scholarly journals GEOGRAFIA ESCOLAR, EDUCAÇÃO GEOGRÁFICA, AUTONOMIA DOCENTE E QUESTÃO CONCEITUAL: tecendo ligações

2021 ◽  
Vol 11 (21) ◽  
pp. 05-27
Author(s):  
Edimar Eder Batista
Keyword(s):  
Teaching And Learning ◽  
Basic Education ◽  
Learning Processes ◽  
Teaching Performance ◽  
Geographic Education ◽  
Conceptual Issue ◽  
Geography Teaching ◽  
The World

Este artigo apresenta algumas reflexões teóricas acerca do ensino de Geografia na educação básica, no intuito de problematizar a Geografia escolar enquanto leitura espacial de mundo. Entende-se que sua constituição requer que a atuação do professor e dos alunos, nos processos de ensino e aprendizagem, ocorra segundo as perspectivas da educação geográfica, cuja efetivação atrela-se à construção de discursos e de um vocabulário geográficos possíveis somente via apropriação conceitual. Identificou-se a autonomia docente como o meio, o elemento propiciador das possíveis ligações tecidas entre Geografia escolar, educação geográfica e questão conceitual, e propôs-se um desenho para tal tessitura. Espera-se que este texto contribua para a atuação docente geográfica autônoma e autoral e para a assunção do professor de Geografia enquanto sujeito epistêmico.  Palavras-chave Geografia escolar, Atuação docente, Professor, Autonomia docente, Conceitos.   SCHOOL GEOGRAPHY, GEOGRAPHIC EDUCATION, TEACHING AUTONOMY AND CONCEPTUAL ISSUE: making connections Abstract This article presents some theoretical reflections about the teaching of Geography in basic education, in order to discuss school Geography as a spatial reading of the world. It is understood that its constitution requires that the performance of the teacher and the students, in the teaching and learning processes, take place according to the perspectives of geographic education, whose implementation is linked to the construction of speeches and some geographical vocabulary possible only via conceptual appropriation. Teaching autonomy was identified as the means, the element that facilitates the potential connections made between school geography, geographic education and conceptual issues, and a design was proposed for such organization. It is expected that this text will contribute to an autonomous and authorial geographical teaching performance and to the assumption of the Geography teacher as an epistemic subject. Keywords School geography, Teaching performance, Teacher, Teaching autonomy, Concepts.

scholarly journals A PRÁTICA DE CAMPO COMO INSTRUMENTO DE VALORIZAÇÃO DO SABER AMBIENTAL E CULTURAL COM ALUNOS DE UMA ESCOLA PÚBLICA DE TERESINA/PIAUÍ

2018 ◽  
Vol 4 (13) ◽  
pp. 240
Author(s):  
Hikaro Kayo De Brito Nunes ◽  
Maria Luzineide Gomes Paula ◽  
Jorge Eduardo De Abreu Paula
Keyword(s):  
Public School ◽  
Teaching And Learning ◽  
Basic Education ◽  
Cultural Knowledge ◽  
Geographic Education ◽  
Geography Teaching ◽  
De Se ◽  
Field Practice ◽  
8Th Grade ◽  
The City

