scholarly journals CONSIDERAÇÕES TEÓRICO-CONCEITUAIS SOBRE OS CERRADOS: PERSPECTICAS E REFLEXOES NO ENSINO DE GEOGRAFIA / THEORETICAL AND CONCEPTUAL CONCERNS ABOUT THE CERRADOS: PERSPECTIVES AND REFLEXIONS BY GEOGRAPHY TEACHING

2017 ◽  
Vol 3 (2) ◽  
pp. 180
Author(s):  
Magno Emerson Barbosa ◽  
Daniel Mallmann Vallerius
Keyword(s):  
Agricultural Production ◽  
Spatial Dynamics ◽  
Geography Education ◽  
Cultural Relations ◽  
Teaching Process ◽  
Geography Teaching ◽  
Conceptual Structures

Os processos ocorridos nos Cerrados, principalmente com o desenvolvimento de técnicas e tecnologias para a produção agrícola na década de 1970, desencadearam enormes transformações em suas paisagens, nas relações socioeconômicas, políticas e culturais, agregando complexidades na configuração de seu ambiente. São a partir destas transformações que o presente artigo dedica suas reflexões, na perspectiva de discutir estruturas teórico-conceituais que dialogam com maior amplitude sobre as dinâmicas espaciais desencadeadas nos Cerrados, em relação às formas e composições mais efetivas para o processo de ensino e aprendizagem de Geografia. No mesmo sentido, tem o intuito de contribuir com uma abordagem mais totalizante dos Cerrados sob o prisma conceitual e de suas implicações na Educação Geográfica, bem como, inicia uma reflexão acerca da abordagem deste assunto dentro desta.ABSTRACTThe process that taking place in the Cerrados, specially by the development of techniques and Technologies to the agricultural production on 1970s, triggered a huge transformations in their landscapes, on socioeconomic and cultural relations, adding an intense complexity in his environment. This article dedicate reflexions from this transformations, by the perspective to discuss Theoretical and conceptual structures that speaks with a higher range about the spatial dynamics launched in the Cerrados, in relation with the more effective ways and possibilities to bring this to the geography teaching process. In the same way, has the inttention to contribute in a more totalizing Cerrado’s approach by a conceptual view and their implications on the Geography teaching, as well as starts some reflexions about the approach of this theme by this last one.Keywords: Cerrados; concepts; socioenvironmental transformations; Geography education

scholarly journals Geospatial Based Coastal Ecotourism Management for Geography Teaching Material Development

2017 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Safiah @ Yusmah Muhammad Yusoff
Keyword(s):  
Data Collection ◽  
Teaching And Learning ◽  
Spatial Information ◽  
Geography Education ◽  
Teaching Material ◽  
Learning Material ◽  
Material Development ◽  
Geography Teaching ◽  
Activity Spectrum ◽  
Effectiveness And Efficiency

Geospatial has been widely and extensively used as a research tool across the human activity spectrum. Education sector is no exemption with geospatial being taught in all education institutions, secondary or tertiary. In geography education, tourism courses are among courses that employ geospatial in their teaching and learning material to define the data collection and associate the data with technology which has geographic and locational component. Coastal ecotourism, for example, utilize geospatial in its management where geographic information can be stored in layers and integrated with geographic software program. The information can then be created, stored, manipulated, analyzed and visualized. More interestingly, the result of the spatial information can be integrate with various other research discipline. This paper reviews: 1) geospatial as one of the tools used in geography teaching material; 2) the application of geospatial in coastal ecotourism management; and 3) geospatial based coastal ecotourism management for geography education. A review from geospatial based coastal ecotourism management for geography teaching material development was established. Hence, its effectiveness and efficiency is also discussed.

scholarly journals Geotecnologias e Ensino de Geografia: algumas aplicações práticas / Geotechnologies and Geography Teaching: some practical applications

