Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 11

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  geographical education
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1
Publication available in full text mode
Content available

The international baccalaureate diploma programme in Central European education systems

100%
Bobiatyńska M.
Miscellanea Geographica. Regional Studies on Development
|
2010
|
vol. 14
325-329
EN
The International Baccalaureate Diploma Programme has been introduced in the Central and Eastern European countries since the beginning of the 1990s. Developed in the 1960s by the International Baccalaureate Organisation in Geneva, it became since then an important part of the world educational system. The number of schools authorised by the International Baccalaureate Organisation (IBO) to offer the International Baccalaureate Diploma Programme (IBDP) has increased considerably. This paper aims to present the history of the International Baccalaureate Diploma Programme in nine countries of Central and Eastern Europe (Bulgaria, The Czech Republic, Estonia, Hungary, Latvia, Lithuania, Poland, Romania and Slovakia).
2

ОСОБЛИВОСТІ РОЗВИТКУ ПРОФЕСІЙНОЇ ПІДГОТОВКИМАЙБУТНІХ ГЕОГРАФІВ ДО ПРОВЕДЕННЯ ПОЛЬОВИХ ДОСЛІДЖЕНЬ (XIX–ПОЧ. XX СТ.)

80%
Коджабашян А.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 6(40)
61-70
EN
An article covers the specifics of professional training of future geographers for field researches in period of the XIX – beginning of the XX century. It is detected that this period is characterized by rapid development of geographical science and education, followed by foundation of several higher educational institutions, opening of geographical departments and further improvement of field researches with the participation of students. The place of geographical discipline in education plans of the main high schools in the country is defined. The specifics of organization of practice related to nature observation is considered. It is found out that during the XIX – beginning of the XX century the scientific work of students have been implemented by performing independent exploratory researches, participation in joint scientific expeditions with teachers and in scientific sections. It is established that the increase of natural scientists’ activity since the mid-50s of the XIX century was due primarily to the inclusion of natural sciences in the program cycle. And at the end of the XIX century teaching geography to students was already systematic. The negative trends in geography teaching related to usage of lectures mainly, which are not very deep and instructive, and missing interaction between knowledge and practice are emphasized. It is detected that the development of geographical disciplines are inseparably linked to the activities of scientific and nature-study organizations of that period. An important part in nature research of different regions played Russian Geographical Society which employees in fact have founded regional statistical-geographical and local researches, set up criteria of its program support. It is defined that foundation of scientific societies has become one of the special organization form of scientific researches, and namely society of naturalists. This has caused the development and formation of geography and nature study. It is determined that teaching stuff started actively involving and encouraging students in research activities. The viewpoints of natural scientists are analyzed, namely about study status, the importance of foundation of geographical departments, organization and involvement of field researches into education plans of high schools. It is found out that active development of higher school in the preparation of subject teachers had a positive impact on the process of theoretical justification and methodological improvement of teaching of natural sciences, as well as organizing and conducting field researches.
3
Publication available in full text mode
Content available

Geographical Education in Northern Ireland: past, present and… future?

80%
McKay T.
Annales Universitatis Paedagogicae Cracoviensis Studia Geographica
|
2018
|
vol. 12
EN
In Northern Ireland geography is taught in primary and post-primary education, where it is a compulsory subject to age 14. Thereafter, students decide if they wish to continue to GCSE (age 16) and to A-level by age 18. Mirroring geography in the school sector, geographical education also features within initial teacher education programmes in Northern Ireland. However, the configuration of the subject, its place within the local educational landscape and its popularity with students has changed in significant and profound ways. This paper reflects on recent trends and considers the implications for geography and geographical education in the years ahead.
4
Publication available in full text mode
Content available

Level of academic and didactic competencies among students as a measure to evaluate geographical education and preparation of students for the demands of the modern labour market

80%
Cichoń M., Piotrowska I.
Quaestiones Geographicae
|
2018
|
vol. 37
|
issue 1
73-86
EN
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.
5
Publication available in full text mode
Content available

Level of academic and didactic competencies among students as a measure to evaluate geographical education and preparation of students for the demands of the modern labour market

80%
Cichoń M., Piotrowska I.
Quaestiones Geographicae
|
2018
|
vol. 37
|
issue 1
73-86
EN
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.
6
Publication available in full text mode
Content available

The role of didactic trails in geographical education in Poland

80%
Angiel J., Mikulska M.
Miscellanea Geographica. Regional Studies on Development
|
2006
|
vol. 12
277-286
EN
The paper presents the goals of creation of various kinds of didactic trails in Poland. Various methods of presenting information and of conducting geographical field trips on such trails are described. Thanks to that, it is possible not only to broaden the students' knowledge about the given area but also to develop numerous skills and attitudes leading to the awareness of the geographical environment and its value in human life. The paper contains also a procedure for creating one's own didactic trail in the nearest area.
7
Publication available in full text mode
Content available

The Vistula river as one of Poland's symbols and its perception by high school students from Vistula towns