THE FIELD PRACTICE AS AN INSTRUMENT OF VALORIZATION OF ENVIRONMENTAL AND CULTURAL KNOWLEDGE WITH STUDENTS OF A PUBLIC SCHOOL OF TERESINA/PIAUÍLA PRÁCTICA DE CAMPO COMO INSTRUMENTO DE VALORIZACIÓN DEL SABER AMBIENTAL Y CULTURAL CON ALUMNOS DE UNA ESCUELA PÚBLICA DE TERESINA/PIAUÍCiente da necessidade de se conhecer e investigar o processo de educação geográfica na educação básica e as inter-relações necessárias, o presente trabalho tem como objetivo discutir a importância da prática de campo no ensino e aprendizagem de Geografia como instrumento facilitador na construção do saber ambiental e cultural com alunos do 8º ano de uma escola pública de Teresina/Piauí. A prática foi subdividida em três etapas: a primeira (com planejamento e com aulas expositivas e dialogadas); a segunda (com a prática de campo seguindo um roteiro pela cidade) e a terceira (com a discussão e apresentação dos dados coletados para a comunidade escolar). As atividades instigaram a compreensão do alunado em relação à cultura e aos aspectos ambientais de Teresina, além da capacidade de organização e da criação de um senso crítico de observação.Palavras-chave: Prática de campo; Ensino de Geografia; Saber Ambiental e Cultural; Teresina/Piauí.ABSTRACTAware of the need to know and investigate the geographic education process in basic education and the necessary interrelationships, the present work aims to discuss the importance of field practice in the teaching and learning of Geography as a facilitator in the construction of environmental and cultural knowledge with students from the 8th grade of a public school in Teresina/Piauí. The practice was subdivided into 3 stages, the first one (with planning and with expositive and dialogic classes), the second (with field practice following a script by the city) and the third (with the discussion and presentation of data collected for the community School). The activities instilled the student's understanding of the culture and environmental aspects of Teresina, as well as the capacity for organization and the creation of a critical sense of observation.Keywords: Field practice; Geography Teaching; Environmental and Cultural Knowledge; Teresina/Piauí.RESUMENConsciente de la necesidad de conocer y investigar el proceso de educación geográfica en la educación básica y las interrelaciones necesarias, el presente trabajo tiene como objetivo discutir la importancia de la práctica de campo en la enseñanza y aprendizaje de Geografía como instrumento facilitador en la construcción del saber ambiental y cultural con alumnos del 8º año de una escuela pública de Teresina / Piauí. La práctica fue subdividida en 3 etapas, la primera (con planificación y con clases expositivas y dialogadas), la segunda (con la práctica de campo siguiendo un itinerario por la ciudad) y la tercera (con la discusión y presentación de los datos recogidos para la comunidad escolar). Las actividades instigaron la comprensión del alumnado en relación a la cultura y los aspectos ambientales de Teresina, además de la capacidad de organización y de la creación de un sentido crítico de observación.Palabras clave: Práctica de campo; Enseñanza de Geografía; Saber ambiental y cultural; Teresina/Piauí.

scholarly journals Investigating the Effect of Teaching Aesthetic Skills to Faculty Members on Development of Their Effective Teaching Performance1

2017 ◽  
Vol 19 (2) ◽  
pp. 90-106 ◽  
Author(s):  
Hassan Eslamian ◽  
Seyed Ebrahim Mirshah Jafari ◽  
Mohammad Reza Neyestani
Keyword(s):  
Effective Teaching ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Faculty Members ◽  
Control Group ◽  
Teaching Performance ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Mean ◽  
Experimental Group

AbstractThis quasi-experimental study investigated the effect of teaching aesthetic skills to faculty members on development of their effective teaching performance through a two-group pretest-posttest design. The sample included 32 faculty members at a major Iranian university who were divided into the experimental (11 participants) and control groups (21 participants). The experimental group was taught to use aesthetic skills in the teaching and learning processes; however, no intervention was applied to the control group. To evaluate the effective teaching performance of the faculty members, a tailor-made questionnaire was used in two pretest and posttest stages, where randomly chosen students were asked to express their opinions about the faculty membersí performance. The sample size of the students was 1096 in the pretest stage and 935 in the posttest stage. Paired t-test results showed that there was no significant difference between the mean effective teaching scores of the faculty members in the control group in the pretest stage and in the posttest stage. However, the mean effective teaching scores of the faculty members in the experimental group were found to be significantly higher in the posttest. In addition, although there was no significant difference between the mean effective teaching scores of the two faculty groups in the pretest, faculty members in the experimental group outperformed their counterparts in the control group. Based on the findings, applying aesthetic skills by faculty members in the teaching and learning processes can pave the way for sustainable development of their effective teaching performance. Therefore, faculty members are recommended to acquire the required knowledge and skills to better use aesthetic skills in the teaching process.

scholarly journals “A Química é uma área experimental!”: discursos sobre a experimentação em um curso de formação de professores de Química

2021 ◽  
Vol 43 ◽  
pp. e5
Author(s):  
Edson Frozza ◽  
Bruno Dos Santos PastorizaI
Keyword(s):  
Teacher Education ◽  
Discourse Analysis ◽  
Teaching And Learning ◽  
Basic Education ◽  
Learning Processes ◽  
Chemistry Teacher ◽  
Training Courses ◽  
Chemical Knowledge ◽  
The Relationship ◽  
Research Analysis

