Piotrowska
- Language:English, Polish
- Subject(s):Geography, Regional studies
- Page Range:175-189
- No. of Pages:15
- Keywords:eye tracking;sources of geographical knowledge;perception;determinants of perception process
- Summary/Abstract:Eye tracking is a modern method of studying perception, cognitive and thought processes that occur when various sources of geographical information are used. It allows determining the visual competence of the recipient. Saccades (eye movements) and fixations (points at which the eyes are relatively stationary) offer an insight into the process of perception of various geographical objects, the way in which text and graphic information is read and absorbed, and the identification of those parts of the contents that the user finds the most interesting and useful. This article, therefore, seeks to present a new approach in the research on geographical education. The eye-tracking method shows the role of an individual perception of reality, the keenness of the observation conducted, and the time necessary for an individual to obtain information, and hence for the process of learning.
Wyprawy i obozy naukowe jako alternatywna forma uczenia się przez działanie – przykład dobrej praktyki nauczycieli ZS nr 1 w Tychach
Wyprawy i obozy naukowe jako alternatywna forma uczenia się przez działanie – przykład dobrej praktyki nauczycieli ZS nr 1 w Tychach
(School expeditions and scientific camps as an alternative form of learning by action – an example of teacher’s good practice in School Complex No. 1 in Tychy)
- Author(s):Katarzyna Dacy-Ignatiuk, Ireneusz Oleksik
- Language:English, Polish
- Subject(s):Geography, Regional studies
- Page Range:191-204
- No. of Pages:14
- Keywords:education;fieldworks;school scientific expeditions
- Summary/Abstract:The acquisition of knowledge and skills by action has long been an important aspect in education. Each of practising teachers, however, knows that at a present-day school it is extremely difficult to find the time and technical capability to carry out practical activities properly. The pursuit of conducting the appropriate number of hours of the course, effectively discourages many teachers from the implementation of the curriculum beyond the school walls. The authors, a geography teacher in SC No. 1 in Tychy, along with a colleague – a biologist, worked out his own way to deal with this problem:for a decade they have been organizing school scientific camps across the country, and for six years – school expeditions to various parts of the world. The article introduces the forms of working with students, along with the notable effects, as well as the logistic side of the project, together with conclusions for the future.
Rola centrów nauki w przyrodniczej edukacji nieformalnej na przykładzie Centrum Nowoczesności Młyn Wiedzy w Toruniu
Rola centrów nauki w przyrodniczej edukacji nieformalnej na przykładzie Centrum Nowoczesności Młyn Wiedzy w Toruniu
(The role of science learning centres in informal sciences education on the example of Innovation Center Mill of Knowledge in Toruń)
- Author(s):Zbigniew Podgórski, Przemysław Charzyński
- Language:English, Polish
- Subject(s):Geography, Regional studies
- Page Range:205-219
- No. of Pages:15
- Keywords:informal education;science centre;Innovation Center Mill of Knowledge;interactive exhibitions
- Summary/Abstract:Informal education is a complex process of shaping attitudes, skills acquisition (including evaluation) and gaining knowledge, as en effect of different experiences and under the influence of social environment. Its effectiveness can be improved by applying new, attractive forms such as modern, popular science communication. Due to that in the study they were described opportunities created by science centers. Primary goals of these institutions are to arouse scientific interests in the society, initiate and conduct discussions, encourage self-learning and support education system. Centers of science are supposed to popularise knowledge, mainly by performing interactive presentations about specially selected, scientific topics. Worth noting is that informal education efforts in Poland are relatively recent and they are dated back only to the previous decade, while in Western Europe and United States they have already several decades history. The excellent results achieved by science learning centers in the education field, is an argument for involving natural science educators in implementation of the projects, aimed at developing activity programs for these institutions. A good example of science centre is Innovation Center Mill of Knowledge in Toruń.This organisation is actually able to show selected issues from various fields of science, technology, culture in an interdisciplinary way and its programme significantly goes beyond interactive exhibitions. Through amusement and independent experiments it introduces children and adults to the world of science and technology, enables theunderstanding of natural phenomena and therefore the world around.
Motywy wyboru klas geograficznych w wybranych szkołach ponadgimnazjalnych województwa wielkopolskiego
Motywy wyboru klas geograficznych w wybranych szkołach
ponadgimnazjalnych województwa wielkopolskiego
(Motives that stand behind the choice of geography class in selected post–secondary schools of Greater Poland voivodeship)
- Author(s):Arkadiusz Marek Tomczyk
- Language:English, Polish
- Subject(s):Geography, Regional studies
- Page Range:221-230
- No. of Pages:10
- Keywords:secondary school;Greater Poland;geography class
- Summary/Abstract:Aim of this thesis is to diagnose motives that stand behind the choice of classes with extended learning program from geography in selected secondary schools. Materials to ananalysis were provided by the survey research conducted in September 2013. Research included 170 pupils from second classes from four secondary schools in Greater Poland. Conducted research have shown that the main motives of choosing geography classes are: interests in geography, usability of geography during recruitment for studies, easy material to learn. Geography classes were mainly chosen by the pupils, who obtained at the end of first class from geography: fair grade (35%) and good grade (30%). Fields of studies that were most often enumerated by the pupils for their further education are: economy, tourism, recreation and geography.