70%
Angiel J., Mikulska M.
Miscellanea Geographica. Regional Studies on Development
|
2008
|
vol. 13
299-309
EN
This paper presents the perception of the Vistula river, the most important of Poland's rivers, by high-school students from selected Vistula towns and cities. The study of the perception of this river, conducted in 2006-2007, concerned, among other things, the symbolism of the Vistula, its role in nature and landscape of Poland, as well as the course of the river flowing through Poland. It was ascertained that most students perceive the Vistula as a symbol of Poland or the longest river in Poland, but they do not notice, for instance, its ecological role, although they are aware of its role in the landscape of Poland. The results of the study determine the direction and the topics of the geographic education concerning the Vistula river in Polish schools.
8
Publication available in full text mode
Content available

Innowacje w założeniach programowych edukacji geograficznej na etapie ISCED 2 w wybranych krajach europejskich

61%
Głowacz A.
Annales Universitatis Paedagogicae Cracoviensis Studia Geographica
|
2014
|
vol. 6 Innowacje w kształceniu geograficznym i przyrodniczym
67-79
PL
Celem artykułu jest porównanie kierunków zmian programowych w edukacji geograficznej w czterech krajach europejskich, tj. Polsce, Anglii, Francji i w Niemczech. Badaniom poddano innowacje programowe wprowadzane w szkołach ponadpodstawowych (odpowiednikach polskiego gimnazjum) na przestrzeni ostatnich 7 lat. W pracy wykorzystano metodę porównawczą oraz metodę analizy dokumentów. Podstawowy materiał źródłowy stanowiły dokumenty pełniące funkcje oficjalnych wytycznych w zakresie założeń i celów edukacji geograficznej w każdym kraju. W wyniku przeprowadzonych badań udało się sformułować szereg wniosków. W większości krajów podjęte lub zapowiedziane zostały działania mające na celu zwiększenie porównywalności osiągnięć uczniów przechodzących formalną edukację geograficzną. Zamiar ten osiągnięty ma być poprzez bardziej precyzyjne określenie zakładanych efektów kształcenia. Po drugie, obserwuje się zmiany w układzie treści kształcenia. Odchodzi się od układu systematycznego, odzwierciedlającego strukturę nauk geograficznych oraz tradycyjnego układu regionalnego podobnego do opracowań encyklopedycznych. Coraz bardziej popularny staje się układ dominantowy i egzemplaryczny treści kształcenia.
EN
The aim of the paper is to compare the directions of changes in the curricula of geographical education in four European countries, i.e. Poland, England, France and Germany. Programme innovations introduced at the lower secondary school level (in Poland: gimnazjum) in the last few years have been investigated. The methods applied in the work were comparative analysis and document analysis. The documents acting as programmes of studies (however named differently in the four countries) constituted the basic resource. The research resulted in the formulation of a set of essential conclusions. It has been noticed that in most of the countries the authorities have undertaken steps aiming to increase the comparability and supervision over the objectives and effects of formal geographical education. This aim is to be met by means of more specific formulation of educational effects in the curricula. Secondly, there has been a noticeable shift in the concept of content selection and structure. The systematic order, reflecting the structure of geographical sciences, as well as the traditional encyclopaedic regional orders are being substituted with a problem-centred and a dominant-based order of content.
9
Publication available in full text mode
Content available

Edukacja geograficzna z elementami edukacji antydyskryminacyjnej w szkole waldorfskiej

51%
Zatorski M.
Annales Universitatis Paedagogicae Cracoviensis Studia Geographica
|
2016
|
vol. 10
PL
W trakcie podstawowej szkolnej edukacji geograficznej uczniowie nie mają świadomości, że nabyte wiadomości i umiejętności są niezbędne do właściwej percepcji i obserwacji zjawisk społecznych oraz przyrodniczych. W pedagogice waldorfskiej geografia traktowana jest jako jeden z dwóch najważniejszych przedmiotów szkolnych, które wyznaczają drogę poznawania przez uczniów otaczającej ich rzeczywistości. Realizowane w tej szkole elementy edukacji antydyskryminacyjnej czynią z geografii naukę pojednania pomiędzy narodami, w myśl słów prof. Stanisława Pawłowskiego: „Jedna jest Ziemia i jeden człowiek na niej” (Pawłowski, 1939: 1). Wdrażanie elementów edukacji antydyskryminacyjnej do realizowanych treści geograficznych w szkołach publicznych, pozwoliłoby na wzmocnienie praktycznej i wychowawczej roli geografii. Byłaby to również odpowiedź na systemowe rozwiązanie braku edukacji antydyskryminacyjnej w polskich szkołach.
10
Publication available in full text mode
Content available