This study aimed to understand circulation of discourses that mobilize a conception about the relationship between Chemistry and experimentation in a Chemistry Degree course, assuming its role as a supervisor of practices and seeking to problematize its effects on teacher education and Basic Education. Theoretical and methodological bases of Discourse Analysis were used in the process of research, analysis and construction of the text. The analysis points to emergence of discourses based on a conception that Chemistry is essentially an experimental area and that produces and reproduces practices, whether in production of chemical knowledge, or in teaching and learning processes, which are fundamentally based on achievement of experiments. In relation to teaching, this conception runs through ideas which are possible to problematize, such as that of experiment itself is enough for learning and that Chemistry is learned by doing. The results presented in this work show the importance of rethinking practices that are naturalized in the chemistry teacher training courses.

scholarly journals MATERIAIS PEDAGÓGICOS PARA O ENSINO DE GEOGRAFIA FÍSICA NO ENSINO FUNDAMENTAL II

2021 ◽  
Vol 11 (21) ◽  
Author(s):  
Luana De Almeida Rangel
Keyword(s):  
Middle School ◽  
Core Curriculum ◽  
Basic Education ◽  
Physical Geography ◽  
Environmental Risks ◽  
Geographic Education ◽  
Geography Teaching ◽  
The Subject ◽  
Common Core Curriculum

Esta pesquisa parte de inquietações referentes ao papel da Geografia Física no currículo de Geografia na educação básica e da abordagem dos conteúdos relacionados à temática. Portanto, a pesquisa teve como objetivo propor a criação e utilização de recursos didático-pedagógicos para o ensino de Geografia Física. (GF) Para tal, analisou-se o livro didático (LD) “Expedições Geográficas” do 6° ano do Ensino Fundamental visando identificar lacunas na abordagem de conteúdos. Optou-se pela análise do livro do 6° ano, pois, apresenta, de acordo com a BNCC e o Currículo Carioca, mais conteúdos voltados para a temática de GF. Os materiais e atividades lúdico-pedagógicas elaborados foram baseados nas lacunas encontradas no LD com relação à GF. Com a análise do LD, observou-se que há ausência de temáticas específicas relacionadas à sustentabilidade, riscos e solos. A elaboração de materiais para o ensino desses temas é uma ferramenta que pode contribuir para a aprendizagem significativa e despertar o interesse dos estudantes. Conclui-se que há necessidade da produção de materiais para abordar temas ausentes no LD. Além disso, verificou-se que atividades lúdicas são importantes para o ensino de Geografia Física, pois permitem maior envolvimento dos alunos com os conteúdos. Palavras-chave Recursos pedagógicos, Materiais lúdicos, Educação Geográfica, Currículo Carioca.   PEDAGOGICAL MATERIALS FOR PHYSICAL GEOGRAPHY TEACHING IN MIDDLE SCHOOL Abstract This research starts from concerns regarding the role of Physical Geography in the Geography curriculum in basic education and the approach to the contents related to the theme. Therefore, these research aimed to propose the creation and use of didactic-pedagogical resources for teaching Physical Geography.For this, the textbook “Geographical Expeditions” of the 6th year of middle school was analyzed in order to identify gaps in the content. We opted for the analysis of the 6th grade book, because it has, according to the BNCC and the Carioca Curriculum, more content focused on the subject of Physical Geography. According to the Brazilian Common Core Curriculum and the Carioca Curriculum, the 6th grade has more content about physical geography. The pedagogical materials and activities developed were based on the gaps found in the textbook. It was also observed that such content has gaps, such as the lack of integration between themes related to sustainability, socio-environmental risks and soils. It is concluded that the development of playful materials for teaching Physical Geography is a tool that can contribute to meaningful learning. In addition, it was found that recreational activities are important for Physical Geography learning. Keywords Pedagogical resources, Playful materials, Geographic Education, Carioca Curriculum.

scholarly journals Harnessing the Power of a Student’s Mind by Practicing NLP Techniques in Classrooms

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Mohini Thukran ◽  
Aastha Dhingra
Keyword(s):  
Personal Development ◽  
Teaching And Learning ◽  
Academic Community ◽  
Learning Processes ◽  
Self Help ◽  
The World ◽  
Alternative Approaches ◽  
The Mind ◽  
And Behavior

