scholarly journals O TRABALHO DE CAMPO COMO EXPERIÊNCIA EDUCATIVA EM GEOGRAFIA

GEOgraphia ◽  
2021 ◽  
Vol 23 (50) ◽  
Author(s):  
Linovaldo Miranda Lemos
Keyword(s):  
Direct Observation ◽  
Teaching And Learning ◽  
Educational Experience ◽  
Pedagogical Issues ◽  
Situated Knowledge ◽  
Geography Teaching ◽  
Geographic Thought ◽  
Mise En Œuvre ◽  
Geographic Knowledge

O presente artigo revisita o trabalho de campo em geografia discutindo questões pedagógicas que envolvem sua implementação na Educação Básica. Partindo-se de uma análise que relaciona o campo ao pensamento geográfico, discute os limites da tradição calcada na pressuposição da neutralidade e da objetividade da observação direta.  Contrapõe essa tradição de base positivista às chamadas “epistemologias críticas” que consideram o campo como um “conhecimento situado” sobre processos, pessoas e lugares. Ao centralizar a discussão no caráter pedagógico do campo, o artigo problematiza a tensão existente entre “conhecimentos acadêmicos” e “conhecimentos escolares”, defendendo a necessidade de uma “transformação didática” da abordagem do campo no ensino regular a fim de transformá-lo numa experiência educativa em geografia capaz de engendrar processos mais amplos de educação geográfica. Palavras-Chave: trabalho de campo, ensino de geografia, papel pedagógico.   FIELDWORK AS AN EDUCATIONAL EXPERIENCE IN THE TEACHING AND LEARNING OF GEOGRAPHY Abstract: The article reviews fieldwork studies in geography by discussing pedagogical issues involving in the possibility of its implementation. It presents an analysis of the relation between the field and geographic thought, as well as a discussion of the limits of the tradition based on the presumption of neutrality and objectivity in direct observation. The paper opposes this tradition based on positivism to the so-called “critical epistemologies which consider the field as“situated knowledge” of processes, people, and places. By recognizing the importance of fieldwork in geographic practices, this article aims to be a contribution to the understanding of its pedagogical role, highlighting its ability to awaken interest in acquiring the geographic knowledge.  Keywords: fieldwork, geography teaching, pedagogical role. LE TRAVAIL DE TERRAIN COMME EXPÉRIENCE ÉDUCATIVE DANS LA GÉOGRAPHIE Résumé: Cet article revisite le sujet du travail de terrain en géographie en discutant des aspects pédagogiques impliqués dans la possibilité de sa mise en œuvre, à des différents niveaux. En partant de l'analyse du rôle formatif du terrain dans la pensée géographique, il discute les limites de la tradition fondée sur l'hypothèse de la neutralité et de l'objectivité de l'observation directe.  Il oppose cette tradition fondée sur le positivisme à ce qu'on appelle les “épistémologies critiques" qui considèrent le terrain comme une forme de connaissance située sur les processus, les personnes et les lieux. Toute en reconnaissant l'importance du travail de terrain dans les pratiques de la géographie, l'article se veut une contribution au rôle pédagogique propre du terrain, en mettant en évidence sa capacité à éveiller l'intérêt pour l'apprentissage et, en particulier, pour la connaissance géographique. Mots-Clé: travail de terrain, enseignement de la géographie, rôle pédagogique.  

Penggunaan Permainan Edukasi pada Pembelajaran Daring Mata Pelajaran Geografi Kelas XII di MA PPPI Miftahussalam Banyumas

2021 ◽  
Vol 1 ◽  
pp. 20-22
Author(s):  
Faris Salman Faza
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Educational Games ◽  
Learning Activities ◽  
Qualitative Description ◽  
Learning Goals ◽  
Face To Face ◽  
Average Value ◽  
Geography Teaching ◽  
The Right

The existence of the COVID-19 outbreak has an impact on all sectors of life, one of which is in the education sector, many schools are forced to dismiss their students and teaching and learning activities are carried out online. the transition of Geography teaching and learning activities at MA PPPI Miftahussalam Banyumas from face to face to online creates new problems in learning so that a special strategy is needed in this learning. Although online learning is not effective for achieving learning goals, the teacher must be able to make new innovations so that learning objectives can be achieved. This study uses a qualitative description method by observing the behavior of students when online learning takes place. Learning online Geography class XII at MA PPPI Miftahussalam Banyumas uses educational games. This study aims to find out the right media in learning Geography class XII during the COVID-19 pandemic at MA PPPI Miftahussalam Banyumas. The results of this study showed that 76 students of class XII MA PPPI Miftahussalam Banyumas who had taken the test showed an average value> 8.00. This shows satisfactory results.

scholarly journals Challenges in Teaching Pronunciation in Malaysian Secondary Schools: Novice Teacher's Perspective