2016 ◽  
Vol 26 (47) ◽  
pp. 656
Author(s):  
Vitor Hugo Campelo Pereira ◽  
Marco Tulio Mendonça Diniz
Keyword(s):  
High School ◽  
Elementary School ◽  
Spatial Representation ◽  
Basic Education ◽  
National Curriculum ◽  
Google Earth ◽  
Geography Education ◽  
Free Software ◽  
Practical Applications ◽  
Geography Teaching

<p>O presente artigo objetiva propor algumas formas de aplicação de geotecnologias no ensino de Geografia no âmbito da Educação Básica, tanto no Ensino Fundamental quanto Ensino Médio.  Para isso, a metodologia adotada se baseou na análise dos Planos Curriculares Nacionais (PCN) de Geografia e no uso de softwares que apresentam funções de representação espacial, bem como na indicação de projetos educacionais pautados no uso de geotecnologias. Diversos conteúdos previstos no ensino de Geografia podem ser abordados e dinamizados. Escala cartográfica, relevo e análise de mudanças na paisagem são exemplos de questões que podem ser trabalhadas com o uso de softwares livres como <em>Google Earth</em>, <em>Philcarto</em>, <em>ScapeToad</em> e a partir da sistematização proposta pelos projetos educacionais GEODEM, GEODEF e GEOIDEIA. Os resultados indicaram uma elevada aplicabilidade dos softwares e projetos testados pela pesquisa para o ensino de conteúdos de Geografia sugeridos pelos PCN, o que pode contribuir para uma aprendizagem mais consolidada dos mesmos.</p><p><strong>Abstract</strong></p><p>This article aims to propose some form of geo-technologies application in the teaching of Geography under the Basic Education, in elementary school and in high school. For this, the methodology adopted was based on the analysis of National Curriculum Plans of Geography and the use of software that present spatial representation of functions as well as the indication of guided educational projects in the use of geotechnologies. Several planned content in Geography education can be addressed and dinamized. Cartographic scale, relief and analysis of changes in the landscape are examples of issues that can be worked with the use of free software such as Google Earth, Philcarto, ScapeToad and from the systematization proposed by educational projects GEODEM, GEODEF and GEOIDEIA. The results indicated a high applicability of the software and projects tested by research for teaching Geography content suggested by PCN, which can contribute to a more consolidated learning them.</p><p><strong>Keywords</strong>: Basic Education. Spatial representation. Free softwares. National Curriculum Plans.</p>

A case study on the efficiency of activity-based Geography teaching and learning

2020 ◽  
Author(s):  
Péter Szilassi ◽  
Viktor Pál ◽  
László Szőllősy ◽  
Anett Kádár ◽  
Andrea Farsang
Keyword(s):  
Problem Solving ◽  
Secondary Schools ◽  
Research Group ◽  
Teaching And Learning ◽  
Online Survey ◽  
Age Groups ◽  
Geography Education ◽  
Average Score ◽  
Qr Codes ◽  
Geography Teaching