Edukacja geograficzna jako przestrzeń partycypacji

51%
Abramowicz D.
Annales Universitatis Paedagogicae Cracoviensis Studia Geographica
|
2022
|
vol. 18
3-19
EN
The subject of the study are forms of school participation relating to school geographic education. Two methods of research were used - a comparative analysis and a survwey method using a geo-questionnaire. As a result of the research, it was possible to identify the most important content of selected core curricula and geography-didactic studies relating to participation, as well as to identify forms of school participation - both by students and teachers. On the other hand, using the geo-questionnaire as an example of Public Participatory Geographic Information Systems, the result of a case study from Poznań, which goal was to develop a digital map by teachers to support the organization of fieldwork. As shown, both students and teachers rarely undertake participatory initiatives. An important rationale for the occurrence of such activities are both the global environmental challenges and the quality of the local natural environment. Among students’ activities of a participatory character are those that involve practical-technical and emotional-artistic, cultural activities. These activities involve the creation of teaching aids, the organization of an event with an ecological theme, but also related to fieldwork. Badly needed is a method (or educational strategy) that would promote an increase in the incidence of participatory initiatives in school geographic education. The research results presented in this paper and the conclusions formulated are parts of the doctoral dissertation by D. Abramowicz, entitled. “Social participation and geographic education - application of Public Participatory Geographic Information Systems in organizing fieldwork (2022).
PL
Przedmiotem opracowania są formy partycypacji szkolnej odnoszące się do szkolnej edukacji geograficznej. Zastosowano dwie metody badań - analizę porównawczą oraz sondaż z wykorzystaniem kwestionariusza geoankiety. Wynikiem tych badań było wyróżnienie najważniejszych treści wybranych podstaw programowych oraz opracowań geograficzno-dydaktycznych odnoszących się do partycypacji szkolnej, a także rozpoznanie form tej partycypacji uczniów i nauczycieli. Wykorzystując geoankietę jako przykład Partycypacyjnych Systemów Informacji Geograficznej zaprezentowano studium przypadku z Poznania: opracowanie przez nauczycieli mapy cyfrowej wspierającej organizację zajęć terenowych. Stwierdzono, że uczniowie i nauczyciele rzadko podejmują inicjatywy o charakterze partycypacji. Istotną przesłanką do podjęcia takich działań są zarówno globalne wyzwania ekologiczne, jak i stan środowiska lokalnego. Wśród działań uczniów o charakterze partycypacji są takie, które wymagają aktywności praktyczno-technicznej oraz emocjonalno-artystycznej (kulturalnej). Ich przykładami są utworzenie pomocy dydaktycznej lub zorganizowanie wydarzenia o tematyce ekologicznej, mającego związek z zajęciami terenowymi realizowanymi poza budynkiem szkoły. Potrzebne jest zaproponowanie metod (lub strategii) kształcenia, która sprzyjałaby zwiększeniu częstości występowania inicjatyw o charakterze partycypacji w szkolnej edukacji geograficznej. Przedstawione w pracy wyniki badań oraz ustalenia stanowią część dysertacji doktorskiej D. Abramowicza pt. „Partycypacja społeczna a edukacja geograficzna - znaczenie Partycypacyjnych Systemów Informacji Geograficznej w organizowaniu zajęć terenowych (2022).
11
Publication available in full text mode
Content available

ZNACZENIE WYCIECZEK W SZKOLNEJ EDUKACJI GEOGRAFICZNEJ

41%
DYBSKA-JAKÓBKIEWICZ I.
Zeszyty Naukowe. Turystyka i Rekreacja
|
2017
|
issue 2(20)
107-114
PL
Artykuł prezentuje wyniki badań przeprowadzonych w województwie świętokrzyskim w latach 2005–2015, których celem była ocena postrzegania własnego regionu przez uczniów świętokrzyskich gimnazjów. Wyniki badań wskazują, że edukacja regionalna realizowana w ramach edukacji geograficznej oddziałuje na wyobrażenia uczniów o „własnym regionie”. Duży wpływ na percepcję „własnego regionu”, a zwłaszcza na istnienie jego wyznaczników, mają niewątpliwie wycieczki szkolne. Obiekty najczęściej wskazywane przez ankietowanych gimnazjalistów to główne atrakcje turystyczne regionu świętokrzyskiego i typowe miejsca na trasie wycieczek szkolnych. W edukacji szkolnej, a zwłaszcza geograficznej, wycieczka ma niepodważalne wartości dydaktyczne i wychowawcze. Odgrywa dużą rolę w procesie kształtowania tożsamości regionalnej. Chociaż nie występuje jako samodzielny przedmiot nauczania, powinna zajmować ważne miejsce w życiu każdego ucznia i należy uznać ją za jedną z najważniejszych form pracy z uczniem.
EN
This article presents results of the research conducted in the świętokrzyskie region, encompassing the timespan 2005-2015. The goal of the research was to investigate pupils’ perception of their own region. The results of the research indicate that regional education, implemented as a component of geographical education, influences students’ perception of their “own region”, with school trips definitely impacting on the perception and awareness of the existence of the determinants one’s “own region”. The objects most frequently selected by the secondary school pupils surveyed typically comprise the main tourist attractions of the świętokrzyskie region and the typical places on the route of school trips. The maps of the quantity and spatial distribution of the places chosen by the pupils typically included places most frequently visited during school trips in the świętokrzykie mountains. In school education, and in geography education in particular, school trip has unquestionable didactic and educational values. It plays an important role in the process of shaping regional identity. Although tourist education is not a separate school subject, it should play an important role in the life of every pupil, and school trips should be regarded as one of the most important methods of working with pupils.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.