2020 ◽  
Vol 7 (2) ◽  
pp. 119-137
Author(s):  
Norbazila Mohd Asikin ◽  
Noor Aireen Ibrahim
Keyword(s):  
Novice Teachers ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Pedagogical Issues ◽  
Sufficient Knowledge ◽  
Teacher Trainees ◽  
Correct Pronunciation ◽  
Speaking Skill ◽  
Teaching Pronunciation ◽  
Teacher's Perspective

Pronunciation is a key component of speaking skill and providing students with sufficient knowledge on correct pronunciation will help to improve their overall speaking skills. However, pronunciation remains a contentious issue in English as a Second Language (ESL) teaching and learning process as teaching pronunciation has often been avoided by language teachers. There are many factors that make teaching pronunciation a challenge for teachers and can be divided into internal and external challenges. This study was conducted to examine challenges faced by teacher trainees in teaching pronunciation and ways in which these challenges were managed. This study employed both quantitative and qualitative methods of data collection. A set of self-developed questionnaire with two main sections and a total of eight items was distributed to 34 teacher trainees, six of whom were interviewed to gather data for this study. Challenges in teaching pronunciation found in this study can be divided into two categories which were internal and external challenges. Internal challenges consist of i) lack of confidence, ii) lack of sufficient knowledge and iii) pedagogical issues. On the other hand, external challenges faced by novice teachers in this study included i) lack of priority, ii) limitation of time; and iii) lack of teaching materials and resources. Although novice teachers face both internal and external challenges in teaching pronunciation, three main methods were employed by the respondents to manage these challenges. The management of these challenges showed that novice teachers were aware of the importance of teaching pronunciation and therefore did not allow these challenges to become a barrier.

scholarly journals TEORIA CURRICULAR E GEOGRAFIA: convites à reflexão sobre a BNCC

2019 ◽  
Vol 9 (17) ◽  
pp. 86-108
Author(s):  
Hugo Heleno Camilo Costa ◽  
Phelipe Florez Rodrigues ◽  
Guilherme Pereira Stribel
Keyword(s):  
National Curriculum ◽  
Curriculum Policy ◽  
Social Production ◽  
Geographic Education ◽  
Geography Teaching ◽  
Geographic Thought ◽  
Daily Experiences ◽  
Educational Processes ◽  
The Difference ◽  
Social Debate

Considerando a centralidade da Base Nacional Comum Curricular (BNCC) no cenário das políticas de currículo, este trabalho propõe a reflexão sobre o caráter negligente de seus pressupostos para com a pesquisa acumulada ao longo do tempo, nos campos do Currículo e Educação Geográfica. Assim sendo, apropriamos dois convites de trabalhos de Janet Miller e Ivor Goodson, para pensarmos a política em questão. Além destes autores, também pautamos nossa argumentação com os estudos de Elizabeth Macedo e Alice Lopes, nas discussões sobre teoria e política curricular; Lana Cavalcanti e Marcelo Pereira, sobre ensino de geografia; e Ruy Moreira e Milton Santos como acessos ao pensamento geográfico. O texto se inicia pela discussão de currículo, assinalando a dissonância entre a proposta e o debate sobre teoria curricular. Em seguida, a discussão aponta para o caráter antidemocrático que dinamiza a proposta de base, ao negligenciar o debate social acumulado na pesquisa, as experiências cotidianas e a diferença na produção social. Por fim, acenamos para que os argumentos definidos para Geografia não dialogam com o campo e pontuamos que a BNCC desconsidera o caráter transgressor dos processos educativos (e) de produção de sentido sobre e na escola, no e sobre o espaço.PALAVRAS-CHAVEBase Nacional Comum Curricular, Currículo, Educação Geográfica.CURRICULUM THEORY AND GEOGRAPHY: invitations to the BNCC reflectionABSTRACTConsidering the centrality of the National Curriculum Base (BNCC) in the curriculum policy scenario, this paper proposes to reflect on the negligence of its assumptions towards the research accumulated over time in the fields of Curriculum and Geographic Education. So we took two invitations from Janet Miller and Ivor Goodson to think about the policy in question. In addition to these authors, we also set out our arguments with the studies of Elizabeth Macedo and Alice Lopes, in the discussions on theory and curricular policy; Lana Cavalcanti and Marcelo Pereira, on geography teaching; and Ruy Moreira and Milton Santos as access to geographic thought. The text begins with the discussion of curriculum, pointing out the dissonance between the proposal and the debate about curricular theory. Next, the discussion points to the antidemocratic character that invigorates the basic proposal, neglecting the accumulated social debate in the research, daily experiences and the difference in social production. Finally, we stress that the arguments defined for Geography do not dialogue with the field and we point out that the BNCC disregards the transgressor character of the educational processes (e) of production of meaning on and in school, in and on space.KEYWORDSNational Common Curricular Base, Curriculum, Geographic education.ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - [email protected]

scholarly journals Multimedia-Aided Instruction in Teaching Grade Four Science and Health: Its Effect on Pupils’ Performance and Attitude Towards Multimedia Use in the Classroom