&lt;p&gt;Geography education has faced numerous problems in Hungary lately: students&amp;#8217; diminishing interest in Geography, lack of creative and engaging textbooks and educational materials, decreasing weekly lessons, and conservative teaching practices. The MTA-SZTE Research Group on Geography Teaching and Learning set out to change the current circumstances. Our research group aims at laying the foundations for the methodological renewal of Geography education by developing activity-based and problem-oriented educational tools and IT innovations.&lt;/p&gt;&lt;p&gt;One of our central goals is to develop and prepare worksheets for students which concentrate on the geographical characteristics, processes, and problems of some typical Hungarian landscape units as well as cities, and villages. The worksheets, which will be accompanied by a handbook for teachers, are intended to be used from Grade 8 to Grade 13 both in primary and secondary schools. Each worksheet focuses on individual study areas (typical landscapes or regions) and settlements. They all have the same size (4 pages per worksheet) and follow the same structural principles: a short and informative text on the study area, which is followed by activity-based exercises and projects, all of which make use of various challenging and creative exercises comprising of maps, charts, pictures, newspaper articles, blogs, games, and QR codes linking to additional interactive websites.&lt;/p&gt;&lt;p&gt;Our research group also developed the items and the interface of an online survey with which we measured the efficiency and the applicability of the worksheets with the help of volunteering students and teachers who agreed to test them in class. The worksheets were tested in the primary and secondary schools that are affiliated with the research group. The 114 students and 5 teachers who tested the worksheets had to fill in an online survey, and evaluate the worksheets on a 5-point agreement scale, where 1 was the worst and 5 was the best score.&lt;/p&gt;&lt;p&gt;Preliminary results show that the content suitability of the worksheets, with respect to the target age groups&amp;#8217; cognitive abilities, scored low (2.85 average points). The clarity of the subject requirements for the students has the lowest average score (2.75 points). These results can be explained with the main characteristic of the worksheets, i.e. problem-solving thinking. Activities based on problem-solving are very new methods for Hungarian Geography teachers, therefore the teaching goals of this worksheets are is not clear for them.&lt;/p&gt;&lt;p&gt;However, according to the teachers&amp;#8217; responses, the concept of student worksheets is very innovative and adaptable to the needs of the present education (4.65 points), and frees from racial, gender, ethnic, religious prejudice (4.9 points). The teachers also have very positive (4.65 points) opinion about the diversity of the illustrations (pictures, diagrams, graphs, schemas, maps, etc.).&lt;/p&gt;&lt;p&gt;According to the students, the worksheets are very useful for group- and pair-work (4.04 points). The types of questions and exercises are very diverse (4.16 point). Most of the students (57%) visited almost every additional websites of the worksheets with the QR codes.&lt;/p&gt;&lt;p&gt;&amp;#160;&lt;/p&gt;

scholarly journals FOREIGN TRADE SPATIAL DYNAMICS AND PROMOTION OF AGRICULTURAL EXPORTS OF THE UNITED STATES OF AMERICA

2021 ◽  
Vol 2 (196) ◽  
pp. 17-25
Author(s):  
V.N. Minat ◽  
Keyword(s):  
United States ◽  
Foreign Trade ◽  
Agricultural Production ◽  
Spatial Dynamics ◽  
The United States ◽  
Agricultural Products ◽  
Agricultural Exports ◽  
Us Economy ◽  
The Us ◽  
The World

As part of the study of agricultural production, as one of the leading export-oriented sectors of the US economy, the dynamics of foreign trade in American agricultural products, which is objectively recognizable in the categorical and economic evolution of spatial patterns, is considered. The latter are considered in the context of the global regional structure of agricultural exports and imports of the United States in 1946–2019 and the features of stimulating the export of American agricultural products in the context of the main regions and countries of the world for the same period of time. Based on the synthesis of historical/evolutionary and spatial approaches, methodologically filled with methods of abstract-logical and statistical-economic analysis of official American statistics, the provisions on geo-economic conjuncture, expansionism and protectionism of US foreign trade in the world/global agricultural market are empirically proved.

scholarly journals Training Geography Educators

Geografie ◽  
2000 ◽  
Vol 105 (2) ◽  
pp. 177-189
Author(s):  
Alois Hynek
Keyword(s):  
International Communication ◽  
Educational Process ◽  
Geography Education ◽  
Current Debate ◽  
Physical Culture ◽  
Geography Teaching ◽  
National Debate ◽  
The Subject ◽  
Social Environmental ◽  
Teaching Learning

Czech didactics of geography (teaching/learning geography) has just started its fifth wave in training geography educators at eight university faculties. The current debate is on developing a curriculum emphasizing the position of geography education as the applied discipline of the science/art of geography. 'Challenge for 10 million' is a national debate on the Czech educational system organized by the governmental Dept. of Schools, Youth and Physical Culture, being very critical to teaching geography at primary and secondary schools. That is the reason for the strong re-assessment of social, environmental/ecological, economic, cultural and political relevance on the subject of geography in the educational process. This discourse is also intended for international communication starting in the educational commission of IGUIUGI.

