How to Return Geographic Knowledge Gained from International Fieldwork to University Geographic Education in the Field: Example of the National University of Laos

Much has been written regarding the effectiveness of different teaching styles; however, considerably less has been written about the physical design of computer classrooms and their implications on education. To date, nothing has been written regarding building an informal learning community within a computer classroom, particularly outside of formal class hours. In this paper, the author examines designing an environment in which geography students feel at home, that is, a center of geographic education. Such a center could be defined as a place where students and faculty congregate to create and transmit geographic knowledge. A GIS lab can be such a place if deliberate care and effort are taken to ensure that the lab is multidisciplinary, dynamic, encourages creativity and discourse, and is a think tank for solving geospatial problems. This paper illustrates some proven methods for building such an environment.

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QUESTÕES QUE PERPASSAM O ENSINO DE GEOGRAFIA COM AS PROPOSIÇÕES DA BASE NACIONAL COMUM CURRICULAR

Revista Brasileira de Educação em Geografia ◽

10.46789/edugeo.v7i13.393 ◽

2017 ◽

Vol 7 (13) ◽

pp. 417-437

Author(s):

Alcinéia De Souza Silva

Keyword(s):

Critical Line ◽

Geography Education ◽

Geographic Education ◽

Secondary Schooling ◽

Geography Teaching ◽

Geographic Knowledge ◽

Structural Contribution ◽

The Common ◽

Methodological Principles ◽

Do So

Esta discussão busca evidenciar, com teor crítico e reflexivo, algumas questões atinentes ao ensino de Geografia influenciadas por políticas educacionais curriculares. Para tanto, utiliza-se como instrumento de análise as proposições da Base Nacional Comum Curricular – BNCC/ 2a versão publicada em abril do ano 2016. Os fios que tecem os nossos escritos, à primeira instância, são compostos de algumas teorizações acerca da concepção de currículo, mais voltadas para uma linhagem crítica do pensamento curricular, de forma em que as questões hegemônicas que o circundam são elucidadas continuamente. Nestes termos, objetivando elucidar esse fator, tomamos como objeto de averiguação as propostas educativas voltadas ao ensino de Geografia, com vistas a analisar o seu aporte teórico e estrutural, confrontando-os com as reais funções e significações deste campo do conhecimento escolar. Assim, fundamentados nos princípios teóricos e metodológicos que dão suporte à educação geográfica, tornou-se possível um estudo documental pormenorizado dos objetivos de aprendizagem, da natureza e dos princípios definidos pela BNCC, de forma a evidenciarmos determinada vagueza, superficialidade, equívoco de terminologias e ocultação de saberes geográficos basilares a esta ciência, que diretamente interferem na elaboração de um pensamento espacial crítico e reflexivo sobre a realidade que circunda o mundo vivido do educando.PALAVRAS-CHAVECurrículo. Ensino de Geografia. BNCC.ISSUES THAT PASS TROUGH GEOGRAPHY EDUCATION WITH THE PROPOSITIONS OF THE COMMON CURRICULAR NATIONAL BASE ABSTRACT This discussion seeks to evidence, with critical and reflective content, some of the questions related to the teaching of Geography influenced by curricular educational policies. In order to do so, the propositions of the National Curricular Common Base - BNCC / 2nd version published in April of the year 2016 are used as an instrument of investigation. The threads that weave our writings, in a first instance, are composed of a series of theories about the conception of a curriculum. However, these are focused on a critical line of curricular thinking, in a way that the hegemonic questions that surround it are continuously elucidated. In order to explicate this factor, we have as an object of investigation the educational proposals posed by the teachings of Geography. All the while considering the teachings of Geography, we note that the analysis of the theoretical and structural contribution are confronted through practical functions, thereby allowing the consideration of the significance to this field in relation to the knowledge generated in primary and secondary schooling. Thus, based on the theoretical and methodological principles that support geographic education, a detailed documentary study of the learning objectives, nature and principles defined by the BNCC was possible. Consequently, this allowed the vagueness, superficiality, misunderstanding of terminologies and concealment of basic geographic knowledge to be evidenced, thereby demonstrating the direct impediment on the elaboration of a critical and reflexive spatial thought regarding the reality that surrounds the student. KEYWORDS Curriculum. Geography Teaching. BNCC. ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - [email protected]

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Geographic education in Lviv region

Visnyk of the Lviv University. Series Geography ◽

10.30970/vgg.2015.49.8628 ◽

2015 ◽

pp. 193-211

Author(s):

Mariia Lavruk

Keyword(s):