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Virlen O. Galope
Keyword(s):  
Professional Growth ◽  
Teaching And Learning ◽  
Pedagogical Issues ◽  
Gain Scores ◽  
Quasi Experimental ◽  
Integration Effect ◽  
The Difference ◽  
Teaching Learning ◽  
Positive Effect

This study is focused on the effects of multimedia aided instructions in Grade 4 Science and health pupils’ performance and attitude towards multimedia. Specifically this study sought to explore the multimedia aided instruction on the learning environment of the grade four pupils’ performance in science and health. Two intact classes in grade 4 were exposed to multimedia aided instructions. The difference in gain scores produced by integrating multimedia in Science and Health 4 classes and those produced by conventional method of teaching was investigated in this quasi experimental research.  Results indicated that using the multimedia in the classes produced significant improvement in the performance of the pupils in Science and Health, but not in the other, which is congruent with most other results for this strategy of teaching found in the literature. Follow-up survey of attitudes of 86 pupils towards the use of multimedia in the classroom provided additional evidence for its positive effect in the teaching learning process. The pupils’ attitudes towards their class were positive about the potential for multimedia and enthusiastic about what this would mean in learning Science and Health. Utilizing multimedia seemed to affect the teachers’ personal and professional growth. Teachers expect to develop their technological skills and knowledge to use multimedia in their classrooms. Pedagogical issues challenge the teachers’ approaches in the teaching and learning. Keywords - Multimedia Integration, Effect on Pupils Performance, Attitude of Pupils towards Multimedia in the Classroom, quasi-experimental design, Philippines

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.

Learning Analytics as a Tool for Planning, Evaluating, and Improving a SMOOC for Teacher Professional Development

2021 ◽  
pp. 170-189
Author(s):  
Cristine Martins Gomes de Gusmão ◽  
Josiane Lemos Machiavelli ◽  
Patricia Smith Cavalcante
Keyword(s):  
Teacher Professional Development ◽  
Learning Analytics ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Pedagogical Issues ◽  
Educational Culture ◽  
Learning Contexts ◽  
Teacher Professional ◽  
Teaching Learning ◽  
The University

This chapter describes how a public university has met the challenge of changing inside the educational culture and preparing its teachers to manage online teaching-learning processes using learning analytics to contribute to the design, evaluation, and improvement of SMOOC. From the results obtained with a survey answered by the teachers, a twenty-hour class SMOOC was developed that focuses on instrumental aspects of digital technological resources in the teaching and learning contexts, as well as in the pedagogical issues, which concern the appropriate use of digital technologies. The findings of this research demonstrate that the SMOOC has been able to meet the teacher training needs, which are changing the way they work since remote education has been the viable alternative to guarantee the functioning of the university in the coronavirus pandemic period. However, it is believed that the knowledge that teachers are acquiring will contribute to changes in professional practice even post-pandemic.

scholarly journals Evaluating the Teaching-Learning Process of Brazilian Sign Language as a Second Language in Higher Education

2018 ◽  
Vol 3 (2) ◽  
pp. 99
Author(s):  
Roberto Cesar Reis da Costa
Keyword(s):  
Higher Education ◽  
Second Language ◽  
Sign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
Pedagogical Issues ◽  
Evaluation Tool ◽  
Sign Languages ◽  
Brazilian Sign Language ◽  
Teaching Learning

The focus of this paper is to propose an evaluation tool to assess the teaching-learning process of Brazilian Sign Language (Libras) to hearing students in Higher Education. The current Brazilian laws dealing with the accessibility of the deaf and the teaching of Libras will be concisely posited and argued, and after that an overview on linguistic aspects of Libras will be highlighted prior to discussing the teaching of this language as a Second Language (L2). Also, it will be discussed briefly the relevance of using strategies to Libras teaching as L2 and then the proposal to evaluate teaching and learning processes of the language at stake will be finally described. As a conclusion, developing tools as well as presenting proposals for the teaching of sign languages might be ways to highlight and discuss pedagogical issues about the teaching of the sign languages. The paper outcomes are useful for scholars and learners who are researching and implementing tools for Libras teaching as L2.

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

<p>Geography education has faced numerous problems in Hungary lately: students’ 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.</p><p>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.</p><p>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.</p><p>Preliminary results show that the content suitability of the worksheets, with respect to the target age groups’ 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.</p><p>However, according to the teachers’ 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.).</p><p>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.</p><p> </p>

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