scholarly journals GIS Maps as Powerful Curriculum Artefacts

2019 ◽  
Vol 2 ◽  
pp. 1-7
Author(s):  
Mary Fargher
Keyword(s):  
Curriculum Development ◽  
Teaching And Learning ◽  
Analytical Framework ◽  
Geography Education ◽  
Web Gis ◽  
High Quality ◽  
Educational Benefits ◽  
Geography Teaching ◽  
The Future ◽  
Recent Developments

<p><strong>Abstract.</strong> Maps have always been central to high quality geography education. Recent developments in web GIS have opened up new potential for teachers using GIS maps as powerful curriculum artefacts. Curriculum artefacts are resources that have signature meaning for teaching and learning. This paper argues that the use of GIS maps as curriculum artefacts can significantly enhance geography teaching and learning in schools. To illustrate this line of argument, a GIS curriculum artefact constructed in ESRI ArcGIS Online is critically evaluated using Maude’s typology of powerful geography knowledge as an analytical framework. The analysis identifies a number of educational benefits of using GIS maps as curriculum artefacts in school geography via a GeoCapabilities approach. The paper concludes with recommendations for the future geography curriculum development with GIS map artefacts in schools.</p>

scholarly journals Abordagens de Ensino no Curso de Geografia

2017 ◽  
Vol 18 (2) ◽  
pp. 96
Author(s):  
Ricardo Luiz de Bittencourt ◽  
Yasmine Moura da Cunha ◽  
Katia Mara Batista
Keyword(s):  
Quantitative Research ◽  
Teaching And Learning ◽  
Degree Program ◽  
Teaching Approaches ◽  
Teaching Process ◽  
Qualitative And Quantitative ◽  
Geography Teaching

O curso de Geografia busca a formação socioeducacional de um profissional crítico, que contribua para a construção da cidadania e enfrentamento das questões problemáticas da sociedade. Assim, são necessárias abordagens de ensino que permitam o desenvolvimento das habilidades e competências necessárias ao perfil ambicionado. O estudo das diversas abordagens do processo de ensino aprendizagem no curso de Licenciatura em Geografia pode fornecer uma perspectiva e estabelecer diretrizes à atuação dos docentes, considerando a individualidade de cada um. Para definir, por meio de pesquisa quali-quantitativa, as abordagens de ensino adotadas pelos professores no curso, o presente estudo se embasou no texto de Mizukami (1986) e constatou o pluralismo destas abordagens entre os sujeitos e em um mesmo sujeito, com predomínio das abordagens humanística e comportamentalista.Palavras-chave: Abordagens de Ensino. Ensino Aprendizagem. Curso de Geografia - Licenciatura.AbstractGeography course aims at majoring critical professionals socially and educationally, contributing thus for the citizen construction tocope with problematic issues facing society. Teaching approaches that enable the development of abilities and necessary competencies for the desired profile of this professional are necessary. The study of several teaching process approaches in Geography – Teaching degree degree program can provide a perspective and develop guidelines to the Professors’ work considering their individuality. To define, through qualitative and quantitative research, teaching approaches adopted by Professors in the course, this study was based in the text Mizukami (1986) and found the pluralism of these approaches among the subjects and in the same subject, prevailing humanistic and behavioral approaches.Keywords: Teaching Approaches. Teaching and Learning. Geography Program – Teaching Degree.

scholarly journals Representations and Concepts of Borders in Digital Strategy Games and Their Potential for Political Education in Geography Teaching