Harnessing the power of the mind has led to the popularity of alternative approaches to personal development and communication. One of these methods is Neuro-Linguistic Programming, which was initiated as a self-help process. In a dynamic teacher-learner relationship, meaning is achieved through mutual feedback. All communication potentially influences learning. Teachers’ language and behavior crucially influence learners on at least two levels: Their understanding of the topic in question and their beliefs about the world, including about learning. Teachers’ awareness of their behavior and choice of words, and how sensitive they are to the influence of such words and behavior on learners, are vital to making the teaching and learning processes effective. Thus, the advocates of Neuro-linguistic programming are attempting to bridge the gap between neuro-linguistic programming and the academic community. This paper discusses NLP not as a business, but as phenomenology, or what happens subjectively inside the learning mind, various techniques to bind the power of mind, hoping the NLP ideas here will find their way into more and more classrooms.

scholarly journals A CONTEXTUALIZAÇÃO NA APRENDIZAGEM: PERCEPÇÕES DE DOCENTES DE CIÊNCIAS E MATEMÁTICA

2019 ◽  
Vol 2 ◽  
pp. 75
Author(s):  
Caroline Maffi ◽  
Thaísa Laiara Prediger ◽  
João Bernardes da Rocha Filho ◽  
Maurivan Güntzel Ramos
Keyword(s):  
Teaching And Learning ◽  
Basic Education ◽  
Mathematics Learning ◽  
Learning Processes ◽  
Learning Motivation ◽  
Main Question ◽  
Motivation To Learn ◽  
Teachers Perceptions ◽  
The Subject ◽  
And Mathematics

O presente artigo apresenta uma pesquisa de abordagem qualitativa a respeito das percepções de docentes sobre a contextualização na aprendizagem de Ciências e Matemática. A questão central dessa pesquisa é: quais as percepções de professores da Educação Básica sobre a contextualização na aprendizagem de Ciências e Matemática? Para respondê-la, 17 docentes escreveram depoimentos sobre o tema, os quais foram analisados por meio da Análise Textual Discursiva (ATD). Para tanto, os depoimentos dos docentes foram desconstruídos em unidades de sentido, as quais foram agrupadas em categorias emergentes iniciais. Essas, ao serem reagrupadas por semelhança originaram as duas categorias finais de análise: contextualização como modo de aprender com significado em Ciências e Matemática e contextualização como modo de motivar para aprender. Como principal conclusão, os participantes da pesquisa percebem que a contextualização possibilita a construção de significações e relações entre os saberes – aqueles que os estudantes já possuem com os conhecimentos científicos. Além disso, destacam-se a importância de práticas interdisciplinares e da motivação como geradora de interesse e participação ativa do estudante. Pelas respostas dos docentes, depreende-se, ainda, que a contextualização nos processos de ensino e de aprendizagem é possibilidade de problematizar a sua realidade, o que contribui para a formação de sujeitos críticos e autônomos.Palavras-chave: Contextualização em ciências e matemática. Aprendizagem com significado. Motivação para aprender.ABSTRACTThe present article shows a qualitative research on the teachers’ perceptions about the contextualization in Science and Mathematics learning. The research main question is: Which are the teachers’ perceptions about contextualization during Science and Mathematics learning in basic education? In order to answer that, 17 teachers wrote testimonies on the subject, which were analyzed through Discursive Textual Analysis (DTA). For this, teachers’ statements were deconstructed in units of meaning, which were grouped into initial emergent categories. These, when regrouped by similarity, gave rise to the two final categories of analysis: contextualization as a way of learning with meaning in Science and Mathematics and contextualization as a way of motivating to learn. As a main conclusion, the participants of the research realize that contextualization allows the construction of meanings and relations between the knowledge - those that the students already possess with the scientific knowledge. In addition, the importance of interdisciplinary practices and motivation as a generator of interest and active student participation are highlighted by this research. From the teachers’ responses, it can also be seen that the contextualization in the teaching and learning processes is a possibility to problematize their reality, which contributes to the formation of critical and autonomous thinkers.Keywords: Contextualization in science and mathematics. Meaningful learning. Motivation to learn.

scholarly journals O ensino de equilíbrio químico a partir das etapas da situação de estudo: um relato de caso vivenciado por licenciandos em formação