Primary Schools ◽

Geographic Education ◽

Geographical Education ◽

Young Professionals ◽

University Departments ◽

Regional University ◽

Education Levels ◽

National University ◽

The Status ◽

Quantitative Indicators

In the context of reforming secondary and high school education in Ukraine, the geographic education of the region and the country as a whole should be considered as a system that includes initial, basic, preprofessional and professional level. Currently, there is no overall picture of the status and trends of development of the various segments of geographic education in the Lviv region that are necessary to consider while constructing regional education policy. The article defines quantitative indicators of the subjects of the learning process in geography on various educational levels and in territorial aspect. This study reveals that during next five years, the best prospects regarding quantitative indicators will have basic geographical education, due to relatively favorable situation with the number of pupils in primary schools of the region. The article shows in detail the educational achievements of geography students at regional and national levels; points the centers for optimal development of geographic education such as Lviv, Drohobych, Sambir, Stryi, Chervonograd; and reveals scientific and methodological improvements of teachers of geography in the region. The research analyzes the contradictory trend between quantitative growth of professional sector of geographical education (opening of new regional university departments) and the needs of secondary school in specialists, and between socially conditioned restriction of employment of young professionals because of growing proportion of retired among teachers of geography. It was found that 65% of graduate students of department of geography at Ivan Franko National University of Lviv do not mind working in education and respectively can replace within 5–7 years all teachers of geography at pre-retirement and retirement age in the region. However, the lack of effective educational policies at national and regional levels prevents replenishment of school’s segment of geographical education by young professionals, and thus slows down the process of modernization of education and its real reform. Key words: geographic education, levels of geographic education, the quality of knowledge on geography, age structure of geography’s teachers, teaching achievements of the geography teachers of the region, professional intentions of the graduates of Geography Department.

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Beyond Class Hours

International Journal of Applied Geospatial Research ◽

10.4018/jagr.2010070101 ◽

2010 ◽

Vol 1 (3) ◽

pp. 1-16 ◽

Cited By ~ 6

Author(s):

Robert Hickey

Keyword(s):

Informal Learning ◽

Learning Community ◽

Teaching Styles ◽

Physical Design ◽

Think Tank ◽

Geographic Education ◽

Computer Classroom ◽

Geographic Knowledge ◽

Computer Classrooms ◽

Formal Class

Much has been written regarding the effectiveness of different teaching styles; however, considerably less has been written about the physical design of computer classrooms and their implications on education. To date, nothing has been written regarding building an informal learning community within a computer classroom, particularly outside of formal class hours. In this paper, the author examines designing an environment in which geography students feel at home, that is, a center of geographic education. Such a center could be defined as a place where students and faculty congregate to create and transmit geographic knowledge. A GIS lab can be such a place if deliberate care and effort are taken to ensure that the lab is multidisciplinary, dynamic, encourages creativity and discourse, and is a think tank for solving geospatial problems. This paper illustrates some proven methods for building such an environment.

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The Stigma of Suicide Scale

Crisis ◽

10.1027/0227-5910/a000156 ◽

2013 ◽

Vol 34 (1) ◽

pp. 13-21 ◽

Cited By ~ 82

Author(s):

Philip J. Batterham ◽

Alison L. Calear ◽

Helen Christensen

Keyword(s):

Construct Validity ◽

Psychometric Properties ◽

Factor Structure ◽

Internal Consistency ◽

Concurrent Validity ◽

Online Survey ◽

National University ◽

Stigmatizing Attitudes ◽

High Internal Consistency ◽

At Home

Background: There are presently no validated scales to adequately measure the stigma of suicide in the community. The Stigma of Suicide Scale (SOSS) is a new scale containing 58 descriptors of a “typical” person who completes suicide. Aims: To validate the SOSS as a tool for assessing stigma toward suicide, to examine the scale’s factor structure, and to assess correlates of stigmatizing attitudes. Method: In March 2010, 676 staff and students at the Australian National University completed the scale in an online survey. The construct validity of the SOSS was assessed by comparing its factors with factors extracted from the Suicide Opinion Questionnaire (SOQ). Results: Three factors were identified: stigma, isolation/depression, and glorification/normalization. Each factor had high internal consistency and strong concurrent validity with the Suicide Opinion Questionnaire. More than 25% of respondents agreed that people who suicided were “weak,” “reckless,” or “selfish.” Respondents who were female, who had a psychology degree, or who spoke only English at home were less stigmatizing. A 16-item version of the scale also demonstrated robust psychometric properties. Conclusions: The SOSS is the first attitudes scale designed to directly measure the stigma of suicide in the community. Results suggest that psychoeducation may successfully reduce stigma.

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