2019 ◽  
Vol 10 (1) ◽  
pp. 10
Author(s):  
Sebastian Seidel ◽  
Patrick Bettinger ◽  
Alexandra Budke
Keyword(s):  
Video Games ◽  
Social Power ◽  
Political Conflict ◽  
Geography Education ◽  
Political Education ◽  
Geography Teaching ◽  
Strategy Games ◽  
Challenges And Opportunities ◽  
Digital Strategy ◽  
Popular Geopolitics

In Germany, 93% of young people between the ages of 10 and 18 play video games daily. Political geography, in particular popular geopolitics, have found that video games can help to establish and develop people’s understanding of geopolitics. Consequently, this affects geography education, providing both challenges and opportunities for teaching. Geography teaching is an integral part of political education as students need to understand how boundaries and territories create spaces with regards to social power and become the object of political conflict. Reflection plays a central role in understanding and deconstructing such spatial constructions. In this article, we examine representations and concepts of borders in digital strategy games and the perception and reflection of these by the players. The results provide an outlook on the potential and the challenges of digital strategy games for political education in geography lessons in secondary schools as well as for teacher training at universities. For this reason, possible approaches for education and training will be outlined on the basis of the results.

scholarly journals SPATIAL DISTRIBUTION, EVOLUTION AND STRUCTURE OF MAIZE AND SOYBEAN PRODUCTION SYSTEMS IN STATE OF PARANÁ

2020 ◽  
Vol 19 ◽  
pp. 17
Author(s):  
BRUNO VOLSI ◽  
GUSTAVO HENRIQUE LEITE DE CASTRO ◽  
GUSTAVO VAZ DA COSTA ◽  
MATHEUS FELIPE DE PADUA SEVERINO ◽  
TIAGO SANTOS TELLES
Keyword(s):  
Agricultural Production ◽  
Production Systems ◽  
Spatial Dynamics ◽  
Production Data ◽  
Location Quotient ◽  
Maize Production ◽  
Soybean Production ◽  
Structure And Dynamics ◽  
Rotation System ◽  
Crop Rotation System

The Brazilian state of Paraná is one of the leading producers of maize. However, expansion of soybean cropping has caused a drop in maize production and could have impacted production systems. The aim of the study was to verify the evolution and identify the structure, spatial dynamics and transformation of maize and soybean production systems in the state of Paraná. Municipal Agricultural Production data from the Brazilian Institute of Geography and Statistics (IBGE) provided the basis for this study. The Location Quotient was analyzed to identify microregions specialized in the production of soybean and first and second crops of maize. Principal components and groups were analyzed in order to characterize the structure and dynamics of maize and soybean production systems in specialized microregions. The results show how maize and soybean production systems have been transformed; soybean is now cropped in areas previously occupied by first crop maize, and the area occupied by second crop maize has increased. This has led to the predominant use of the crop rotation system with first crop soybean followed by second crop maize.

scholarly journals Possibilities of computer application in modern geography teaching process

2009 ◽  
Vol 89 (1) ◽  
pp. 139-151
Author(s):  
Andjelija Ivkov-Dzigurski ◽  
Ljubica Ivanovic ◽  
Milana Pasic
Keyword(s):  
Maximum Activity ◽  
Computer Application ◽  
Teaching Process ◽  
Geography Teaching ◽  
Contemporary Science ◽  
Modern Geography ◽  
Nature And Society ◽  
Independent Work ◽  
Good Organization

Geography is a science that follows modern trends in the development of contemporary science. One of the crucial things that gives teaching process a high quality in the application of modern techniques and methods. Modern organization of the teaching process in primary and secondary schools is unimaginable without innovations. This would mean changes and new elements in all segments of the teaching process. Good organization, innovation and new tendencies in the development of the science can raise the quality of the teaching process, thus enabling the student to study fully and rationally. Innovations should help students develop a dialectic way of thinking when explaining objects, phenomena and processes in nature and society, as well as enable them to notice cause and effect relationships. The application of new methods should provide maximum activity of the students in terms of their research and independent work. Computers are used in many different ways therefore they can be used very rationally in different segments of the teaching process.

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