2020 ◽  
Vol 4 (1) ◽  
pp. 137-158
Author(s):  
Evandro Bonifácio ◽  
Ana Beatriz Da Silva ◽  
Ana Paula Hilário Gregório ◽  
Enio De Lorena Stanzani
Keyword(s):  
Undergraduate Students ◽  
Chemical Equilibrium ◽  
Teaching And Learning ◽  
Basic Education ◽  
Learning Processes ◽  
State School ◽  
Chemistry Students ◽  
Undergraduate Chemistry ◽  
Second Year ◽  
Attention To Students

Resumo: O presente artigo tem como objetivo analisar o desenvolvimento de uma Situação de Estudo (SE) para o ensino de Equilíbrio Químico, evidenciando as potencialidades dessa proposta para os processos de ensino e de aprendizagem na Educação Básica. A SE foi elaborada por dois licenciandos de um curso de Licenciatura em Química e desenvolvida em um colégio da rede pública com a participação de aproximadamente 30 estudantes do 2º ano do Ensino Médio. Dentre as atividades propostas na SE, os estudantes responderam questões relacionadas à situação em estudo, as quais foram coletadas para posterior análise, de acordo com os pressupostos da Análise de Conteúdo. Como resultado, destacamos o envolvimento dos estudantes nas atividades propostas, sendo possível constatar a reelaboração conceitual nas respostas dadas ao longo das aulas, embora alguns estudantes ainda apresentem dificuldades relacionadas à explicação e compreensão dos fenômenos químicos estudados com relação ao nível submicroscópico.Palavras-chave: Estágio Supervisionado; Situação de Estudo; Equilíbrio Químico. A proposition for the teaching of chemical equilibrium from the stages of a study situation: a case report experienced by undergraduate students in trainingAbstract: This study aims to analyze the development of a Study Situation (SS) for the teaching of Chemical Equilibrium, highlighting the potentiality of this proposition for teaching and learning processes in Basic Education. The SS was elaborated by two undergraduate Chemistry students and developed in a state school with the participation of approximately 30 students in their second year of High School. Among the activities proposed in the SS, students answered questions related to the situation under study. These answers were collected for further analysis, according to the assumptions of Content Analysis. As a result, we draw attention to students' involvement in the activities. Although some students still presented difficulties related to the explanation and understanding of the chemical phenomena studied in the submicroscopic level, it was possible to verify the conceptual re-elaboration in the answers given during the classes.Keywords: Supervised Internship; Study Situation; Chemical Equilibrium. 

scholarly journals Application of self-assessment and co-evaluation on learning processes

2019 ◽  
Vol 3 (1) ◽  
pp. 1-5
Author(s):  
Maria Pamela Almeida Luque ◽  
Mariam Liccette Rodriguez Mendoza
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Basic Education ◽  
Daily Life ◽  
Learning Processes ◽  
Self Assessment ◽  
Teaching Process ◽  
Self Evaluation ◽  
Teacher Needs

The investigation identified the application of self-assessment and coevaluation in the learning processes in teachers of the School of Basic Education “Nueva Paquisha” of the Nuevo Paquisha community, of the Rocafuerte Canton. The methodology that was used was experimentation, using the survey as an instrument, which allowed us to know that self-evaluation and coevaluation are necessary for students to develop criteria and opinions about their evaluative practices within the classroom. The results obtained improved authentic evaluations in the teaching and learning process, contributing fundamental results to the transformation of information acquired in both the pedagogical day and in daily life, at the same time providing the information that the teacher needs to know to improve and reinforce the knowledge With this practice, the student demonstrates and values the achievements and teachers allow them to confirm the effectiveness of the teaching process.

scholarly journals DIGITAL TECHNOLOGIES USED IN THE CLASSROOM AS SUPPORTING INSTRUMENTS IN THE EARLY YEARS OF BASIC EDUCATION

2020 ◽  
Vol 4 (7) ◽  
pp. 854-868
Author(s):  
Francisco Carlos da Silva Caetano
Keyword(s):  
Teaching And Learning ◽  
Basic Education ◽  
New Technologies ◽  
Digital Technologies ◽  
Early Years ◽  
Technological Innovations ◽  
Access To Information ◽  
The World ◽  
Teaching Learning ◽  
Different Content

We live in a time surrounded by innumerable technological innovations that have impacted this generation significantly, since very early people already make use of some electronic gadget, navigating a universe rich in entertainment features, allowing access to different content whether close or even far. Such technological innovations promote relevant transformations in all sectors of society, contributing to the formation of more active and participative subjects in issues of interest around themselves and the world, favoring the dissemination of popular culture and its enrichment. New technologies favor changes in thinking, acting, teaching and learning, as they have significantly contributed to the advancement of communication and access to information in real time. It is noticed that children are increasingly getting access to these technological tools and master them very skillfully, being able to teach the most advanced in age the use of these novelties. Thinking about the way the child is positioned in the technological society, this work sought to investigate the importance of using new digital technologies in the classroom to enhance the teaching-learning process in the early years of basic education.

O CONHECIMENTO PEDAGÓGICO DO CONTEÚDO E A DIDÁTICA ESPECÍFICA DOS PROFESSORES DE GEOGRAFIA

2020 ◽  
Vol 10 (20) ◽  
pp. 49-71
Author(s):  
José Ricardo De Oliveira ◽  
Claudivan Sanches Lopes
Keyword(s):  
Teaching And Learning ◽  
Basic Education ◽  
Pedagogical Knowledge ◽  
Structured Interviews ◽  
Geographic Education ◽  
Pedagogical Strategies ◽  
Pedagogical Content ◽  
Analysis Methodology ◽  
Regional Center ◽  
Pedagogical Action

Este artigo contempla parte de nossa pesquisa de mestrado, a qual teve como principal objetivo analisar as estratégias didático- pedagógicas utilizadas por professores de Geografia, experientes e bem-sucedidos, que atuam na Educação Básica em escolas que pertencem ao Núcleo Regional de Maringá-PR, nos anos finais do Ensino Fundamental e Ensino Médio. Para entendermos como estes organizavam suas ações em sala de aula, cujas práticas docentes precisam conduzir os alunos a uma educação geográfica, adotamos como principal referencial teórico os estudos de Lee S. Shulman sobre a Base de Conhecimentos, em especial o Conhecimento Pedagógico do Conteúdo – CPC, que os professores necessitam para o exercício da docência, e o processo de Raciocínio e Ação Pedagógica – RAP, que retrata como os conhecimentos docentes são acionados, relacionados e construídos durante o processo de ensinar e aprender. Na metodologia adotada para esta investigação privilegiamos os aspectos qualitativos através de entrevistas individuais e semiestruturadas e observações de aulas, e realizamos a análise dos dados obtidos via metodologia da análise de conteúdo. Os resultados da pesquisa esclareceram que quando os professores acionam e mobilizam o CPC em suas aulas, a Didática da Geografia é potencializada, facilitando a compreensão e a importância desses conteúdos para os alunos. PALAVRAS-CHAVE Conhecimento Pedagógico do Conteúdo, Processo de raciocínio e ação pedagógica, Didática da Geografia, Formação do professor de Geografia.   THE DEVELOPMENT OF PEDAGOGICAL KNOWLEDGE OF CONTENT AND THE SPECIFIC DIDACTICS OF TEACHERS OF GEOGRAPHY ABSTRACT This article includes part of our master's research, which had as main objective to analyze the didactic-pedagogical strategies used by Geography teachers, experienced and successful, who work in Basic Education in schools that belong to the Educational Regional Center of Maringá-PR, in the final years of elementary and high school. In order to understand how teachers organized their actions in the classroom, whose teaching practices need to lead students to geographic education, we adopted Lee S. Shulman's studies on the Knowledge Base, especially the Pedagogical Knowledge of the Content - CPC, which teachers need for the exercise of teaching and the process of Reasoning and Pedagogical Action - RAP, which portrays how teaching knowledge is triggered, related and constructed during the process of teaching and learning. Therefore, the methodology adopted for this investigation privileged the qualitative aspects through individual and semi-structured interviews and observations of classes, whose analysis of the data obtained was carried out by the content analysis methodology. The results of the research clarified that, when teachers activate and mobilize the CPC in their classes, the Didactics of Geography is enhanced, facilitating the understanding and the importance of these contents for students. KEYWORDS Pedagogical Content Knowledge, Pedagogical action and reasoning process, Didactics of Geography, Geography teacher training.

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